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The Aversion of Female Students on Physical Education - Essay Example

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In the paper “The Aversion of Female Students on Physical Education” the author analyzes the determined points that explain the girls’ avoidance on the non-academic subject including the physicality of women as the ideal of femininity, the immateriality of physical education…
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The Aversion of Female Students on Physical Education
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Download file to see previous pages Recently, the society is creating another image of a girl. The incorporation of physical education is the result of bringing consciousness and awareness to the girl’s body. According to Garrett (2004, p.224), the western culture spread the new concept of a beautiful body is thin while fat is considered as “ugly.” The promotion of physical education is to entice girls to participate to achieve a beautiful body. This contradicts the perception of the United Nations (2007, p.8) that “sport as a vehicle for gender equality and the empowerment of women and girls.” If there is really equality in gender through physical education, then girls must not be conscious with their bodies as the standard of beauty, but the opposite happens. The feminist view asserts that the standard norms for the physical attribute of girls resulted to their continuous checking of themselves whether they look good or not. The consciousness of these girls ends with the restriction of their capability to express their self.
 In the study conducted at the Australian girls, their experiences on physical education were the cause of their aversion to it. It “became a source of humiliation, anxiety, and fear where feelings of inadequacy compromised any desire to participate and significantly damaged the individual’s sense of self” (Garrett, 2004, p.231). Competition in physical education is visible, which discourages inferior girls to participate. Therefore, the society claims that self-confidence is associated with the girl’s physical structure....
der equality and the empowerment of women and girls.” If there is really equality in gender through physical education, then girls must not be conscious with their bodies as the standard of beauty, but the opposite happens. The feminist view asserts that the standard norms for the physical attribute of girls resulted to their continuous checking of themselves whether they look good or not. The consciousness of these girls ends with the restriction of their capability to express their self. In the study conducted at the Australian girls, their experiences on physical education were the cause of their aversion to it. It “became a source of humiliation, anxiety, and fear where feelings of inadequacy compromised any desire to participate and significantly damaged the individual’s sense of self” (Garrett, 2004, p.231). Physical education involves physical power and speed that signify a control of the body, but girls with unskilled physical attribute tend to abandon the game because they are humiliated by this fact. Instead of empowering girls, it breaks their self-esteem or confidence in their body, which projects inferiority. Competition in physical education is visible, which discourages inferior girls to participate. Therefore, the society claims that self-confidence is associated with the girl’s physical structure because they are aimed for public display. Olafson (2002) conducted a survey on the hatred of girls in the secondary school for physical education. It was found out that students’ hatred is centered on their consciousness of their body. The reason for their participation in physical education is to attain the perfect body that society is shaping. The students want to claim a body that will make them confident. In addition, confidence vanishes ...Download file to see next pagesRead More
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