Running into Trouble: Constructions of Danger and Risk in Girls' Access to Outdoor Space and Physical Activity

Autor/in	Clark, Sheryl
Titel	Running into Trouble: Constructions of Danger and Risk in Girls' Access to Outdoor Space and Physical Activity
Quelle	In: Sport, Education and Society, 20 (2015) 8, S.1012-1028 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2013.866548
Schlagwörter	Females; Participation; Physical Activities; Foreign Countries; Longitudinal Studies; At Risk Persons; Social Attitudes; Safety; Sexual Harassment; Gender Bias; Physical Education; Extracurricular Activities; Attitude Measures; Secondary School Students; Observation; Interviews; Elementary School Students; Grade 5; Grade 6; Grade 7; Grade 8; Photography; Recreational Activities; Social Bias; Victims; United Kingdom (London) + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Teilnahme; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Risikogruppe; Social attidude; Soziale Einstellung; Sicherheit; Sexuelle Belästigung; Geschlechterstereotyp; Körpererziehung; Sportunterricht; Außerunterrichtliche Aktivität; Sekundarschüler; Beobachtung; Interviewing; Interviewtechnik; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Fotografie; Freizeitgestaltung; Victim; Opfer
Abstract	This paper considers girls' participation in running and other outdoor physical activities in their local areas in London, UK. The paper is concerned with the operation of risk discourses in and around this participation and looks at the way that such discourses impacted on girls' opportunities to take part in physical activities that required outdoor space. Drawing on data from longitudinal research into girls' participation in sport and physical activity, the findings suggested that girls, in particular, were subject to risk discourses around their participation in physical activities which constructed the girls as "weak", and "vulnerable". I look at the ways in which girls understood these messages and how they came to define certain spaces and activities as either "safe" or "unsafe". I look in particular at how girls were able to resist certain constructions of their embodied physical capacities and also at the ways in which this was constrained by specific incidences of sexual harassment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01