Exploring how girls navigate their embodied identities in physical education

By Jennifer L. Fisette. 2011

104 citations recorded by the source corpus.

Subfields: Gender Studies, Physical Therapy, Sports Therapy and Rehabilitation, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/07e3fb0f1dd7d56033a75a0afa9fde2074bcc712

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Citations in the corpus

‘Are you listening?’: adolescent girls voice how they negotiate self-identified barriers to their success and survival in physical education (2013, methodology): “…engagement and enjoyment within coeducational classes (Azzarito 2009; Azzarito and Solmon 2006; Azzarito, Solmon, and Harrison 2006; Derry 2002; Fisette 2011b; Garrett 2004; Griffin 1984, 1985a, 1985b; Lirgg 1993; Oliver and Hamzeh 2010; Oliver, Hamzeh, and McCaughtry 2009; Ronholt 2002;…”
Hiding behind the camera: social learning within the Cooperative Learning Model to engage girls in physical education (2014, background): “Consequently, since perceived competence has been interrelated with engagement (Rich, 2003, 2004; Garrett, 2004; Hills, 2007; Fisette, 2011; With-Nielsen & Pfister, 2011) their social and cognitive perceptions of competence may have facilitated their engagement.”
Attitudes toward and motivation for PE. Who collects the benefits of the subject? (2015, background): “…as well as qualitative studies reveal that some adolescents experience PE in negative terms (Hashim et al. 2008a, 2008b); that some adolescents hate PE (Carlson 1995; Olafson 2002); and that PE may have a devastating effect on adolescents’ development (Blankenship 2007; Ennis 1996; Fisette 2011).”
Pedagogical principles that support the prioritisation of meaningful experiences in physical education: conceptual and practical considerations (2021, background): “…of embodiment also provides important insight into an individual’s experiences in physical education and creates the possibility of interrupting articulations of the body that are narrowly understood in exclusionary ways related to, for example, gender (Fisette 2011) and ability (Fitzgerald 2005).”