GCSE physical education and the embodiment of gender

Abstract

Research within the area of the sociology of physical education (PE) recognises that it is a subject which reinforces dominant ideologies about gender. The gendered nature of PE appears to continue into General Certificate of Secondary Education (GCSE) examinable PE, as the proportion of boys being examined in GCSE PE compared to girls is nearly 2:1. Given the recent drive and initiatives such as the Girl Active scheme, run jointly by Norwich Union and the Youth Sport Trust to get girls active, GCSE PE may have a role to play increasing girls' involvement in physical activity and healthy lifestyles. This paper seeks to explore, through qualitative focus group interviews with Year 10 girls, how girls' experiences of PE and GCSE PE are gendered. The findings of this paper suggest that GCSE PE does little to breakdown existing gender relations of PE and often reinforces ideas about the gendered body.

Keywords:

• GCSE
• Physical education
• Gender
• Body
• Examinations

Notes

1. These schemes backed by Dame Kelly Holmes begin in 2007 and aims to encourage teenage girls to get involved and stay involved in sport. The scheme works with schools to tackle reasons for lack of participation and to develop a plan to change PE within the school so that more girls participate.

2. There are other examining boards for GCSE PE, however the amount of practical and theoretical elements do not differ substantially. See Carroll (1994) for a history of GCSE PE and its development.

3. Such differing requirements demonstrate an embedded belief that females are weaker than males and therefore should not be expected to run as far, such differing requirements based on gender suggests that ideas about the gendered body are accepted within curriculum frameworks.