Hegemonic masculinity in sport education: case studies of pre-service physical education teachers with teaching orientations

Abstract

Previous research had indicated that pre-service teachers (PTs) with coaching orientations reinforced sexism and masculine bias while employing the sport education (SE) model. The purpose of the current study was to examine whether or not and the degree to which SE delivered by PTs with teaching orientations served to combat or reinforce sexism and masculine bias. Participants were two PTs who taught four SE seasons during their culminating internship. The theory of hegemonic masculinity guided data collection and analysis. Data were collected through formal, informal and stimulated recall interviews, passive participant observation, and document analysis. Analytic induction and constant comparison were used to analyze the data. Findings revealed that masculine bias and sexism were largely combatted and rejected during the SE seasons and that the PTs provided a relatively equitable experience for girls and smaller, less physically able boys. Key reasons for the PTs' success included their liberal views about sport, their willingness to confront the prevailing sporting culture and the fact that they taught elementary-aged children.

Keywords:

• Sport education
• Physical education
• Hegemonic masculinity

Notes

1. The names of the PTs and pupils in this study are fictitious.

2. EFE is the term commonly used in American universities to describe a short period of teaching in a school completed by PTs prior to their full student teaching internship.

3. Speedball is an invasion game which combines the skills and strategies of soccer, basketball and flag football.