ArticleBehavioral sciences (Basel, Switzerland)2022
Better Together? Analyzing Experiences from Male and Female Students and Teachers from Single-Sex and Coeducational Physical Education Classes.
Article in Behavioral sciences (Basel, Switzerland), 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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Who cites it
3 citing papers in PubMed.
- Longitudinal dynamics between other-gender peer contact quality and gender-stereotypical trait norms in coeducational physical education: a four-wave random-intercept cross-lagged panel study.Frontiers in psychology · 2026Article
- Teacher interpersonal behaviors and student engagement in single-gender physical education: the mediating role of achievement emotions and the moderating effect of class gender composition.Frontiers in psychology · 2026Article
- Assessment of Knowledge and Practices Related to Children's Physical Fitness and Health Among French PE Teachers.Journal of preventive medicine and hygiene · 2025Article
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Authors and funding
3 authors.
Funding
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Abstract
purposeSince personal, environmental and behavioral factors influence students' and teachers' actions and experiences, the present study aimed to assess gender-related experiences of students and teachers from single-sex and coeducational physical education (PE) settings.
methodIn total, 64 students (mean age: 13.8 ± 0.5 years) and 12 PE teachers from single-sex and coeducational PE settings from higher education schools (6th to 13th grade) in Germany and Austria were interviewed. Interviews were analyzed using a thematic content approach.
resultsStudents from coeducational PE settings described more gender-unrelated behavior and a higher variety of activities including various non-gender conforming activities. Male students from single-sex PE settings reported performing only gender conform and some gender-neutral activities. Teachers from coeducational settings stated that they purposefully formed mixed-gender groups to foster social processes. A lack of time and lack of knowledge were named by PE teachers as reasons for not addressing gender issues in PE by teachers.
conclusionPerformed activities and teachers' behavior differed between PE settings, eventually influencing reported differences in terms of behavior and gender perception by students. Further studies should evaluate the influence of specific physical activity interventions on gender perceptions and students' behavior in order to give practical recommendations for PE classes.
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