Throwing+like+a+girl...+who+knew+it+wasn't+socially+applicable?

//Name: Angie Greenslade // //Student ID: n8285918 // //Tutor: Katie Page // //Throwing like a girl… Who knew it wasn’t socially applicable? // //“One of the essential conditions for the effective exercise of human rights is that everyone should be free to develop and preserve his or her physical, intellectual and moral powers and that access to physical education and sport should consequently be assured and guaranteed for all, sport is a birth right and belongs to all human beings” ////(Anita DeFrantz, Chairperson of the International Olympic Committee’s Women and sport Commission). // =Topic: = =Artefact: = = = [|Olmypic flag] Illustrated above is the symbolic flag representing the world’s foremost sports competition, the Olympic Games. //“The Olympic flag ... has a white background, with five interlaced rings in the centre: blue, yellow, black, green and red ... This design is symbolic; it represents the five inhabited [|continents] of the world, united by Olympism, while the six colours are those that appear on all the national flags of the world at the present time”//(Choisis ii, pg 470).
 * __Women in sport: __** ‘Running like a girl’ how equitable is the playing field when it comes to women in sport?

The Olympic Games are a major international event featuring summer and winter sports, in which thousands of athletes participate in a [|variety of competitions]. Whilst modern Olympic events see competitors entering of both sexes, this wasn’t always the case. Women’s participation in the first Olympic Games in Athens 1896 was forbidden by one of the founders or ‘Fathers of the Olympics’ De Coubertin, as he felt women’s inclusion would be "impractical, uninteresting, unaesthetic, and incorrect." (Coackley, 2007 p. 250). Women first competed at the 1900 Paris Olympic Games; with the first woman to win an Olympic event was England’s Charlotte Cooper, who won the tennis singles in 1900 (Coackley, 2007 p. 250).In 2008 Beijing Olympics women made up 45% of the Australian Olympic team and won half of the gold medals that Australia achieved. (Australian sports Government, 2011) =The Public Health Issue: = //“Sport is a training ground where boys learn what it means to be men… because sport is identified with men and masculinity, women in sport become trespassers on male territory and their access is limited or blocked entirely” //<span style="font-family: 'Book Antiqua','serif'; font-size: 19px;"> (Griffin 1998: 16)

<span style="font-family: 'Book Antiqua','serif'; font-size: 19px;">Participation in physical activity aids in the prevention and/or treatment of other chronic and degenerative diseases, such as type 2 Diabetes, hypertension, osteoporosis and cardiovascular abnormalities. In addition physical activity can also promote psychological well-being through building self-esteem, confidence, and social integration (Women 2000 & Beyond 2007, p 2). While the positives of sport and physical activities stands, societies traditional gender ideologies and preconceived notions of ‘normal’ gender behaviour is diminishing the chance for women’s opportunities to engage in adequate recognition of sporting excellence; as a result limiting the prospect for women and men to equally co-exist on the same playing field. Furthermore, as a result of this it has become acceptable that woman’s sport remains a paradigm orientated with sexual discrimination; which in turn not only decreases woman’s participation but also the female population’s chances of living out a fulfilled healthy lifestyle. =<span style="color: fuchsia; font-family: 'Book Antiqua','serif'; font-size: 19px;">Literature review: = <span style="font-family: 'Book Antiqua','serif'; font-size: 19px;">The article //Gender equality in sport and development cooperation// defined gender as the term used in contrast to sex and biological differences between men and women. Gender is later described as a social construct of views, images and assumptions about masculinity and femininity with the corresponding norms for behaviour of men and women. (Unknown author 1, 2000, p 30). The prevailing opinion related to this that surely applies to sport, is sport is a masculine domain; women are expected to focus their energy on stereotypical ‘women’s business’ such as the hearth and children. It is with these stereotypical ideas and traditional beliefs of ‘normal’ gender based behaviour that has acted as the platform for such terms as gender equality. Women’s sport and empowerment is constrained by gender inequities such as gender based discrimination in all areas of physical activity, fuelled by the continuing stereotypes of women’s physical ability and social roles. Until gender equality is achieved in the sporting arena women will continue to be segregated involuntarily in different sports and competitions specifically targeted to women (Women 2000 & beyond, 2007, p 3 & WHO, 1998).

<span style="font-family: 'Book Antiqua','serif'; font-size: 19px;">The sporting arena that society have particularly become to worship, has acted as the outlet for society to hoist their traditional beliefs of what is acceptable of both genders, both off and on the field. Sports are sites for reaffirming beliefs about male-female difference and valorising masculine characteristics. At the same time, women sports often are marginalized because they are not seen as “real” or as good as men’s sports, and female athletes sometimes are marginalized or seen as deviant because they violate femininity norms. (Coackley, 2007 p 265). Such marginalisation of women’s sport can be acutely devastating to the participation and enjoyment of sport and thus to the revolutionary representation of women as serious sports competitors.

<span style="font-family: 'Book Antiqua','serif'; font-size: 19px;">The data from the 2009-10 participation in sport and physical recreation survey conducted by the Australian Bureau of statistics concluded that of the entire Australian population surveyed, 64% of Australians had participated in at least one sport or physical recreation activity in 2009-10. (ABS, 2009) Further, of this 64% the survey also found that men and women had similar rates of participation, 65% for men and 63% respectively (ABS, 2009). Data from the same ABS study proposed that physical activity such as walking, aerobics and swimming were more readily occupied by females when compared to those more vigorous and physical sports such as rugby or soccer (ABS, 2009). Interestingly, whilst the margin between the male and female participation rates is negligible, with a more in depth analysis it can be seen that this large percentage for women’s participation is primarily accountable for the recreational participation of non-organised activities.

<span style="color: black; font-family: 'Book Antiqua','serif'; font-size: 19px;">This indicates that women participate in those sports that conform to conventional notions of femininity and not masculinity. In addition one could assume that women have particularly high participation rates in these non-organised activities because these activities are common mechanisms in achieving the ‘preferred’ feminine look. The heavy focus on the body in sport, including in the context of the sexualized promotion of female athletes, may lead to poor body image particularly to vulnerable females (Women 2000 & Beyond, 2007 p 19). The pressure to meet unrealistic weight or body images that are constantly being bombarded in the representation of female athletes can result in excessive dieting and lead to serious health issues (Women 2000 & Beyond, 2007 p 22). This often enables females to fulfil the female body mould that society has constructed for them in order for them to feel conventional.

<span style="color: black; font-family: 'Book Antiqua','serif'; font-size: 19px;">Ian Wellard author of the book //Rethinking gender and youth sport// <span style="font-family: 'Book Antiqua','serif'; font-size: 19px;"> is prescribing that in order to overcome the issues sport face in terms of the equal representation of genders, first one must look at where it all began… in the P.E classes in schools (Wellard, 2007 p 1-13). Literature and research has long reaffirmed that physical education has never merely been a matter of ‘schooling the body’ but rather about respectively schooling girls’ and boys’ bodies along culturally, historically and politically defined acceptable and desirable lines (Wellard, 2007 p12). Many theorists also concur with this hypothesis such as Connell agreeing physical education lessons present an important arena for the construction and consolidation of dominant and subordinate masculinities and femineities (Connell, 2005 p30).

<span style="font-family: 'Book Antiqua','serif'; font-size: 19px;">According to the simple binary classification model all people are classified into two sex categories. This classification and interpretation model is so central to the way that many people see the world that when people do not fit neatly into one sex category people are left feeling uncomfortable. (Coakley, 2007 p262-263). As biologist Anne Fautso-Sterling explains, //“A body’s is simply too complex. There is no either/or. Rather, there are shades of differences”// (Coackley, 2007 p 262). Moreover, the ideal types of bodily usage expected within physical education can be regarded as generally located in traditional understandings of female and male sport (Scraton 1992). Often encouraging young girls inspiring to be classified as a feminine embodiment to show resistance to physical education and sports and let the school sports field remain a prime site for displays of hegemonic masculinity (Wellard, 2007 p 1).If students feel as if they do not fit into the two sex categories they are usual reluctant to participate or enjoy physical education in schools and possibly later on in life.

<span style="font-family: 'Book Antiqua','serif'; font-size: 19px;">One solution that if often proposed is to simply let girls have the same access to the range of activities as the boys do. However, Professor Bruce Kidd argues quote //<span style="font-family: 'Book Antiqua','serif'; font-size: 19px;">“… It is not enough simply to extend programs which males have enjoyed to females. Given the differences in needs, interests and circumstances, and the diversity of the female population, it will require careful ‘needs based’ planning and innovative programming” //<span style="font-family: 'Book Antiqua','serif'; font-size: 19px;"> (Professor Bruce Kidd, Dean of the Faculty of Physical education and health). Wellard has also theorized to achieve an equilibrium in the sporting industry physical educators need to make two fundamental shifts in thinking about gender, within their classrooms and in their curricula and pedagogical practises (i) to move beyond dualistic approaches to gender and (ii) to similarly move beyond a sole focus on gender, to explore gender as complex and relational that is always dynamic relation with age, class, ethnicity, sexuality, cultural and national identity (Evans & Penney, 2002).

//<span style="font-family: 'Book Antiqua','serif'; font-size: 19px;">“Learners are more motivated and self-directed when they see the system works for them. A good system needs to flexible enough, both in content and approach, to meet the varied needs of diverse learners” //<span style="font-family: 'Book Antiqua','serif'; font-size: 19px;"> (Ministry of Education 2003: 18).

<span style="font-family: 'Book Antiqua','serif'; font-size: 19px;">To conclude, after extensive research and analysis of various studies and methods used to draw conclusions from this topic, it can be determined that these studies performed may not provide concrete solutions to the issue. What is clear is the urgent requirement for methodologies which possess the ability to cut through and break the stranglehold that gender stereotypes have on traditional forms of physical education and sports. Only then will studies begin to show more prominence in rectifying these inequality concerns. =<span style="color: fuchsia; font-family: 'Book Antiqua','serif'; font-size: 19px;">Cultural and Social Analysis: = //<span style="font-family: 'Book Antiqua','serif'; font-size: 19px;">“If equality means providing everyone with the same starting line, equity means helping everyone to reach the most appropriate finish line” //<span style="font-family: 'Book Antiqua','serif'; font-size: 19px;"> (Kidd, Donnelly 2000: 139)

<span style="font-family: 'Book Antiqua','serif'; font-size: 19px;">Many theories and ideas have evolved proposing they have grasped the concept of gender inequities, while many make adequate points and discretions; only one theory has continued to evolve with the era and issues gender identification face. The Feminist theory, a coalition of theorists advocating for an equilibrium of gender roles, more particularly analysing the discrepancies between men and women’s rights, opportunities and recognition. <span style="font-family: 'Book Antiqua','serif'; font-size: 19px;">The focus of theorists such as Emma Goldman, Susan Bordo and Elizabeth Cady Stanton angled in on the 1800’s gender inequalities such as women’s right to vote, and women’s right to choose both marriage and motherhood. Goldman put it succinctly, //“I demand the independence of woman, her rights to support herself; to live for herself; to love whomever she pleases, or as many as she pleases. I demand freedom for both sexes, freedom of action, freedom in love and freedom in motherhood”// (Smith, 2010 p 99). The Feminist theory than evolved further in the 1950’s feminists adjusted their sights, as the issues facing women remained the same, yet also changed (Smith, 2010 p 98-99). This period of time was the era where the feminist theory responded to the challenging landscape and developed into several strains, the most common the liberal feminism and radical feminism (Smith, 2010 p 99).

<span style="font-family: 'Book Antiqua','serif'; font-size: 19px;">Liberal feminism assumes that the key problem of gender inequality is the domination of institutions by men (Smith, 2010 p 100) Liberal feminism focuses primarily on transforming these existing structures so that membership and power inside their institutions are shared across gender lines; in correspondence with this Title IX is just one of the strategies proposed by liberal feminist theory (Smith, 2010 p 100-101). In contrast, radical feminism assumes that the very structures themselves have been so poisoned by patriarchy that they cannot be transformed but must be completed eradicated and rebuilt from the ground up (Smith, 2010 p 100). Finally, the feminist theory underwent its third evolutionary wave. In this period of time an original form of feminism involves a fusion of feminist theory with critical race theory. The product- race, class and gender theory- assumes that multiple systems of domination create inequality, both alone and as a result of interactions with each other (Smith, 2010 p 100-101).

<span style="font-family: 'Book Antiqua','serif'; font-size: 19px;">As we look at the evolution of theories of feminism and gender inequalities, one conclusion stands to be flawless. Without altering societies view and beliefs of gender roles, the gender inequalities in sport and other fields will never adjust. Referring back to Ian Wellard proposed idea of changing the views of people where they first learn to develop these ideas i.e. being in schools is a profound theory and method of creating awareness and education.

<span style="font-family: 'Book Antiqua','serif'; font-size: 19px;">It would be an obvious statement to say that the major stakeholders in this issue are the entire female population. However, what is not so obliviously apparent is that this issue is also having a detrimental effect on other cultural groups within society. Those members of society that do not concur with the simple binary classification model are neglected to express themselves as different individuals. An acutely significant example of these individuals expanding the definitions of what it means to be a man or a woman, are the female body builders. Female body builders have been described as powerful men, unfeminine freaks, the ultimate hard bodies, new women, gender benders, entertainers and side shows for real sports (Coackley, 2007 p 269).

<span style="font-family: 'Book Antiqua','serif'; font-size: 19px;">Not only does the public health issue lie as a concern for women’s overall physical, psychological well-being and overall health; it’s also a pressing issue for the development of society. Whilst this report primarily focuses on gender inequalities related to sport which is important for the prevention of diseases and other life threatening circumstances (Women 2000 & Beyond 2007, p 2). These gender inequalities are also something to be alarmed about as societies issues with gender identities can be much more devastating to be well-being of society and their ability to comfortably express individualism. =<span style="color: fuchsia; font-family: 'Book Antiqua','serif'; font-size: 19px;">Analysis of Artefact: = <span style="font-family: 'Book Antiqua','serif'; font-size: 19px;">My artefact represents the international recognised symbol of the Olympic Games. The Olympic Games are one of if not arguably the most prestige’s sporting events on the international sporting calendar. (Choisis ii, pg 470) The Games are right there next to the Rugby World Cup, the FIFA Soccer World Cup, and Wimbledon of cultural and societal significance. It is this Olympic stage that every serious competitor is more than likely setting their sights on. <span style="font-family: 'Book Antiqua','serif'; font-size: 19px;">Women’s participation in the Olympic Games has reached monumental heights and continues to show prominence. Since the first Olympics Games in Athens 1896 with no female participation, there now stands 176 women events in the Olympics specific for women’s participation (Coackley, 2007 p 251). Women’s participation in the Olympics continues to increase so much so, that the Olympics is now starting to resemble a co-educational sporting stage where both genders are no longer fighting for the limelight but rather sharing it.

<span style="font-family: 'Book Antiqua','serif'; font-size: 19px;">My artefact is symbolic as it represents the inspired unity of both male and female athletes fighting for the opportunity for a ‘level playing field’. Athletes ask society to abolish those feeble stereotypical ideas and norms of male and female’s, so that women and men can equally co-exist as fierce competitors in their own right. Seeking to assure that an inclusive sport system is open to all people, at all levels of participation. The foundations of organized sport have far too long marginalized people due to society’s fixated view of ‘normal human behaviour’. <span style="font-family: 'Book Antiqua','serif'; font-size: 19px;">Through the coalition of both male and female athletes this artefact proposes the message to society to eliminate these past foundations that gender identity was built upon, and instead welcome new foundations that better represent gender as a deserved equilibrium.

//<span style="font-family: 'Book Antiqua','serif'; font-size: 19px;">“The practice of sport is a human right. Every individual must have the possibility of practicing sport, without discrimination of any kind and in the Olympic spirit, which requires mutual understanding with a spirit of friendship, solidarity and fair play” //<span style="font-family: 'Book Antiqua','serif'; font-size: 19px;"> (International Olympic Committee Article 4, as cited in (Brown, 2010). =<span style="color: fuchsia; font-family: 'Book Antiqua','serif'; font-size: 19px;">Learning Reflection: = <span style="font-family: 'Book Antiqua','serif'; font-size: 19px;">Through critical analyses of this topic I have learnt not only about gender inequality in sports and the broader social world, but it has also provided a powerful reconciliation and view that will assist in the development of my philosophical views on sport and my future career. It is my career objective to become a successful sports teacher. With my articles particular interest in the formation of gender identities in P.E classes in schools I have learned valuable tools to ensure the enjoyment and passion of sport that I acquire and can be furthered transferred to my students; so that sport always remains one of Australia’s greatest passions. =<span style="color: fuchsia; font-family: 'Book Antiqua','serif'; font-size: 19px;">Links: = <span style="font-family: 'Book Antiqua','serif'; font-size: 19px;">[] =<span style="color: fuchsia; font-family: 'Book Antiqua','serif'; font-size: 19px;">Reference List: = <span style="font-family: 'Book Antiqua','serif'; font-size: 19px;">Australian Bureau of statistics (ABS). (2009). //Perspectives on sport: Women in sport//. Retrieved from [] <span style="font-family: 'Book Antiqua','serif'; font-size: 19px;">Australian Sports Government, (2011) //A history of women and sport in Australia//. Australian Government retrieved from: __[]__ <span style="font-family: 'Book Antiqua','serif'; font-size: 19px;">Coackley, J (2007) //Sports in Society: issues and controversies// (9th ed). The McGraw- Hill companies Inc. <span style="font-family: 'book antiqua','serif'; font-size: 19px;">Choisis, T (written in 1931). //The Olympic Flag//. Retrieved from [] <span style="font-family: 'Book Antiqua','serif'; font-size: 19px;">Connell, R.W (2005) //Change among the gatekeepers: Men, masculinities and gender equality in the global arena signs:// Journal of women in culture and society. <span style="font-family: 'Book Antiqua','serif'; font-size: 19px;">Evans, J and Penney, D (2008) Levels on the playing field: The social construction of physical ability in the physical education curriculum. //Physical education and sport pedagogy, in press// <span style="font-family: 'Book Antiqua','serif'; font-size: 19px;">Scraton. S (1993). //Equality, coeducation and physical education in secondary schooling//. In J Evans (ed), London: the falmer press. <span style="font-family: 'Book Antiqua','serif'; font-size: 19px;">Smith. E (2010) //Sociology of sport and social theory.// Human Kinetics <span style="font-family: 'Book Antiqua','serif'; font-size: 19px;">Unknown author 1 (2000) //Gender equality in sport and development co-operation//. Retrieved from [] <span style="font-family: 'Book Antiqua','serif'; font-size: 19px;">United Nations Educational, Scientific and Cultural Organization (1978). //The// //International Charter of Physical Education// //and Sport//. Adopted by the General Conference at its twentieth session, 21 November 1978. Paris, France. <span style="font-family: 'Book Antiqua','serif'; font-size: 19px;">Wellard, Ian; Bailey, Richard (2007). //Rethinking Gender and Youth Sport//. Routledge. Retrieved November 03, 2011, from Ebook Library. <span style="font-family: 'Book Antiqua','serif'; font-size: 19px;">Women 2000 and beyond (2007) //United Nations: Women, gender equality and sport//. Retrieved from [] <span style="font-family: 'Book Antiqua','serif'; font-size: 19px;">World Health Organization (WHO) (1998) //Gender and Health: technical paper//. Retrieved from [gender_and_ health technical_paper/WHO_98_16.introduction.en.html]

<span style="font-family: 'Book Antiqua','serif'; font-size: 19px;">Comments:

=Love it! posted on Caitlin Smith's Wiki= you have really good writting skills!! I love the way this all flowed it made me believe you and want to support your arguments. You can tell that you share a passion for sport and the representation of women. Its a great read and i really hope you get a great grade! ||
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=Awesome read!! posted on Rachel Hunt's Wiki= I also Did this women in sport topic, you would think they would all be some what the same. However, yours was awesome becuase of the angle it took. Like i said i did this topic too but i feel yours has provided me with so much more of an insight on the topic. Your a great writter, you made the whole piece flow well. In all a great read, hope you get a good grade for thats what this deserves :) ||
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