A Study on the problems of Concerning with “Co-ed Physical Education”

through the analysis of the related studies in the United States

Abstract

It is the most fundamental classification to make a distinction between sexes in human society. However, we have been urged to reexamine the existing sex role stereotyping, since a lot of females have launched into the male centered society in advanced nations where the industrial structures have changed.
The required physical education programs in junior high schools, senior high schools and some colleges and universities have been generally taught in separate sex in Japan. There have been basic assumptions of the physiological, psychological and physical differences between male and female. But with the advance of society, we must criticize whether these assumptions should be adequate or not.
The purpose of this study is to clarify the problems on “co-ed physical education” through the analysis of the related studies in the United States.
In reviewing the development of “co-ed physical education”, we found out that the Final Title IX Reguration for implementing Education Amendments of 1972 (effective as of July 21, 1975) was regarded as the historical turning point. Therefore, this study consists of the three parts of pre-Title IX, Title IX and post-Title IX.
The main results were as follows:
[pre-Title IX]
1. “Co-ed physical education” had only been insisted ideally by advocators who emphasized on the relation between life and education.
2. “Separate sex physical education” had been prevalent from the colonial days, being based on the assumptions of sex differences and morality.
[Title IX]
1. Title IX was designed to address and to eliminate sex discrimination in education.
2. Physical education classes have changed qualitatively in comparison with pre-Title IX, since the regulations specifically prohibited “separate sex physical education” with the exception of selected contact sports.
[post-Title IX]
1. The legislation from the outside experts actually brought out the dual treatments against the implementation; some schools eliminated contact sports and dance off the curriculum, and others adopted “co-ed physical education” in all teaching materials.
2. The students and teachers in secondary schools and high schools have underestimated the regulation of Title IX on physical education, while those of colleges and universities have relatively rated high. It seems that the differences of estimation between school levels were due to the developmental bases, the aims of physical education and the maturing grade of students.
3. We found out the dual constructions in the problems on the “co-ed physical education”.
4. It may be difficult to solve the internal problems, such as sex role stereotype and morality, though it may be possible to do the external problems, such as motor skill differences, luck of knowleges or skill of teachers and administration of facilities and equipments.
The present author has concluded that “co-ed physical education” should be examined from the philosophical point of view as to the equality of both sexes in physical education classes if not, it is impossible to make the fundamental problem-solving of “co-ed physical education”.