Coeducation in physical education in Switzerland – A national inventory of the legal basis and its implementation
Introduction In Switzerland, sporting activity among girls and young women has increased in recent years. In comparison, however, boys and young men continue to show a higher level of sporting activity at every age level and in all language regions (Lamprecht et al., 2021). As physical education (...
Ausführliche Beschreibung
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Christelle Hayoz [verfasserIn] |
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2024 |
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In: Current Issues in Sport Science - Bern Open Publishing, 2018, 9(2024), 2 |
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volume:9 ; year:2024 ; number:2 |
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DOI / URN: |
10.36950/2024.2ciss007 |
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DOAJ094797781 |
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520 | |a Introduction In Switzerland, sporting activity among girls and young women has increased in recent years. In comparison, however, boys and young men continue to show a higher level of sporting activity at every age level and in all language regions (Lamprecht et al., 2021). As physical education (PE) lessons are an important socialisation factor for extracurricular sports activities, the question arises as to how PE is taught in Switzerland to do justice to the genders. To date, there has been little scientific research in Switzerland into which cantons implement coeducational PE and which legal or regulatory bases they rely on. Due to this research gap, this contribution will analyse which cantons implement coeducational PE and to what extent these can be linked to the legal bases or language-regional curricula. Methods With the help of a document analysis of the current legal and regulatory bases as well as the three language-regional curricula a national inventory of the existing guidelines is conducted. Furthermore, a qualitative survey of all cantonal school offices analyses the current situation regarding coeducational PE lessons in compulsory education in Switzerland. Results The results indicate that there are level-specific, cantonal, and language-regional differences. Language cultural differences are particularly evident at lower secondary school level, since in the German-speaking cantons PE lessons are mostly mono-educational and in the French and Italian-speaking cantons they are usually coeducational (Hayoz, under review). Discussion In the German-speaking cantons, especially for lower secondary level, the organisational recommendations given in these curricula are used by the municipalities and schools to make and legitimise their decisions. This recommendation can be critically reflected upon and discussed regarding the holistic educational goals of compulsory schooling, as the aim is to provide competence-orientated PE lessons and to promote interdisciplinary skills. According to Alfermann (1992), it must be questioned why precisely this differentiation feature – and no other heterogeneity feature – is used to divide the existing classes. Although performance is a constitutive characteristic for schools and for sport in general, performance is merely one “pedagogical perspective” among many for PE lessons (Frohn, 2019). Conclusion In order to analyse the specific didactic implementation of mono- and coeducational teaching in PE and to better understand the language-cultural differences, further national studies would be necessary at both local as well as school level. References Alfermann, D. (1992). Koedukation im Sportunterricht [Co-education in physical education]. Sportwissenschaft, 22(3), 323–343. Frohn, J. (2019). Geschlechter(re)konstruktionen im Sportunterricht aus Schüler*innensicht – eine Längsschnittstudie [Gender (re)constructions in physical education from the students’ perspective – A longitudinal study]. In J. Frohn, E. Gramespacher & J. Süßenbach (Eds.), Stand und Perspektiven der sportwissenschaftlichen Geschlechterforschung (Vol. 279, pp. 79–85). Feldhaus. Hayoz, C. (under review). Koedukation im Bewegungs- und Sportunterricht in der Schweiz – eine nationale Bestandsaufnahme der gesetzlichen Grundlagen und ihrer Implementation [Co-education in physical education and sport lessons in Switzerland – A national survey of the legal basis and its implementation]. Zeitschrift für sportpädagogische Forschung. Lamprecht, M., Bürgi, R., Gebert, A., & Stamm, H. P. (2021). Sport Schweiz 2020: Kinder- und Jugendbericht [Sport Switzerland 2020: Report on children and young people]. Bundesamt für Sport. | ||
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10.36950/2024.2ciss007 doi (DE-627)DOAJ094797781 (DE-599)DOAJa7d6a08ad2924f55bcc4b7ef2fb8b9a6 DE-627 ger DE-627 rakwb eng GV557-1198.995 RC1200-1245 Christelle Hayoz verfasserin aut Coeducation in physical education in Switzerland – A national inventory of the legal basis and its implementation 2024 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Introduction In Switzerland, sporting activity among girls and young women has increased in recent years. In comparison, however, boys and young men continue to show a higher level of sporting activity at every age level and in all language regions (Lamprecht et al., 2021). As physical education (PE) lessons are an important socialisation factor for extracurricular sports activities, the question arises as to how PE is taught in Switzerland to do justice to the genders. To date, there has been little scientific research in Switzerland into which cantons implement coeducational PE and which legal or regulatory bases they rely on. Due to this research gap, this contribution will analyse which cantons implement coeducational PE and to what extent these can be linked to the legal bases or language-regional curricula. Methods With the help of a document analysis of the current legal and regulatory bases as well as the three language-regional curricula a national inventory of the existing guidelines is conducted. Furthermore, a qualitative survey of all cantonal school offices analyses the current situation regarding coeducational PE lessons in compulsory education in Switzerland. Results The results indicate that there are level-specific, cantonal, and language-regional differences. Language cultural differences are particularly evident at lower secondary school level, since in the German-speaking cantons PE lessons are mostly mono-educational and in the French and Italian-speaking cantons they are usually coeducational (Hayoz, under review). Discussion In the German-speaking cantons, especially for lower secondary level, the organisational recommendations given in these curricula are used by the municipalities and schools to make and legitimise their decisions. This recommendation can be critically reflected upon and discussed regarding the holistic educational goals of compulsory schooling, as the aim is to provide competence-orientated PE lessons and to promote interdisciplinary skills. According to Alfermann (1992), it must be questioned why precisely this differentiation feature – and no other heterogeneity feature – is used to divide the existing classes. Although performance is a constitutive characteristic for schools and for sport in general, performance is merely one “pedagogical perspective” among many for PE lessons (Frohn, 2019). Conclusion In order to analyse the specific didactic implementation of mono- and coeducational teaching in PE and to better understand the language-cultural differences, further national studies would be necessary at both local as well as school level. References Alfermann, D. (1992). Koedukation im Sportunterricht [Co-education in physical education]. Sportwissenschaft, 22(3), 323–343. Frohn, J. (2019). Geschlechter(re)konstruktionen im Sportunterricht aus Schüler*innensicht – eine Längsschnittstudie [Gender (re)constructions in physical education from the students’ perspective – A longitudinal study]. In J. Frohn, E. Gramespacher & J. Süßenbach (Eds.), Stand und Perspektiven der sportwissenschaftlichen Geschlechterforschung (Vol. 279, pp. 79–85). Feldhaus. Hayoz, C. (under review). Koedukation im Bewegungs- und Sportunterricht in der Schweiz – eine nationale Bestandsaufnahme der gesetzlichen Grundlagen und ihrer Implementation [Co-education in physical education and sport lessons in Switzerland – A national survey of the legal basis and its implementation]. Zeitschrift für sportpädagogische Forschung. Lamprecht, M., Bürgi, R., Gebert, A., & Stamm, H. P. (2021). Sport Schweiz 2020: Kinder- und Jugendbericht [Sport Switzerland 2020: Report on children and young people]. 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10.36950/2024.2ciss007 doi (DE-627)DOAJ094797781 (DE-599)DOAJa7d6a08ad2924f55bcc4b7ef2fb8b9a6 DE-627 ger DE-627 rakwb eng GV557-1198.995 RC1200-1245 Christelle Hayoz verfasserin aut Coeducation in physical education in Switzerland – A national inventory of the legal basis and its implementation 2024 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Introduction In Switzerland, sporting activity among girls and young women has increased in recent years. In comparison, however, boys and young men continue to show a higher level of sporting activity at every age level and in all language regions (Lamprecht et al., 2021). As physical education (PE) lessons are an important socialisation factor for extracurricular sports activities, the question arises as to how PE is taught in Switzerland to do justice to the genders. To date, there has been little scientific research in Switzerland into which cantons implement coeducational PE and which legal or regulatory bases they rely on. Due to this research gap, this contribution will analyse which cantons implement coeducational PE and to what extent these can be linked to the legal bases or language-regional curricula. Methods With the help of a document analysis of the current legal and regulatory bases as well as the three language-regional curricula a national inventory of the existing guidelines is conducted. Furthermore, a qualitative survey of all cantonal school offices analyses the current situation regarding coeducational PE lessons in compulsory education in Switzerland. Results The results indicate that there are level-specific, cantonal, and language-regional differences. Language cultural differences are particularly evident at lower secondary school level, since in the German-speaking cantons PE lessons are mostly mono-educational and in the French and Italian-speaking cantons they are usually coeducational (Hayoz, under review). Discussion In the German-speaking cantons, especially for lower secondary level, the organisational recommendations given in these curricula are used by the municipalities and schools to make and legitimise their decisions. This recommendation can be critically reflected upon and discussed regarding the holistic educational goals of compulsory schooling, as the aim is to provide competence-orientated PE lessons and to promote interdisciplinary skills. According to Alfermann (1992), it must be questioned why precisely this differentiation feature – and no other heterogeneity feature – is used to divide the existing classes. Although performance is a constitutive characteristic for schools and for sport in general, performance is merely one “pedagogical perspective” among many for PE lessons (Frohn, 2019). Conclusion In order to analyse the specific didactic implementation of mono- and coeducational teaching in PE and to better understand the language-cultural differences, further national studies would be necessary at both local as well as school level. References Alfermann, D. (1992). Koedukation im Sportunterricht [Co-education in physical education]. Sportwissenschaft, 22(3), 323–343. Frohn, J. (2019). Geschlechter(re)konstruktionen im Sportunterricht aus Schüler*innensicht – eine Längsschnittstudie [Gender (re)constructions in physical education from the students’ perspective – A longitudinal study]. In J. Frohn, E. Gramespacher & J. Süßenbach (Eds.), Stand und Perspektiven der sportwissenschaftlichen Geschlechterforschung (Vol. 279, pp. 79–85). Feldhaus. Hayoz, C. (under review). Koedukation im Bewegungs- und Sportunterricht in der Schweiz – eine nationale Bestandsaufnahme der gesetzlichen Grundlagen und ihrer Implementation [Co-education in physical education and sport lessons in Switzerland – A national survey of the legal basis and its implementation]. Zeitschrift für sportpädagogische Forschung. Lamprecht, M., Bürgi, R., Gebert, A., & Stamm, H. P. (2021). Sport Schweiz 2020: Kinder- und Jugendbericht [Sport Switzerland 2020: Report on children and young people]. Bundesamt für Sport. coeducation gender physical education curriculum Sports Sports medicine In Current Issues in Sport Science Bern Open Publishing, 2018 9(2024), 2 (DE-627)861765036 (DE-600)2859600-6 24146641 nnns volume:9 year:2024 number:2 https://doi.org/10.36950/2024.2ciss007 kostenfrei https://doaj.org/article/a7d6a08ad2924f55bcc4b7ef2fb8b9a6 kostenfrei https://ciss-journal.org/article/view/10823 kostenfrei https://doaj.org/toc/2414-6641 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2010 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 9 2024 2 |
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10.36950/2024.2ciss007 doi (DE-627)DOAJ094797781 (DE-599)DOAJa7d6a08ad2924f55bcc4b7ef2fb8b9a6 DE-627 ger DE-627 rakwb eng GV557-1198.995 RC1200-1245 Christelle Hayoz verfasserin aut Coeducation in physical education in Switzerland – A national inventory of the legal basis and its implementation 2024 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Introduction In Switzerland, sporting activity among girls and young women has increased in recent years. In comparison, however, boys and young men continue to show a higher level of sporting activity at every age level and in all language regions (Lamprecht et al., 2021). As physical education (PE) lessons are an important socialisation factor for extracurricular sports activities, the question arises as to how PE is taught in Switzerland to do justice to the genders. To date, there has been little scientific research in Switzerland into which cantons implement coeducational PE and which legal or regulatory bases they rely on. Due to this research gap, this contribution will analyse which cantons implement coeducational PE and to what extent these can be linked to the legal bases or language-regional curricula. Methods With the help of a document analysis of the current legal and regulatory bases as well as the three language-regional curricula a national inventory of the existing guidelines is conducted. Furthermore, a qualitative survey of all cantonal school offices analyses the current situation regarding coeducational PE lessons in compulsory education in Switzerland. Results The results indicate that there are level-specific, cantonal, and language-regional differences. Language cultural differences are particularly evident at lower secondary school level, since in the German-speaking cantons PE lessons are mostly mono-educational and in the French and Italian-speaking cantons they are usually coeducational (Hayoz, under review). Discussion In the German-speaking cantons, especially for lower secondary level, the organisational recommendations given in these curricula are used by the municipalities and schools to make and legitimise their decisions. This recommendation can be critically reflected upon and discussed regarding the holistic educational goals of compulsory schooling, as the aim is to provide competence-orientated PE lessons and to promote interdisciplinary skills. According to Alfermann (1992), it must be questioned why precisely this differentiation feature – and no other heterogeneity feature – is used to divide the existing classes. Although performance is a constitutive characteristic for schools and for sport in general, performance is merely one “pedagogical perspective” among many for PE lessons (Frohn, 2019). Conclusion In order to analyse the specific didactic implementation of mono- and coeducational teaching in PE and to better understand the language-cultural differences, further national studies would be necessary at both local as well as school level. References Alfermann, D. (1992). Koedukation im Sportunterricht [Co-education in physical education]. Sportwissenschaft, 22(3), 323–343. Frohn, J. (2019). Geschlechter(re)konstruktionen im Sportunterricht aus Schüler*innensicht – eine Längsschnittstudie [Gender (re)constructions in physical education from the students’ perspective – A longitudinal study]. In J. Frohn, E. Gramespacher & J. Süßenbach (Eds.), Stand und Perspektiven der sportwissenschaftlichen Geschlechterforschung (Vol. 279, pp. 79–85). Feldhaus. Hayoz, C. (under review). Koedukation im Bewegungs- und Sportunterricht in der Schweiz – eine nationale Bestandsaufnahme der gesetzlichen Grundlagen und ihrer Implementation [Co-education in physical education and sport lessons in Switzerland – A national survey of the legal basis and its implementation]. Zeitschrift für sportpädagogische Forschung. Lamprecht, M., Bürgi, R., Gebert, A., & Stamm, H. P. (2021). Sport Schweiz 2020: Kinder- und Jugendbericht [Sport Switzerland 2020: Report on children and young people]. Bundesamt für Sport. coeducation gender physical education curriculum Sports Sports medicine In Current Issues in Sport Science Bern Open Publishing, 2018 9(2024), 2 (DE-627)861765036 (DE-600)2859600-6 24146641 nnns volume:9 year:2024 number:2 https://doi.org/10.36950/2024.2ciss007 kostenfrei https://doaj.org/article/a7d6a08ad2924f55bcc4b7ef2fb8b9a6 kostenfrei https://ciss-journal.org/article/view/10823 kostenfrei https://doaj.org/toc/2414-6641 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2010 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 9 2024 2 |
allfieldsGer |
10.36950/2024.2ciss007 doi (DE-627)DOAJ094797781 (DE-599)DOAJa7d6a08ad2924f55bcc4b7ef2fb8b9a6 DE-627 ger DE-627 rakwb eng GV557-1198.995 RC1200-1245 Christelle Hayoz verfasserin aut Coeducation in physical education in Switzerland – A national inventory of the legal basis and its implementation 2024 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Introduction In Switzerland, sporting activity among girls and young women has increased in recent years. In comparison, however, boys and young men continue to show a higher level of sporting activity at every age level and in all language regions (Lamprecht et al., 2021). As physical education (PE) lessons are an important socialisation factor for extracurricular sports activities, the question arises as to how PE is taught in Switzerland to do justice to the genders. To date, there has been little scientific research in Switzerland into which cantons implement coeducational PE and which legal or regulatory bases they rely on. Due to this research gap, this contribution will analyse which cantons implement coeducational PE and to what extent these can be linked to the legal bases or language-regional curricula. Methods With the help of a document analysis of the current legal and regulatory bases as well as the three language-regional curricula a national inventory of the existing guidelines is conducted. Furthermore, a qualitative survey of all cantonal school offices analyses the current situation regarding coeducational PE lessons in compulsory education in Switzerland. Results The results indicate that there are level-specific, cantonal, and language-regional differences. Language cultural differences are particularly evident at lower secondary school level, since in the German-speaking cantons PE lessons are mostly mono-educational and in the French and Italian-speaking cantons they are usually coeducational (Hayoz, under review). Discussion In the German-speaking cantons, especially for lower secondary level, the organisational recommendations given in these curricula are used by the municipalities and schools to make and legitimise their decisions. This recommendation can be critically reflected upon and discussed regarding the holistic educational goals of compulsory schooling, as the aim is to provide competence-orientated PE lessons and to promote interdisciplinary skills. According to Alfermann (1992), it must be questioned why precisely this differentiation feature – and no other heterogeneity feature – is used to divide the existing classes. Although performance is a constitutive characteristic for schools and for sport in general, performance is merely one “pedagogical perspective” among many for PE lessons (Frohn, 2019). Conclusion In order to analyse the specific didactic implementation of mono- and coeducational teaching in PE and to better understand the language-cultural differences, further national studies would be necessary at both local as well as school level. References Alfermann, D. (1992). Koedukation im Sportunterricht [Co-education in physical education]. Sportwissenschaft, 22(3), 323–343. Frohn, J. (2019). Geschlechter(re)konstruktionen im Sportunterricht aus Schüler*innensicht – eine Längsschnittstudie [Gender (re)constructions in physical education from the students’ perspective – A longitudinal study]. In J. Frohn, E. Gramespacher & J. Süßenbach (Eds.), Stand und Perspektiven der sportwissenschaftlichen Geschlechterforschung (Vol. 279, pp. 79–85). Feldhaus. Hayoz, C. (under review). Koedukation im Bewegungs- und Sportunterricht in der Schweiz – eine nationale Bestandsaufnahme der gesetzlichen Grundlagen und ihrer Implementation [Co-education in physical education and sport lessons in Switzerland – A national survey of the legal basis and its implementation]. Zeitschrift für sportpädagogische Forschung. Lamprecht, M., Bürgi, R., Gebert, A., & Stamm, H. P. (2021). Sport Schweiz 2020: Kinder- und Jugendbericht [Sport Switzerland 2020: Report on children and young people]. 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10.36950/2024.2ciss007 doi (DE-627)DOAJ094797781 (DE-599)DOAJa7d6a08ad2924f55bcc4b7ef2fb8b9a6 DE-627 ger DE-627 rakwb eng GV557-1198.995 RC1200-1245 Christelle Hayoz verfasserin aut Coeducation in physical education in Switzerland – A national inventory of the legal basis and its implementation 2024 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Introduction In Switzerland, sporting activity among girls and young women has increased in recent years. In comparison, however, boys and young men continue to show a higher level of sporting activity at every age level and in all language regions (Lamprecht et al., 2021). As physical education (PE) lessons are an important socialisation factor for extracurricular sports activities, the question arises as to how PE is taught in Switzerland to do justice to the genders. To date, there has been little scientific research in Switzerland into which cantons implement coeducational PE and which legal or regulatory bases they rely on. Due to this research gap, this contribution will analyse which cantons implement coeducational PE and to what extent these can be linked to the legal bases or language-regional curricula. Methods With the help of a document analysis of the current legal and regulatory bases as well as the three language-regional curricula a national inventory of the existing guidelines is conducted. Furthermore, a qualitative survey of all cantonal school offices analyses the current situation regarding coeducational PE lessons in compulsory education in Switzerland. Results The results indicate that there are level-specific, cantonal, and language-regional differences. Language cultural differences are particularly evident at lower secondary school level, since in the German-speaking cantons PE lessons are mostly mono-educational and in the French and Italian-speaking cantons they are usually coeducational (Hayoz, under review). Discussion In the German-speaking cantons, especially for lower secondary level, the organisational recommendations given in these curricula are used by the municipalities and schools to make and legitimise their decisions. This recommendation can be critically reflected upon and discussed regarding the holistic educational goals of compulsory schooling, as the aim is to provide competence-orientated PE lessons and to promote interdisciplinary skills. According to Alfermann (1992), it must be questioned why precisely this differentiation feature – and no other heterogeneity feature – is used to divide the existing classes. Although performance is a constitutive characteristic for schools and for sport in general, performance is merely one “pedagogical perspective” among many for PE lessons (Frohn, 2019). Conclusion In order to analyse the specific didactic implementation of mono- and coeducational teaching in PE and to better understand the language-cultural differences, further national studies would be necessary at both local as well as school level. References Alfermann, D. (1992). Koedukation im Sportunterricht [Co-education in physical education]. Sportwissenschaft, 22(3), 323–343. Frohn, J. (2019). Geschlechter(re)konstruktionen im Sportunterricht aus Schüler*innensicht – eine Längsschnittstudie [Gender (re)constructions in physical education from the students’ perspective – A longitudinal study]. In J. Frohn, E. Gramespacher & J. Süßenbach (Eds.), Stand und Perspektiven der sportwissenschaftlichen Geschlechterforschung (Vol. 279, pp. 79–85). Feldhaus. Hayoz, C. (under review). Koedukation im Bewegungs- und Sportunterricht in der Schweiz – eine nationale Bestandsaufnahme der gesetzlichen Grundlagen und ihrer Implementation [Co-education in physical education and sport lessons in Switzerland – A national survey of the legal basis and its implementation]. Zeitschrift für sportpädagogische Forschung. Lamprecht, M., Bürgi, R., Gebert, A., & Stamm, H. P. (2021). Sport Schweiz 2020: Kinder- und Jugendbericht [Sport Switzerland 2020: Report on children and young people]. Bundesamt für Sport. coeducation gender physical education curriculum Sports Sports medicine In Current Issues in Sport Science Bern Open Publishing, 2018 9(2024), 2 (DE-627)861765036 (DE-600)2859600-6 24146641 nnns volume:9 year:2024 number:2 https://doi.org/10.36950/2024.2ciss007 kostenfrei https://doaj.org/article/a7d6a08ad2924f55bcc4b7ef2fb8b9a6 kostenfrei https://ciss-journal.org/article/view/10823 kostenfrei https://doaj.org/toc/2414-6641 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2010 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 9 2024 2 |
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According to Alfermann (1992), it must be questioned why precisely this differentiation feature – and no other heterogeneity feature – is used to divide the existing classes. Although performance is a constitutive characteristic for schools and for sport in general, performance is merely one “pedagogical perspective” among many for PE lessons (Frohn, 2019). Conclusion In order to analyse the specific didactic implementation of mono- and coeducational teaching in PE and to better understand the language-cultural differences, further national studies would be necessary at both local as well as school level. References Alfermann, D. (1992). Koedukation im Sportunterricht [Co-education in physical education]. Sportwissenschaft, 22(3), 323–343. Frohn, J. (2019). Geschlechter(re)konstruktionen im Sportunterricht aus Schüler*innensicht – eine Längsschnittstudie [Gender (re)constructions in physical education from the students’ perspective – A longitudinal study]. In J. Frohn, E. 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Coeducation in physical education in Switzerland – A national inventory of the legal basis and its implementation |
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Introduction In Switzerland, sporting activity among girls and young women has increased in recent years. In comparison, however, boys and young men continue to show a higher level of sporting activity at every age level and in all language regions (Lamprecht et al., 2021). As physical education (PE) lessons are an important socialisation factor for extracurricular sports activities, the question arises as to how PE is taught in Switzerland to do justice to the genders. To date, there has been little scientific research in Switzerland into which cantons implement coeducational PE and which legal or regulatory bases they rely on. Due to this research gap, this contribution will analyse which cantons implement coeducational PE and to what extent these can be linked to the legal bases or language-regional curricula. Methods With the help of a document analysis of the current legal and regulatory bases as well as the three language-regional curricula a national inventory of the existing guidelines is conducted. Furthermore, a qualitative survey of all cantonal school offices analyses the current situation regarding coeducational PE lessons in compulsory education in Switzerland. Results The results indicate that there are level-specific, cantonal, and language-regional differences. Language cultural differences are particularly evident at lower secondary school level, since in the German-speaking cantons PE lessons are mostly mono-educational and in the French and Italian-speaking cantons they are usually coeducational (Hayoz, under review). Discussion In the German-speaking cantons, especially for lower secondary level, the organisational recommendations given in these curricula are used by the municipalities and schools to make and legitimise their decisions. This recommendation can be critically reflected upon and discussed regarding the holistic educational goals of compulsory schooling, as the aim is to provide competence-orientated PE lessons and to promote interdisciplinary skills. According to Alfermann (1992), it must be questioned why precisely this differentiation feature – and no other heterogeneity feature – is used to divide the existing classes. Although performance is a constitutive characteristic for schools and for sport in general, performance is merely one “pedagogical perspective” among many for PE lessons (Frohn, 2019). Conclusion In order to analyse the specific didactic implementation of mono- and coeducational teaching in PE and to better understand the language-cultural differences, further national studies would be necessary at both local as well as school level. References Alfermann, D. (1992). Koedukation im Sportunterricht [Co-education in physical education]. Sportwissenschaft, 22(3), 323–343. Frohn, J. (2019). Geschlechter(re)konstruktionen im Sportunterricht aus Schüler*innensicht – eine Längsschnittstudie [Gender (re)constructions in physical education from the students’ perspective – A longitudinal study]. In J. Frohn, E. Gramespacher & J. Süßenbach (Eds.), Stand und Perspektiven der sportwissenschaftlichen Geschlechterforschung (Vol. 279, pp. 79–85). Feldhaus. Hayoz, C. (under review). Koedukation im Bewegungs- und Sportunterricht in der Schweiz – eine nationale Bestandsaufnahme der gesetzlichen Grundlagen und ihrer Implementation [Co-education in physical education and sport lessons in Switzerland – A national survey of the legal basis and its implementation]. Zeitschrift für sportpädagogische Forschung. Lamprecht, M., Bürgi, R., Gebert, A., & Stamm, H. P. (2021). Sport Schweiz 2020: Kinder- und Jugendbericht [Sport Switzerland 2020: Report on children and young people]. Bundesamt für Sport. |
abstractGer |
Introduction In Switzerland, sporting activity among girls and young women has increased in recent years. In comparison, however, boys and young men continue to show a higher level of sporting activity at every age level and in all language regions (Lamprecht et al., 2021). As physical education (PE) lessons are an important socialisation factor for extracurricular sports activities, the question arises as to how PE is taught in Switzerland to do justice to the genders. To date, there has been little scientific research in Switzerland into which cantons implement coeducational PE and which legal or regulatory bases they rely on. Due to this research gap, this contribution will analyse which cantons implement coeducational PE and to what extent these can be linked to the legal bases or language-regional curricula. Methods With the help of a document analysis of the current legal and regulatory bases as well as the three language-regional curricula a national inventory of the existing guidelines is conducted. Furthermore, a qualitative survey of all cantonal school offices analyses the current situation regarding coeducational PE lessons in compulsory education in Switzerland. Results The results indicate that there are level-specific, cantonal, and language-regional differences. Language cultural differences are particularly evident at lower secondary school level, since in the German-speaking cantons PE lessons are mostly mono-educational and in the French and Italian-speaking cantons they are usually coeducational (Hayoz, under review). Discussion In the German-speaking cantons, especially for lower secondary level, the organisational recommendations given in these curricula are used by the municipalities and schools to make and legitimise their decisions. This recommendation can be critically reflected upon and discussed regarding the holistic educational goals of compulsory schooling, as the aim is to provide competence-orientated PE lessons and to promote interdisciplinary skills. According to Alfermann (1992), it must be questioned why precisely this differentiation feature – and no other heterogeneity feature – is used to divide the existing classes. Although performance is a constitutive characteristic for schools and for sport in general, performance is merely one “pedagogical perspective” among many for PE lessons (Frohn, 2019). Conclusion In order to analyse the specific didactic implementation of mono- and coeducational teaching in PE and to better understand the language-cultural differences, further national studies would be necessary at both local as well as school level. References Alfermann, D. (1992). Koedukation im Sportunterricht [Co-education in physical education]. Sportwissenschaft, 22(3), 323–343. Frohn, J. (2019). Geschlechter(re)konstruktionen im Sportunterricht aus Schüler*innensicht – eine Längsschnittstudie [Gender (re)constructions in physical education from the students’ perspective – A longitudinal study]. In J. Frohn, E. Gramespacher & J. Süßenbach (Eds.), Stand und Perspektiven der sportwissenschaftlichen Geschlechterforschung (Vol. 279, pp. 79–85). Feldhaus. Hayoz, C. (under review). Koedukation im Bewegungs- und Sportunterricht in der Schweiz – eine nationale Bestandsaufnahme der gesetzlichen Grundlagen und ihrer Implementation [Co-education in physical education and sport lessons in Switzerland – A national survey of the legal basis and its implementation]. Zeitschrift für sportpädagogische Forschung. Lamprecht, M., Bürgi, R., Gebert, A., & Stamm, H. P. (2021). Sport Schweiz 2020: Kinder- und Jugendbericht [Sport Switzerland 2020: Report on children and young people]. Bundesamt für Sport. |
abstract_unstemmed |
Introduction In Switzerland, sporting activity among girls and young women has increased in recent years. In comparison, however, boys and young men continue to show a higher level of sporting activity at every age level and in all language regions (Lamprecht et al., 2021). As physical education (PE) lessons are an important socialisation factor for extracurricular sports activities, the question arises as to how PE is taught in Switzerland to do justice to the genders. To date, there has been little scientific research in Switzerland into which cantons implement coeducational PE and which legal or regulatory bases they rely on. Due to this research gap, this contribution will analyse which cantons implement coeducational PE and to what extent these can be linked to the legal bases or language-regional curricula. Methods With the help of a document analysis of the current legal and regulatory bases as well as the three language-regional curricula a national inventory of the existing guidelines is conducted. Furthermore, a qualitative survey of all cantonal school offices analyses the current situation regarding coeducational PE lessons in compulsory education in Switzerland. Results The results indicate that there are level-specific, cantonal, and language-regional differences. Language cultural differences are particularly evident at lower secondary school level, since in the German-speaking cantons PE lessons are mostly mono-educational and in the French and Italian-speaking cantons they are usually coeducational (Hayoz, under review). Discussion In the German-speaking cantons, especially for lower secondary level, the organisational recommendations given in these curricula are used by the municipalities and schools to make and legitimise their decisions. This recommendation can be critically reflected upon and discussed regarding the holistic educational goals of compulsory schooling, as the aim is to provide competence-orientated PE lessons and to promote interdisciplinary skills. According to Alfermann (1992), it must be questioned why precisely this differentiation feature – and no other heterogeneity feature – is used to divide the existing classes. Although performance is a constitutive characteristic for schools and for sport in general, performance is merely one “pedagogical perspective” among many for PE lessons (Frohn, 2019). Conclusion In order to analyse the specific didactic implementation of mono- and coeducational teaching in PE and to better understand the language-cultural differences, further national studies would be necessary at both local as well as school level. References Alfermann, D. (1992). Koedukation im Sportunterricht [Co-education in physical education]. Sportwissenschaft, 22(3), 323–343. Frohn, J. (2019). Geschlechter(re)konstruktionen im Sportunterricht aus Schüler*innensicht – eine Längsschnittstudie [Gender (re)constructions in physical education from the students’ perspective – A longitudinal study]. In J. Frohn, E. Gramespacher & J. Süßenbach (Eds.), Stand und Perspektiven der sportwissenschaftlichen Geschlechterforschung (Vol. 279, pp. 79–85). Feldhaus. Hayoz, C. (under review). Koedukation im Bewegungs- und Sportunterricht in der Schweiz – eine nationale Bestandsaufnahme der gesetzlichen Grundlagen und ihrer Implementation [Co-education in physical education and sport lessons in Switzerland – A national survey of the legal basis and its implementation]. Zeitschrift für sportpädagogische Forschung. Lamprecht, M., Bürgi, R., Gebert, A., & Stamm, H. P. (2021). Sport Schweiz 2020: Kinder- und Jugendbericht [Sport Switzerland 2020: Report on children and young people]. Bundesamt für Sport. |
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Coeducation in physical education in Switzerland – A national inventory of the legal basis and its implementation |
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https://doi.org/10.36950/2024.2ciss007 https://doaj.org/article/a7d6a08ad2924f55bcc4b7ef2fb8b9a6 https://ciss-journal.org/article/view/10823 https://doaj.org/toc/2414-6641 |
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In comparison, however, boys and young men continue to show a higher level of sporting activity at every age level and in all language regions (Lamprecht et al., 2021). As physical education (PE) lessons are an important socialisation factor for extracurricular sports activities, the question arises as to how PE is taught in Switzerland to do justice to the genders. To date, there has been little scientific research in Switzerland into which cantons implement coeducational PE and which legal or regulatory bases they rely on. Due to this research gap, this contribution will analyse which cantons implement coeducational PE and to what extent these can be linked to the legal bases or language-regional curricula. Methods With the help of a document analysis of the current legal and regulatory bases as well as the three language-regional curricula a national inventory of the existing guidelines is conducted. Furthermore, a qualitative survey of all cantonal school offices analyses the current situation regarding coeducational PE lessons in compulsory education in Switzerland. Results The results indicate that there are level-specific, cantonal, and language-regional differences. Language cultural differences are particularly evident at lower secondary school level, since in the German-speaking cantons PE lessons are mostly mono-educational and in the French and Italian-speaking cantons they are usually coeducational (Hayoz, under review). Discussion In the German-speaking cantons, especially for lower secondary level, the organisational recommendations given in these curricula are used by the municipalities and schools to make and legitimise their decisions. This recommendation can be critically reflected upon and discussed regarding the holistic educational goals of compulsory schooling, as the aim is to provide competence-orientated PE lessons and to promote interdisciplinary skills. According to Alfermann (1992), it must be questioned why precisely this differentiation feature – and no other heterogeneity feature – is used to divide the existing classes. Although performance is a constitutive characteristic for schools and for sport in general, performance is merely one “pedagogical perspective” among many for PE lessons (Frohn, 2019). Conclusion In order to analyse the specific didactic implementation of mono- and coeducational teaching in PE and to better understand the language-cultural differences, further national studies would be necessary at both local as well as school level. References Alfermann, D. (1992). Koedukation im Sportunterricht [Co-education in physical education]. Sportwissenschaft, 22(3), 323–343. Frohn, J. (2019). Geschlechter(re)konstruktionen im Sportunterricht aus Schüler*innensicht – eine Längsschnittstudie [Gender (re)constructions in physical education from the students’ perspective – A longitudinal study]. In J. Frohn, E. 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