Negotiating a physical identity: girls, bodies and physical education

By Robyne Garrett. 2004

186 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/be898fd0ffc8e07be1660d371969826dfc97348f

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Citations in the corpus

Exploring how girls navigate their embodied identities in physical education (2011, background): “focusing on the physical aspect of the body), which is heightened in physical education because of the public nature of the environment, where students have the opportunity to observe other students’ performances (Cockburn and Clarke 2002; Garrett 2004; Li, Lee, and Solmon 2005) and students’ bodies”
When Physical Activity Participation Promotes Inactivity (2012, background): “…to get an adequate educational practice environment because they tend to dominate games and activities and discriminate against the less skilful and less fit peers (Allender et al., 2006; Brooks & Magnusson, 2006; Ennis, 1996; Flintoff & Scraton, 2001; Garrett, 2004; Paechter, 2003; Portman, 1995).”
Towards an activist approach to research and advocacy for girls and physical education (2016, background): “These studies, as well as other’s work on girls’ embodiment (Garrett 2004; Hills 2006; Azzarito and Solmon 2009), provide strong evidence to suggest that purposeful physical activity is of central importance to girls’ engagements in physical education, though it is not sufficient by itself.”
‘Are you listening?’: adolescent girls voice how they negotiate self-identified barriers to their success and survival in physical education (2013, background): “…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; Treanor et al.…”
Hiding behind the camera: social learning within the Cooperative Learning Model to engage girls in physical education (2014, background): “Second, girls’ motives for participating in physical education, which are to a great extent related to the social and affective domains, are largely ignored (Carlson, 1995; Laker, 1996; Cothran & Ennis, 1999; Garrett, 2004; Hills, 2007; Smith & Parr, 2007; Green, 2008; Kirk, 2010).”
Unbearable Lessons: Contesting Fat Phobia in Physical Education (2008, background): “The public visibility of the body in physical education settings contributes to young women’s alienation from physical education (Aldridge, 1998; Garrett, 2004) and is”