Essay - SPE5001 PDF

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Assignment essay for SPAH module ...

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Assessment Coversheet and Feedback Form

Faculty of Health, Education and Life Sciences School of Health Sciences

Complete the details marked in the coloured text and leave everything else blank. Where appropriate, copy and paste your submission after the first pages as indicated. You are reminded of the University regulations on cheating. Except where the assessment is group-based, the final piece of work which is submitted must be your own work. Close similarity between submissions is likely to lead to an investigation for cheating. You must submit a file in an MSWord or equivalent format as tutors will use MSWord to provide feedback including, where appropriate, annotations in the text. Student Name

Amy Marie Palser

Student Number

1815121

Course and Year

BSc. (Hons) Physical Education and School Sport

Module Code

SPE5001

Module Title

Sport, Physical Activity and Health

Module Tutor

Rachel Black/ Irfan Khawaja

Personal Tutor

Rachel Black

Reasonable Adjustments Check this box [x] if the Faculty has notified you that you are eligible for a Reasonable Adjustment (including additional time) in relation to the marking of this assessment. Please note that action may be taken under the University’s Student Disciplinary Procedure against any student making a false claim for Reasonable Adjustments.

Feedback: General comments on the quality of the work, its successes and where it could be improved Provisional Uncapped Mark Marks will be capped if this was a late submission or resit assessment and may be moderated up or down by the examination board.

% Feed Forward: How to apply the feedback to future submissions

School of Health Sciences September 2018

Quality and use of standard English & Academic Conventions

Spelling, punctuation and grammar

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Academic style

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Structure

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Referencing

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Sources used

Good

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Comments

If any of the above are highlighted as Requires attention you should arrange a consultation with a member of staff from the Personal Development Department via https://icity.bcu.ac.uk/hels/Learning-and-Teaching-Development-Team-LTDT/PDD/Index or, for sources used, with a Librarian via https://www.bcu.ac.uk/library/services-and-support/book-a-tutorial

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Moderator’s Name*: *please note moderation is done via sampling

School of Health Sciences September 2018

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Marking Criteria The marking criteria relating to this assessment is detailed below. Please study this page carefully to see the criteria by which your assessment is marked.

Criterion 1 Mark: 60%

0 – 39% 40 – 49% 50 – 59% Fail Third 2:2 Discuss a wide range of barriers and facilitators for physical activity. Little or no discussion of barriers or facilitators for physical activity

Satisfactory discussion of barriers or facilitators for physical activity

None or very little academic literature used in this discussion

Some literature used to assist with the discussion. It may not be fully academic or applied within the discussion.

Sound discussion of barriers or facilitators for physical activity Some academic literature used to enhance the discussion. It may not be fully applied within the discussion.

Criterion 2

Evaluate the different tools used to measure physical activity

Mark: 20%

Little or no evaluation of the different tools used to measure physical activity. No application of the tools.

Criterion 3

The application of LO1 and 2 into a portfolio document

Mark: 20%

Limited or no engagement in portfolio tasks such as: evaluation of teaching episodes; application of theory content to practical content; effective self or peer assessment.

School of Health Sciences September 2018

Satisfactory description and brief application of the different tools used to measure physical activity.

Satisfactory engagement in portfolio tasks such as: evaluation of teaching episodes; application of theory content to practical content; effective self or peer assessment.

Sound explanation and some application of the different tools used to measure physical activity.

Sound engagement in portfolio tasks such as: evaluation of teaching episodes; application of theory content to practical content; effective self or peer assessment.

60 – 69% 2:1

70 – 79% First

80 – 100% First

Good discussion of barriers or facilitators for physical activity

Very Good discussion of barriers or facilitators for physical activity

Excellent discussion of barriers or facilitators for physical activity

Relevant academic literature used to enhance the discussion. Application of the literature is appropriate.

A range of relevant academic literature is used to enhance the discussion and is applied well using analysis.

A thorough range of suitable, academic literature is fully applied and used with a synthesis of discussion.

Good explanation and application of the different tools used to measure physical activity.

Very good explanation and application of the different tools used to measure physical activity.

Excellent explanation and detailed application of the different tools used to measure physical activity.

Very good engagement in portfolio tasks such as: evaluation of teaching episodes; application of theory content to practical content; effective self or peer assessment.

Excellent engagement in portfolio tasks such as: evaluation of teaching episodes; application of theory content to practical content; effective self or peer assessment.

Exceptional engagement in portfolio tasks such as: evaluation of teaching episodes; application of theory content to practical content; effective self or peer assessment.

Chris is crazy about dance and attends many classes to indulge this passion. Chris is about to start secondary school and is just coming up to his 11th birthday. He is worried about how people at the school will view him and has started to become a little withdrawn. Christopher’s ethnicity is white.

White boys like Chris can typically be labelled as ‘lads’ and accomplish masculine identities (Willis,1977) activities such as dancing and singing disrupts conventional discourses of these masculine identities (Ashley, 2009). Gender stereotypes state that “masculine” sports are boxing, MMA and weightlifting. Paradoxically “feminine” sports embody beauty, lightness, delicacy, and lack of hardness such as dancing, figure skating, artistic gymnastics, and synchronized swimming, where direct physical contact is not required (Jakubowska and Byczkowska-Owczarek, 2018). Women are more likely to participate in dance for fitness and exercise whilst men like Chris’ strongest motivation to dance is usually intimacy (Maraz et al., 2015).

There are both internal and external barriers for Chris when it comes to participation in sporting activities, especially those which are labelled as “girls sports”. External barriers boys like Chris may face are; peer disapproval, gender stereotypes, low media coverage of male dancers, fewer male dance role models and teachers as well as female only dance classes.

Chris may experience peer disapproval when expressing a passion in dance, it is suggested that in the past boys who have the desire for more dance classes at school experienced ridicule from other boys which led to verbal, and at times physical abuse this in effect suffocates the boy’s creativity and causes upset (Edward, 2014). Stereotyping can also be a deterrent to dance, sport is a territory of gender-stereotype expression, which can affect participation dependent on what they deem gender appropriate (Plaza et al, 2017). Although feminism has resulted in great change in norms for females there has been little change in men’s masculine norms which effects performance in dance (Gard, 2008). Lack of male dance media coverage reinforces constructions of gender division and reproduces traditional expectations regarding femininity and masculinity (Koivula.,1999) thus discouraging boys like Chris. Girls have many dance role models to idolise for example The Rockettes are talented and hard-working women who are an American treasure (Fiandt et al, 2010) and child dancer Maddie Ziegler who takes the spotlight in Sia music videos and show ‘Dance Moms’ (Haliliuc, 2019) but Chris may not relate to these due to gender differences. As mentors and role models dance teachers have a significant influence on young students (Robson et al, 2002). The dilemma schools are now facing in education is that the teaching force is homogenously white, middle class, female, and Christian (Landsman and Lewis., 2006) lack of male dance role models may make girls more likely to succeed in dance than boys. Some feminized sports only allow female entry’s such as in cheerleading and dance. Some teams exclude males

from dance teams as they feel it is necessary to redress

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past discrimination against girls, who have been historically underrepresented in high school sports. (Schmidt., 2019).

Internal barriers one may experience in sport are feeling self-conscious, fear of judgement and pressure to conform. Chris especially when joining secondary school may be self-conscious as his hobbies do not fit the ‘norm’ for many young men, this it is not necessarily a fear of dance as a physical activity, but rather a fear of the backlash and social stigma that can result from being associated with dance (Sanderson, 2001). Chris may experience fear of judgement, males who dance are always in danger of being classified as effeminate (Thomas, 1996) and therefore may feel the need to conform. Another internal barrier may be pressure to conform, men tend to avoid involvement with any activity that might challenge their perceived status, there is a tendency of deliberately rejecting anything that might be construed as feminine in order to avoid being labelled as ‘queer’, ‘poof’ or ‘gay’ (Risner, 2007).

As well as experiencing barriers associated with gender Chris becoming secondary school age may result in barriers due to less disposable time and puberty. Overall Physical activity levels among children decline when they enter adolescence and make the transition from primary to secondary school (D’Haese et al, 2016). Less disposable time due to more homework and higherpressure examination, school-age athletes can struggle to balance the demands of their sporting and educational roles (O’Neill et al., 2013). It is often observed that a decline in students’ selfperceptions across transition to secondary school after is often attributed to the students’ entry to puberty (Arens, 2013). Puberty is considered a key ‘make or break’ event in the continuation of vocational training and is a challenge that young dancers must negotiate. (Mitchell et al., 2016). With all of this considered the pressures of school could hypothetically be a barrier to Chris’ participation. There are multiple solutions that can be considered in order to facilitate Chris’ participation in dance. Possible solutions are; introducing Chris to new dance styles, highlighting male role models in dance, implementing dance into PE lessons, assuring the correct facilities are local, inspiration and motivation, more dance classes and clubs that accept males, increased media coverage of professional male dancers and an increased number of male choreographers.

Introducing different style of dance outside the occasional single (six year old) boy in the ballet class’ (Graham., 2003) may influence more boys like Chris into participation in dance. New dance opportunities may re-spark interest for Chris for example using dynamic movement opportunities, alphabet dance or street dance and new circus (Taschuk, 2009). Another potential idea is making connections between dance and athletics to attempt to challenge social stereotypes that often associate dance as being an inherent feminine activity and hopefully allow Chris and other boys to School of Health Sciences September 2018

find joy in dancing and make them become ongoing dance students and future dance audience members (Soriano and Clemente., 2010).

Presenting Chris with role models could increase dance participation for example inspiring boy’s with successful dancers such as Diversity and Chris Brown (Vonledebur, 2014). The success of these professional athletes can spill over on the participation in amateur sport especially for active young people of both genders as they provide inspiration for amateurs like Chris (Mutter and Pawlowski, 2014). Male teachers could also act as role models for Chris. Male teachers can help students get through difficult moments in their personal life and play an important role in boys’ development (Lynn, 2006). Dance has been a part of the physical education (PE) curriculum in several countries for a long time. Despite this, studies demonstrate that the position of dance in the subject of PE is contested and that little time is devoted to dance (Mattsson and Lundvall, 2015), more time for dance could result in change of reputation. In order to provide more dance with in schools may require building teacher’s confidence of dancing. Dance instruction can be a daunting task for physical education teachers thus if teachers reflect on how they teach dance sessions and classroom they can maximise learning and engagement for students like Chris (Contant, 2015). Proximity to sports facilities is one important environmental resource that may predict participation in physical activity (Reimers., 2014). Opening schools to offer both dance tuition and full academic education for boys like Chris (Barking and Dagenham, 2012) may increase male participation.

Inspiration and motivation could help spur Chris into continuing to dance. Professionals shown on shows such as strictly Come Dancing, got to dance, Step Up, Billy Elliot (Vonledebur., 2014) could be used to broaden Chris’s horizons as the male dancers are given a platform to demonstrate professional skills (Meier., 2015). The segregation of the sexes in sporting activity is a ubiquitous, internationally visible phenomenon, at elite and lower level sports (Dworkin and Messner., 2002) therefore mixed-sex sport experiences could be transformative in nature. The beneficial lessons of working with the opposite sex either for training or in competitive teams may transfer to other social worlds beyond sport (Priyadharshini and Pressland, 2016). More programmes such as Advantage West Midlands can cause less segregation in dance, Advantage West Midlands allows boys to participate in dance classes, residences and performances with boys of all abilities and backgrounds in primary and secondary schools, youth centres, after-school groups, pupil referral units and young offender institutions (Holdsworth, 2013).

Sports media exposure may be directly related to sports participation (Bissell, 2004), increasing Chris’s exposure to media coverage which highlights male dancers could make him more likely to want to dance. Showing Chris examples such as dancing with the stars, diversity and flawless who School of Health Sciences September 2018

incite screams and cheers from audiences on TV (Blades, 2015) may therefore increase participation. Male choreographers could also facilitate Chris in his dancing this could be done by allowing dance schools to positively discriminate in order to offer more male dance teachers jobs. A shortage of male dance instructors to teach new moves has long been a problem for the Arthur Murray School of Dance. In the Equal Opportunity Commission Mr Ward a teacher at the school won an exemption from the Equal Opportunity Act and could “lawfully discriminate'' in favour of men for three years (Reid, 2002).

Different tools can be used to measure physical activity, research methods in education (and the other social sciences) are often divided into two main types: quantitative and qualitative methods (Muijs, 2004). Subjective research is generally referred to as phenomenological research. This is because it is concerned with the study of experiences from the perspective of an individual and emphasises the importance of personal perspectives and interpretations (Priola, 2019). An example of subjective research is direct observation. Direct observation uses routinely collected scheme data to provide a viable way of evaluating (Hanson Et al., 2013). Direct observation of Chris in his Dance lessons and direct observation in boys dance physical education lessons could bring insight into boys’ attitudes toward dance.

Two widely used observation measures illustrate the method's use. The System for Observing Fitness Instruction Time (SOFIT) was developed to evaluate physical education classes (McKenzie Et al., 1992) this will be useful when researching Chris in PE to observe how active he is in Dance class compared to other sports. Also, the System for Observing Play And Recreation in Communities (SOPARC) was designed to evaluate how parks and other recreation settings (which could include leisure centre dance studios) are being used (McKenzie Et Al., 2006) this would be useful to observe boys like Chris outside of school dance classes. Advantages of direct observation include high quality data, ability to record numerous dimensions of physical activity (i.e., FITT) (Sallis, 2010) this being useful to see the intensity of activity in Chris’ PE and dance sessions as well as observing the type of activity being done. Direct observation is also a flexible method and allows researchers to record factors related to physical activity such as; behavioural cues of Boys in Chris’s Physical Education and dance classes, environmental conditions, the presence of significant others such as Chris’s male models also the effect of equipment on boys like Chris such as ballet bars (Trost, 2007). Disadvantages of direct observation are; the expense of human observers, need for training, difficulties of managing and scoring the data, and possible reactivity effects of the observations on participant behaviour (Sallis, 2010). Participant activity needs to be observed and recorded by a trained researcher, researchers who observe properly will have completed extensive verbal, written and video training and testing before observing participants (Lyden Et Al., 2014). Courses to School of Health Sciences September 2018

observe pupils and young people like Chris such as ‘Research with children and young people’ or ‘Qualitative data analysis: approaches and techniques’ cost £270 per day or £202.50 for social research association members (The-sra.org.uk, 2020). Reactivity occurs when the subject of the study (e.g. survey respondent) is affected either by the instruments of the study or the individuals conducting the study in a way that changes whatever is being measured (Lavrakas, 2008) Chris and other boys in the session may act up to what they think the observer wants to see.

Subjective research can however over/underestimate Physical Activity levels in which case Objective methods maybe suggested to research Chris. An ob...