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Girls’ Experiences in Physical Education: Competition, Evaluation, & DegradationCheryl van Daalen, RN, PhD, is special advisor to the Canadian Coalition for the Rights of Children and an assistant professor at York University School of Nursing, Toronto, Ontario, Canada School nurses are often asked to participate in the health component of many physical education (PE) programs in schools. With this opportunity comes an ability to invite a model of physical education that enables physical, mental, and relational health. A pilot study was initiated to explore why girls’ enrollment in physical education was dwindling once the compulsory credits were achieved. What emerged was the reality that for many girls, physical education was a source of constant shaming regarding their athletic ability and eventually themselves. Forced competition, degrading evaluation, and sexuality- and size-related harassment by both peers and teachers led the participants in this study to opt out of any further physical education classes. Within school-based physical education exists an opportunity to promote the health of adolescent women. School nurses, in partnership with physical education teachers and girls, can construct a model of physical education that is neither based on competition nor athletic ability, but rather on building a positive self-esteem and a positive relationship with one’s body. This model would be rooted in participation, fun, and female friendship.
Key Words: competition • feminist analysis • physical education • shaming • self-esteem • school nursing
The Journal of School Nursing, Vol. 21, No. 2,
115-121 (2005) This article has been cited by other articles:
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