Abstract:

Physical Education (PE) is an integral component of the academic curriculum, facilitating the cultivation of an active and health-conscious lifestyle. Given the significance of physical activity, ensuring that the implementation of PE in schools effectively engages students in active participation is crucial. Studies have explored the impact of both mixed-gender and single-sex environments on diverse aspects of student motivation and active participation, yielding conflicting or contradictory findings (Lentillon-Kaestner & Roure, 2019). Researchers found that, regardless of the setting, females demonstrated notably lower activity levels compared to males (Smith et al., 2014). Previous studies observed that female students had further decreased participation in coeducational PE settings (Frühauf et al., 2022; Walseth et al., 2018). Perceived barriers often attributed to this lack of engagement, notably the dominance exhibited by male counterparts in the classroom environment, consequently impeding female active involvement (Smith et al., 2014). However, these studies did not always account for teacher behaviour. Research has highlighted educators' pivotal influence in molding students' educational experiences (Skinner & Belmont, 1993). These findings underscore the substantial impact of teachers' interactions and guidance on students' motivation levels and engagement within the learning environment (Skinner & Belmont, 1993). Therefore, the influence of educators in fostering an environment that encourages student engagement in gender-inclusive high school PE classes is profound and multifaceted.

For the purposes of this literature review, the authors define student engagement as students' enthusiastic participation, sustained interest and commitment leading to enhanced learning (Skinner & Belmont, 1993). As such, the following research question will guide this review of the literature: How do teachers affect student engagement in gender-inclusive secondary school physical education classes? This literature review aims to synthesize and analyze the existing research on teachers' impact on student engagement, specifically in gender-inclusive secondary school PE classes.

References:
[1] Frühauf, A., Hundhausen, F., & Kopp, M. (2022). Better together? Analyzing experiences from male and female students and teachers from single-sex and coeducational physical education classes. Behavioral Sciences, 12(9), 306-. https://doi.org/10.3390/bs12090306
[2] Lentillon-Kaestner, V., & Roure, C. (2019). Coeducational and single-sex physical education: students’ situational interest in learning tasks centred on technical skills. Physical Education and Sport Pedagogy, 24(3), 287–300. https://doi.org/10.1080/17408989.2019.1571186
[3] Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571-581. doi:https://doi.org/10.1037/0022-0663.85.4.571
[4] Smith, N. J., Lounsbery, M. A. F., & McKenzie, T. L. (2014). Physical activity in high school physical education: impact of lesson context and class gender composition. Journal of Physical Activity & Health, 11(1), 127–135.
[5] Walseth, K., Engebretsen, B., & Elvebakk, L. (2018). Meaningful experiences in PE for all students: an activist research approach. Physical Education and Sport Pedagogy, 23(3), 235–249. https://doi.org/10.1080/17408989.2018.1429590

Keywords:

Physical education, gender, inclusion, pedagogy, student engagement.