Welcoming Girls in Physical Education, as Long as Their Bodies Are Fit

Background: Physical Education (PE) in Israel, as in many countries, is formally associated with health promotion and cultivation of self-esteem and wellbeing (Azzarito & Solomon, 2005; Galily, Lidor, & Ben-Porat, 2009; Penney & Evans, 2002). It is a formal pedagogy that claims to be a space of equality, i.e. an inclusive space for all sexes, races, socio-economic statuses and body shapes. However, research shows that while PE classes significantly contribute to the self-esteem and wellbeing of some girls, for many others they are a source of exclusion and distress (Adams & Bettis, 2003; Clark, 2012; Robyne, 2010).

Aim: This study is the first to address PE in Israel from a feminist perspective. It asks the following questions: How does PE in Israel allow a variety of girls to enjoy the positive values associated with the field? And when does it fail to do so?

Method: This study employed a qualitative research design in two public junior high schools in Israel. It included 12 observations in PE classes, 15 focus groups with 60 female students, interviews with 26 physical educators and a critical review of the PE curriculum.

Results: The study shows that girls who are characterized as thin and fit are more likely to benefit from PE’s positive values, feel included and experience themselves as `good in PE`, while others – overweight girls or those who subjectively experience themselves as unfit, are more likely to face shame and embarrassment, and in some cases to be excluded. The study shows that the PE’s focus on physical aspects of education – mainly fitness and weight – diminishes its potential to contribute to students’ emotional health and wellbeing. Thus, the study exposes PE as a space that poses barriers and may become offensive for certain girls because of their body shape and level of fitness. In addition, this study shows that while most physical educators are aware of body shape diversity and the educational value of inclusion, many nonetheless continue to play a role in reproducing barriers and maintaining exclusionary practices. Thus, they undermine the emotional health and wellbeing of some of their female students.

Conclusion: The presentation suggests that physical educators’ training programs should be revised in order to include knowledge related to girls and their bodies as well as practices of inclusion. It also suggests that the discussion about PE’s objective to promote health needs to expand at the institutional and pedagogical levels. Specifically, the commitment of PE to students’ emotional health and wellbeing should be elaborated and clarified.