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Emerging themes include lifetime physical activities, student involvement in course development, authentic assessment, gender as a course-design feature, value-added options, and a positive, respectful class environment. Findings support course-design considerations for female high school learners.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/meaningful-participation-of-girls-in-senior-physical-education-courses/596467/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/meaningful-participation-of-girls-in-senior-physical-education-courses/596467.png","ImageObject",300,407,{"name":42,"@type":43},"Alexandar","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What was the purpose of the investigation?","Question",{"text":62,"@type":63},"The study aimed to understand the features of senior physical education courses that maintained high enrollments of female students.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How were the data collected for the study?",{"text":67,"@type":63},"Course outlines, teacher interviews, and student questionnaires were used to gather the evidence.",{"name":69,"@type":60,"acceptedAnswer":70},"What main themes emerged from the analysis?",{"text":71,"@type":63},"The themes included lifetime physical activities, student involvement in course development, authentic assessment, gender as a course design feature, value-added options, and a positive, respectful class environment.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},596467,1792165988,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Meaningful Participation of Girls in Senior Physical Education Courses  \nSandra L. Gibbons  \nUniversity of Victoria  \nThe purpose of this investigation was to gain insight into the features of 32 senior physical education courses from 22 school districts in British Columbia that have successfully main‐ tained high enrollments of female students. Analysis of course outlines, interviews with teachers, and student questionnaires were used to collect data. The following themes emerged: (a) focus on lifetime physical activities,(b) student involvement in course devel‐ opment, (c) authentic assessment,(d) gender as a course design feature, (e) value added options, and (f) positive and respectful class environment. Findings offer considerations for the design of physical education courses to address the learning needs of female highschool students.  \nKey words: girl‐friendly PE, Physical Education curriculum, authentic assessment, gender stereotyping in physical education, curriculum coherence  \nCette étude vise à mettre en lumière les caractéristiques de 32 cours d’éducation physique au secondaire qui ont su maintenir un nombre élevé d’inscriptions chez les filles dans 22 commissions scolaires en Colombie‐Britannique. Les données ont été colligées à l’aide del’analyse des plans de cours, d’entrevues menées auprès des enseignants et de questionnai‐ res à l’intention des élèves. Les thèmes suivants sont ressortis de l’analyse : (a) l’accent missur des activités physiques pouvant être effectuées tout au long d’une vie,(b) la participa‐ tion des élèves à l’élaboration du cours, (c) la pertinence de l’évaluation, (d) la prise en compte des sexes dans la conception même du cours,(e) les options à valeur ajoutée et (f) l’atmosphère positive et respectueuse durant les cours. Les conclusions fournissent des éléments à prendre en considération lors de la conception de cours d’éducation physique en vue de répondre aux besoins d’apprentissage des filles au secondaire.  \nMots clés : éducation physique conviviale pour les filles, cours d’éducation physique, éva‐ luation pertinente, stéréotypes en fonction du sexe en éducation physique, cohérence du curriculum.  \n_____________________________  \nCANADIAN JOURNAL OF EDUCATION 32, 2 (2009): 222‐244 ©2009 Canadian Society for the Study of Education/  \nSociété canadienne pour l’étude de l’éducation  \nThe primary mandate of Physical Education (PE) programs in Canadian schools is to help students develop the skills, knowledge, and attitudes necessary to be physically active throughout their lives (Pangrazi & Gib‐ bons, 2009). Craig and Cameron (2004) suggest that “schools could influ‐ ence physical activity choices and options available to children and youth, through their policies, communications, and facilities”(pp. 55‐56) . Despite this mandate, educators struggle to offer PE programs that are interesting to and meaningful for female students. This problem is re‐ flected in the low enrollment of young women in senior elective PE pro‐ grams. In British Columbia, for example, fewer than 10 per cent of fe‐ male students (compared to 24 per cent of male students) choose to enroll in PE once it becomes an elective course after grade 10 (British Co‐ lumbia Ministry of Education, 2000) . Substantive scholarship indicates that typical PE programs offered to adolescent girls in Canadian schools may not sufficiently engage them in relevant physical activity during the critical developmental period between childhood and adulthood (Fen‐ ton, Frisby, & Luke, 1999; Gibbons & Humbert, 2008; Gibbons, Wharf Higgins, Gaul, & Van Gyn, 1999; Olafson, 2002; Vertinsky, Batth, & Nai‐ du, 1996) .  \nCONCEPTUAL FRAMEWORK  \nThe present study is grounded in the conceptual underpinnings asso‐ ciated with curricular coherence. A coherent curriculum “holds together, makes sense as a whole; and its parts, whatever they are, are unified and connected by the sense of the whole”(Beane, 1995, p. 3) . Beane (1995) identifies four crucial","cbCaiqYgBy4Gjpq0","https://ap.wps.com/l/cbCaiqYgBy4Gjpq0","pdf",316671,23,"English","# Conceptual Framework\n## Curricular coherence principles\n# Meeting the Needs of Female Students in Physical Education\n## Alignment between girls' values and PE experiences","[{\"question\":\"What was the purpose of the investigation?\",\"answer\":\"The study aimed to understand the features of senior physical education courses that maintained high enrollments of female students.\"},{\"question\":\"How were the data collected for the study?\",\"answer\":\"Course outlines, teacher interviews, and student questionnaires were used to gather the evidence.\"},{\"question\":\"What main themes emerged from the analysis?\",\"answer\":\"The themes included lifetime physical activities, student involvement in course development, authentic assessment, gender as a course design feature, value-added options, and a positive, respectful class environment.\"}]","Meaningful Participation of Girls in Senior Physical Education Courses | PDF",1792083131,58]