Coeducational Methodology Used by Physical Education Teachers and Students’ Perception of It

Pedro Valdivia-Moral, David Molero, Arturo Díaz-Suarez, Cristian Cofre and Maria Luisa Zagalaz-Sánchez
Additional contact information
Pedro Valdivia-Moral: Department of Didactics of Musical, Plastic and Body Expression, University of Granada, Faculty of Education, Campus Universitario Cartuja, s/n, 18071 Granada, Spain
David Molero: Department of Pedagogy, University of Jaen, Faculty of Humanities and Education Sciences, Campus Las Lagunillas, s/n, 23071 Jaén, Spain
Arturo Díaz-Suarez: Department of Physical Activity and Sport, University of Murcia, Faculty of Sport Science, Calle Argentina, 19, 30720 San Javier, Murcia, Spain
Cristian Cofre: Facultad de Ciencias Médicas Universidad de Santiago, Escuela de Ciencias del Deporte Universidad Santo Tomás Santiago de Chile, Santiago de Chile, Chile
Maria Luisa Zagalaz-Sánchez: Department of Didactics of Musical, Plastic and Body Expression, University of Jaen, Faculty of Humanities and Education Sciences, Campus Las Lagunillas, s/n, 23071 Jaén, Spain

Sustainability, 2018, vol. 10, issue 7, 1-13

Abstract: Background: In physical education (PE), the methodology used to develop coeducation must consider the tastes and preferences of students. The purpose of this work was to analyze how teachers work with different aspects of PE classes and how their work is perceived by students. Methods: The sample was formed of 176 teachers and 1136 secondary school students. The research design was descriptive. The instruments used were the Questionnaire of Coeducational Aspects in Physical Education for teachers and the Questionnaire of Perception of Equality and Discrimination in Physical Education for Students. Results: The different statistical analyses showed significant differences in how male and female teachers assigned responsibility to the students. With regard to the students, significant differences were found between boys and girls in their opinions of how their teachers apply the same rules to all the students. Conclusions: Differences exist between male and female teachers in regard to control of the area used for motor activity. With regard to the students, girls perceive to a greater extent than their male counterparts that the activities in PE classes promote equality in the improvement of their capacities.

Keywords: physical education; coeducation; equality (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2018
References: View complete reference list from CitEc
Citations: View citations in EconPapers (1)

Downloads: (external link)
https://www.mdpi.com/2071-1050/10/7/2312/pdf (application/pdf)
https://www.mdpi.com/2071-1050/10/7/2312/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:10:y:2018:i:7:p:2312-:d:156185

Access Statistics for this article

Sustainability is currently edited by Ms. Alexandra Wu

More articles in Sustainability from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().