There is substantial international literature on single- and mixed-sex grouping in physical education (PE), much of which focuses on the relative impact on students’ physical activity levels, perceived self-confidence and/or interactions with teachers and peers. A smaller body of research has explored students’ perspectives on single- and/or mixed-sex grouping in PE. However, much of this research is dated, limited in scope to a relatively small number of students from a small number of schools and/or dominated by binary thinking, with little recognition that students may express preferences for a combination of grouping approaches. This study was designed to extend previous research by generating large-scale data relating to cisgender students’ preferences for single-sex grouping, mixed-sex grouping or a combination of these approaches in secondary school PE. The study used an online survey to generate data from 2073 boys and 2161 girls ( n = 4234) from 47 co-educational secondary schools located throughout England. Analysis of responses revealed that, overall, most boys and girls preferred single- (52.7%, n = 2231) to mixed-sex grouping (23.1%, n = 979) or combined arrangements in PE (24.2%, n = 1024). Further exploration of preferences showed variations by demographic and situational factors, including gender, ability, cultural background, familiarity with a particular approach and/or the nature of the learning situation. Discussion pursues the potential benefits and challenges that schools may face in adopting flexible, situation-specific, gendered grouping practices in PE. The paper affirms the importance of student voice in decisions that powerfully shape learning opportunities and experiences and in potentially assisting in advancing gender equity in PE.

中文翻译：

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英格兰中学体育教育中的性别分组实践：倾听学生的声音


有大量关于体育 （PE） 中单性别和混合性别分组的国际文献，其中大部分侧重于对学生身体活动水平、感知自信心和/或与老师和同龄人互动的相对影响。较小的研究探讨了学生对体育中单性别和/或混合性别分组的看法。然而，这些研究的大部分都是过时的，范围仅限于来自少数学校的相对少数学生和/或以二元思维为主，很少认识到学生可能会表达对分组方法组合的偏好。本研究旨在通过生成与顺性别学生在中学体育中对单性别分组、混合性别分组或这些方法的组合的偏好相关的大规模数据来扩展以前的研究。该研究使用在线调查从英格兰各地 2073 所男女同校中学的 2161 名男生和 2161 名女生 （n = 4234） 中生成数据。对回答的分析显示，总体而言，大多数男孩和女孩更喜欢单性别分组 （52.7%，n = 2231） 而不是混合性别分组 （23.1%，n = 979） 或混合性别分组 （24.2%，n = 1024）。对偏好的进一步探索显示，人口统计学和情境因素存在差异，包括性别、能力、文化背景、对特定方法的熟悉程度和/或学习情境的性质。讨论探讨了学校在体育中采用灵活的、针对具体情况的、性别化的分组做法可能面临的潜在好处和挑战。该论文肯定了学生声音在有力塑造学习机会和体验的决策中的重要性，并可能有助于促进体育领域的性别平等。