{"id":{"repo_id":"uoit","oai_identifier":"oai:ontariotechu.scholaris.ca:10155/1968"},"canonical_url":"https://search.dev.ndltd.org/etd/uoit/oai:ontariotechu.scholaris.ca:10155/1968","repository":{"repo_id":"uoit","name":"Ontario Institute of Technology","base_url":"https://ontariotechu.scholaris.ca/server/oai/request"},"display":{"title":"Beyond the binary: exploring participation in gender-inclusive PE through student and teacher lenses in grade 9","abstract":"This study explores the impact of a gender-inclusive class structure on student engagement in Grade 9 physical education (PE) within a Canadian Secondary School. Employing a mixed methods case study approach, data was collected through student surveys and semi-structured teacher interviews. Findings reveal that gender-neutral PE environments fostered greater student agency, emotional safety, and motivation—especially among those historically marginalized in traditional PE settings. Students reported higher enjoyment, confidence, and skill development when given voice and choice in activities. Teachers emphasized the importance of inclusive pedagogies that prioritized ability over gender and supported meaningful physical activity experiences. The analysis aligns with the Meaningful PE framework, highlighting components such as personal relevance, social connection, and enjoyment as key factors influencing sustained engagement. This research supports a shift from performance-based PE to inclusive, student-centred models that empower diverse learners and promote lifelong physical literacy.","abstract_html":"This study explores the impact of a gender-inclusive class structure on student engagement in Grade 9 physical education (PE) within a Canadian Secondary School. Employing a mixed methods case study approach, data was collected through student surveys and semi-structured teacher interviews. Findings reveal that gender-neutral PE environments fostered greater student agency, emotional safety, and motivation—especially among those historically marginalized in traditional PE settings. Students reported higher enjoyment, confidence, and skill development when given voice and choice in activities. Teachers emphasized the importance of inclusive pedagogies that prioritized ability over gender and supported meaningful physical activity experiences. The analysis aligns with the Meaningful PE framework, highlighting components such as personal relevance, social connection, and enjoyment as key factors influencing sustained engagement. This research supports a shift from performance-based PE to inclusive, student-centred models that empower diverse learners and promote lifelong physical literacy.","abstract_has_math":false,"creators":["de Jonge-Smith, Megan"],"institution":"University of Ontario Institute of Technology","degree_name":"Master of Arts (MA)","degree_level":null,"degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":["Barber, Wendy","Walters, William"],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-06-01","date_published":"2025-06-01","updated_at":"2026-07-24T05:35:36Z","subjects":[],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10155/1968","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Barber, Wendy","Walters, William"]},{"key":"dc:creator","label":"Author","values":["de Jonge-Smith, Megan"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-07-22T15:30:51Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2025-07-22T15:30:51Z"]},{"key":"dc:date.issued","label":"Date","values":["2025-06-01"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Ontario Institute of Technology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10155/1968"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study explores the impact of a gender-inclusive class structure on student engagement in Grade 9 physical education (PE) within a Canadian Secondary School. Employing a mixed methods case study approach, data was collected through student surveys and semi-structured teacher interviews. Findings reveal that gender-neutral PE environments fostered greater student agency, emotional safety, and motivation—especially among those historically marginalized in traditional PE settings. Students reported higher enjoyment, confidence, and skill development when given voice and choice in activities. Teachers emphasized the importance of inclusive pedagogies that prioritized ability over gender and supported meaningful physical activity experiences. The analysis aligns with the Meaningful PE framework, highlighting components such as personal relevance, social connection, and enjoyment as key factors influencing sustained engagement. This research supports a shift from performance-based PE to inclusive, student-centred models that empower diverse learners and promote lifelong physical literacy."]},{"key":"dc:title","label":"Title","values":["Beyond the binary: exploring participation in gender-inclusive PE through student and teacher lenses in grade 9"]}]}],"canonical_facts":{"dc:contributor.advisor":["Barber, Wendy","Walters, William"],"dc:creator":["de Jonge-Smith, Megan"],"dc:date.accessioned":["2025-07-22T15:30:51Z"],"dc:date.available":["2025-07-22T15:30:51Z"],"dc:date.issued":["2025-06-01"],"dc:description.abstract":["This study explores the impact of a gender-inclusive class structure on student engagement in Grade 9 physical education (PE) within a Canadian Secondary School. Employing a mixed methods case study approach, data was collected through student surveys and semi-structured teacher interviews. Findings reveal that gender-neutral PE environments fostered greater student agency, emotional safety, and motivation—especially among those historically marginalized in traditional PE settings. Students reported higher enjoyment, confidence, and skill development when given voice and choice in activities. Teachers emphasized the importance of inclusive pedagogies that prioritized ability over gender and supported meaningful physical activity experiences. The analysis aligns with the Meaningful PE framework, highlighting components such as personal relevance, social connection, and enjoyment as key factors influencing sustained engagement. This research supports a shift from performance-based PE to inclusive, student-centred models that empower diverse learners and promote lifelong physical literacy."],"dc:identifier.uri":["https://hdl.handle.net/10155/1968"],"dc:language.iso":["en"],"dc:title":["Beyond the binary: exploring participation in gender-inclusive PE through student and teacher lenses in grade 9"],"dc:type":["Thesis"],"thesis:degree_discipline":["Education"],"thesis:degree_name":["Master of Arts (MA)"],"thesis:institution_name":["University of Ontario Institute of Technology"]},"updated_at":"2026-07-24T05:35:36Z"}