Title IX Ramifications
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Title IX of the Education Amendments of 1972 sought to eliminate sex discrimination in the public school systems throughout the United States (Lirgg, 1993, p. 324). Title IX, as the act is commonly called, prohibited the offering of same-sex courses and programs. All-girl home economics, all-boy industrial-arts, and same-sex physical education classes were no longer an option for school districts receiving public money. Coeducational physical education had arrived. The social, psychological, and physiological aspects of this change in policy, with regard to physical education, had not been addressed prior to the passage of the legislation. The legal mandate, Title IX, was made before all the risks and benefits, to the children, could be assessed. The purpose behind the passage of Title IX was to give an equal opportunity to girls and boys to enjoy the benefits of physical fitness. All schools did not give equal weight to the importance of the physical fitness to both boys and girls. Many sports programs were unequally funded and equipped. In general, the programs for boys were more generous than physical education programs for girls. This inequality, in addition to the social and cultural pressures on girls, led to less opportunity and encouragement for girls to excel in sports and physical fitness. The passage of Title IX gave redress to these problems by forcing all classes to be open to members of both sexes. At the time the legislation was passed, the implica
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llowed the problem behaviors to occur in the classroom.
Teachers can be persuaded to change the emphasis in physical education class to one of cooperation and learning instead of competition. An emphasis on physical well-being, instead of competition, can encourage individuals to engage in lifelong physical activity. Actions can be taken, by the teacher, which can discourage and eliminate rude or intimidating behavior by any student. Games and drills can be structured so that equitable participation by all members of the class takes place. Students, in the class, can be grouped by ability level or size to lessen the chance for accidental injury and to improve all students skill levels within the class (Griffin, 1984. p. 37).
Same-sex class environments have been found to have less distractions, improved working conditions, increased time-on-task behavior, and a decrease in student disruptive behavior (Lirgg, 1994, p. 183). In physical education classes, those where the class was composed of members of the same sex, boys and girls viewed the class environment differently. Boys thought that all male classes had a greater level of competitive play. Girls found more benefit in single sex class environments. In an all-girl
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Some common words found in the essay are:
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Approximate Word count = 1663
Approximate Pages = 7 (250 words per page)
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