Reconsidering The Demise of the Female Tradition in Physical Education

Since at least the 1980s, much research, policy and practice in the field of physical education for girls has been trapped in a repeated lament that we have yet to find the solution to ‘the problem’ of girls’ lack of participation in physical education and consequent negative effects on their health and wellbeing. The narrative builds upon dominant progress and loss stories, which have cemented a stock account of the history of the female tradition in physical education in a fixed temporal entrapment. It describes how women in England led the field in establishing and maintaining the profession from the late 1800s only to lose their power and authority in the decades following WW2 to a burgeoning male physical education profession. This mid-20th century move from female to male dominance in physical education has been described as one of the most striking phenomena of recent educational history.Education, Faculty ofKinesiology, School ofUnreviewedFacultyResearche

“Well, You Feel More Responsible When You’re Unsupervised”: Exploring Family Perspectives on Children’s Independent Mobility

While children’s independent mobility (CIM) is associated with various benefits, there is evidence of a generational decline in CIM in westernized countries; therefore, it is helpful to understand how CIM is currently negotiated between children and their parents. The purpose of this study was to examine children’s and parents’ perspectives and negotiations of CIM within the family unit. Face-to-face interviews and walk-along interviews were conducted with parents (n = 44) and children (n = 22), respectively. Interviews were audio-recorded and transcribed verbatim, and a thematic analysis was conducted. Four key preconditions were identified that facilitated negotiation of CIM within family units, including (1) the influence of parents’ childhood experiences regarding their view of CIM (e.g., positive interpretations of childhood on parenting practices), (2) the role of children’s individual characteristics on their independent mobility (e.g., child’s confidence in their abilities), (3) family communication as a key coping strategy (parent–parent and parent–child communication), and (4) the influence of positive perceptions of the social environment on CIM. The findings suggest that CIM thrives when these conditions are present; as a result, it may be particularly helpful to develop policies and programs that support children’s skill training, explore strategies to support communication between parents and children, and build neighbourhood connections.Education, Faculty ofMedicine, Faculty ofOther UBCKinesiology, School ofPediatrics, Department ofPopulation and Public Health (SPPH), School ofReviewedFacult