In sport it is generally expected that participants be competitive, courageous, determined, muscular, powerful and strong. These qualities describe a stereotypical male as men are expected to be have these characteristics to be considered manly. On the contrary women are expected to be quiet, passive and nurturing, which are qualities not ideal to the competitive nature of sport. These stereotypical ideologies support the description of hegemonic masculinity and generate inequalities in sports participation as men are portrayed to have dominance over women, majorly in western societies. Throughout this essay, gender inequality and its major contribution to the issue of equity and access to participation in sport will be discussed, as well as
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In teaching physical education as sport is a major element it is important that the topic of hegemonic masculinity is discussed. Students should be made aware of the influence that hegemonic masculinity has on both genders which can help them understand the importance of gender equality. This falls under the relationships and sexuality section in the Australian curriculum which expects that all students at appropriate intervals will learn about. (Australian Curriculum, 2016). When teaching physical education, it is important that the educator does not adopt ideologies of hegemonic masculinity as they can greatly impact the way in which they interact with the students which can often be negative. This addresses the issue of code of ethics where educators need to be committed to the wellbeing of individuals and the community and to the common good (Queensland College of Teachers, 2014). As the issue of gender inequality with in sport effects the participation of individual it is important for educators to encourage participation. Engaging female students in physical education has been recognised as a challenge for high school teachers and can be linked to the idea that sport is male dominated (Murphy, Dionigi, Rylee & Litchfield, 2014). Girls especially in high school are at a stage where they are dealing with identity and image issue and therefore are most likely to stay away from participation in sport as they can be self-conscious. In professional teaching the impact of gender, power and sport should be considered as young people need to correctly be educated on the topic to prevent gender inequality and therefore help increase
In teaching physical education as sport is a major element it is important that the topic of hegemonic masculinity is discussed. Students should be made aware of the influence that hegemonic masculinity has on both genders which can help them understand the importance of gender equality. This falls under the relationships and sexuality section in the Australian curriculum which expects that all students at appropriate intervals will learn about. (Australian Curriculum, 2016). When teaching physical education, it is important that the educator does not adopt ideologies of hegemonic masculinity as they can greatly impact the way in which they interact with the students which can often be negative. This addresses the issue of code of ethics where educators need to be committed to the wellbeing of individuals and the community and to the common good (Queensland College of Teachers, 2014). As the issue of gender inequality with in sport effects the participation of individual it is important for educators to encourage participation. Engaging female students in physical education has been recognised as a challenge for high school teachers and can be linked to the idea that sport is male dominated (Murphy, Dionigi, Rylee & Litchfield, 2014). Girls especially in high school are at a stage where they are dealing with identity and image issue and therefore are most likely to stay away from participation in sport as they can be self-conscious. In professional teaching the impact of gender, power and sport should be considered as young people need to correctly be educated on the topic to prevent gender inequality and therefore help increase