Gender differences through a direct teaching approach

Gender differences were apparent from the offset in the gymnastics module as per the descriptions in the ‘Confessional Tale’ (see section 5.3). The teacher

159 educator employed a direct teaching pedagogy focusing on skill development, and both male and female PE pre-service teachers responded differently. This was particularly the case when the apparatus was used. For example, in week seven, the teacher educator set up the vaults in rows, with PE pre-service teachers forming queues that came to be segregated by gender. The purpose of the queueing system was to ensure that all PE pre-service teachers had the opportunity to practice the vaults, support each other, observe, and teach. The males were excited at the prospect of vaulting and had repeatedly asked: “when are we getting the trampettes out” (Dillon, pre-service teacher, focus group 4) and although none of the males professed to be experts in gymnastics, they were keen to experiment over the vault. Most female PE pre-service teachers, except for Sarah (former gymnast) were reluctant to get involved and in some cases refused to participate altogether:

“I think particularly when the trampettes came out and we were doing the vaulting and things like that, and some of the girls couldn’t do it, they would just go and sit there” (Dillon, pre-service teacher, focus group 4).

In the focus groups, the PE pre-service teachers discussed both male and female effort levels across sports and generally agreed that males were more likely to take risks even if they are not successful:

“Those same people have been like that in every activity, not just gymnastics. I think with the boys, if the boys can’t do something boys have a more aspiring attitude to go and make it better, whereas some of the girls are a bit like well I can’t do it… why is that the case?” (Ella, pre- service teacher, focus group 4).

However, the female PE pre-service teachers believed that rather than a lack of effort, it was a lack of confidence in their own ability that hindered their development:

“I think a lot of it comes down to confidence. Even in schools. So, when I was teaching my unit on gymnastics the students who were more confident in themselves were the ones that excelled in the unit” (Kelly, pre-service teacher, focus group 4).

160 “I think it is confidence, that’s what it is. I don’t think girls want to be seen as failing, so they will stop” (Kelly, pre-service teacher, focus group 4). Lining up before the vault only drew attention to these apprehensions as the female PE pre-service teachers felt that they were being watched and criticised by their peers:

“I’d say I’m quite low ability when it comes to gymnastics, the idea of lining up and having a big long line down one end, who are possibly going to see you vault, big long line that end. If you don’t feel confident and you have got people doing somersaults and whatever, you don’t want to go and have a go. I think a lot of it comes down to confidence” (Kelly, pre- service teacher, focus group 4).

One female respondent, Lorraine, who lacked in confidence, commented on the fact that: “I should be good at this and the lads are better. I need to go and take some extra classes” (Research diary entry, observation 4). For females, there was sometimes an expectation that they should be able to perform the skills and a perception that on failing to do so their femininity was questioned. The male PE pre-service teachers on the other hand-held the perception that naturally girls are better at gymnastics due to their experiences. For some females in the study, this feeling that they should be competent in gymnastics brought about added pressure and in some instances a feeling of anxiety when performing in front of their male peers. This is illustrated in the following linked conversation:

“For me, as an example, if I was self-conscious about the fact I couldn’t vault, and I had to vault and messed up on the vault, I would not feel too happy about it…” (Kelly, pre-service teacher, focus group 4).

“I know what you mean. Whereas lads, on the other hand, it may be a 30 second laugh and we might move on” (Levi, pre-service teacher, focus group 4).

Gymnastics was perceived in some cases as a dangerous activity with a high chance of poor landings and injuries. With females feeling more self-conscious than males about their own failing physical body, they were less likely to put themselves in a situation were failing was an option. For example, Dillon said:

161 “I remember when Adam ran and jumped over the vault and went flat on his face, but the lads just laugh about it, and he will get up and go I’ll do it better next time. Whereas if it was one of the girls, (it might not necessarily be you), messes up slightly it discourages all of them. Whereas with lads you are not laughing at them, well you are, but you are laughing with them. They are laughing, but maybe girls see it as oh my god they are all laughing at me, it’s embarrassing” (Dillon, pre-service teacher, focus group 4).

6.5.2 Gender differences through a constructivist teaching approach