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1.
This paper aims to understand how pupils and teachers actions-in-context constitute being-a-pupil and being-a-teacher within a primary school physical education (PE) movement culture. Dewey and Bentley's theory of transaction, which views organism-in-environment-as-a-whole, enables the researcher to explore how actions-in-ongoing activities constitute and negotiate PE movement culture. Video footage from seven primary school PE lessons from a school in the West Midlands in the UK was analysed by focusing upon the ends-in-view of actions as they appeared through the educational content (what) and pedagogy (how) of the recorded PE experiences. Findings indicated that the movement culture within the school was a monoculture of looks-like-sport characterised by the privileging of the functional coordination of cooperative action. Three themes of pupils' and teachers' negotiation of the movement culture emerged U-turning, Knowing the game and Moving into and out of games. This movement culture required teachers to ensure pupils looked busy and reproduced cooperative looks-like-sport actions. In fulfilling this role, they struggled to negotiate between their knowledge of sport-for-real and directing pupils towards educational ends-in-view within games activities. Simply being good at sports was not a prerequisite for pupils' success in this movement culture. In order to re-actualise their knowledge of sport, pupils were required to negotiate the teacher's ‘how’ and ‘what’ by exploring what constituted cooperative actions within the spatial and social dimensions of the activities they were set. These findings suggest that if PE is to be more than just the reproduction of codified sport, careful adjustment and consideration of ends-in-view is of great importance. Without regard for the latter there is potential to create significant complexity for both teachers and pupils beyond that required by learning and performing sport. 相似文献
2.
It is now widely recognized that athletes with disability compete at an elite level which parallels that experienced by non-disabled athletes. The importance of quality coaching to develop an athlete’s full potential is similarly recognized. However, research in the area of coaching athletes with disability is still lacking compared to its counterpart in non-disabled sport. This research explored the holistic experience of coaching elite athletes with disability, and therefore encompassed not only the coaches’ preconceptions, but the rewards and challenges of their coaching experience. Semi-structured interviews were held with 12 coaches of elite athletes from sports including swimming, athletics, cycling, canoeing, triathlon, equestrian sport and wheelchair basketball. The results of the study identified that, although the coaches reported their experience as being overwhelmingly positive, they were also regularly confronted with difficulties not generally faced by coaches of non-disabled athletes. 相似文献
3.
AbstractEven though the right to participate in sport, recreation and play is stipulated in the United Nations’ Convention on the Rights of Persons with Disabilities as a stand-alone provision, it is often treated as a ‘second class right’. This paper critically investigates challenges of realizing this right in the context of Ethiopia. Findings are based on wheelchair basketball trainings held in Ethiopia for persons with physical disabilities in 2015 as a case study and from follow-up data to assess the impact of the trainings. Firstly, inequalities in structures related to disability sports between the Global North and South are described. Secondly, examples of discrimination between groups within disability communities are shown. Lastly, the complex nature of realizing the rights of persons with disabilities is examined in the context of accessibility and sports. In conclusion, we summarize the key components for genuine implementation of ‘Sports for all’. 相似文献
4.
Andrew C. Sparkes Daniel Martos-Garcia Anthony J. Maher 《Sport, Education and Society》2019,24(4):338-348
Pupils with disabilities have been found to experience a narrower physical education curriculum and participate less frequently than pupils without disabilities. A lack of knowledge, skills, relevant experiences and confidence amongst physical education (PE) teachers has been said to contribute to these differential educational experiences. This article adds to the paucity of research that analyses the PE experiences of pupils with disabilities while, at the same time, evaluating embodied pedagogy as a tool for better preparing PE teachers for their role as inclusive educators. Specifically, the article aims to: (1) explore the PE experiences of a university student named Violeta who lives with the condition of Osteogenesis Imperfecta (OI); (2) analyse the views of a group of prospective teachers who participated in a PE lesson (Experience 1) which included Violeta; and (3) examine the perceptions of a group of prospective teachers who participated in a simulated attempt at embodied pedagogy (Experience 2). Data were gathered using field notes, observations and interviews with Violeta and the prospective teachers who participated in Experience 1 and Experience 2. The findings suggest that in both Experience 1 and 2, the prospective teachers developed a greater aware of OI and a more positive attitude towards inclusive PE. That said, the nature of the student learning experience and their ability to empathetically imagine themselves in, and through, the bodies of others that were different from themselves varied significantly in Experience 1 and 2. Such a contrast, especially in relation to notions of alterity, related to the presence or absence of the other as a corporeal entity involved in the lessons. Neither Experience 1 or 2 was found to be ‘better’ than the other, they simply provided different contexts, resources and opportunities for learning to take place. We discuss some implications of these differences for those wishing to engage in embodied forms of pedagogy as a way of helping prospective teachers to have the knowledge, skills and experience to develop a more inclusive culture in school PE. 相似文献
5.
David Haycock 《Sport, Education and Society》2013,18(4):507-526
Writing over a decade ago, Penney and Harris examined extra-curricular physical education (ECPE) provision in state schools in England and Wales and focused, in particular, on issues of inclusion, equality and equity. They concluded, among other things, that ECPE provision was highly gendered, characterised by a disproportionate emphasis on traditional team games and competitive sport and provided a limited number of opportunities to only a minority of pupils. Although Penney and Harris were less concerned with reflecting upon how the content, organisation and delivery of ECPE may come to impact the involvement and experiences of young disabled people and those with special educational needs (SEN), their analysis nevertheless has important implications for understanding this largely under-explored and neglected aspect of research. In this paper, therefore, we draw upon some key aspects of Penney and Harris's analysis to examine the extent and ways in which physical education (PE) teachers have endeavoured to incorporate disabled pupils and those with SEN in ECPE. In particular, by drawing upon the findings of a study conducted with 12 PE teachers working in five secondary schools in north-west England, the central objectives of this paper are to: (i) examine the ways and extent to which teachers have endeavoured to incorporate young disabled people and pupils with SEN in ECPE; and (ii) explore the extent to which the content, organisation and delivery of ECPE impacts on pupils’ involvement and experiences. The findings suggest that the trend towards including disabled pupils and those with SEN in mainstream schools has not radically altered the content, organisation and delivery of ECPE which, according to PE teachers, continues to be heavily dominated by competitive team sports that retain a strong emphasis on performance, excellence and skills. This provision, it is claimed, appears to have done more to reduce, rather than enhance, the opportunities for pupils to participate in the same activities and to the same extent in ECPE than they might have done in the special school sector. Indeed, when compared to their non-disabled peers, some disabled pupils and those with SEN typically tended to be provided with a limited and somewhat narrow range of sports and physical activities in which to participate. Teachers also suggested that some pupils rarely participated, if at all, in ECPE and, in some cases, they were often taught separately from other pupils in clubs and teams that were developed specifically for them in an effort to cater more adequately for their needs and abilities. It is concluded that until PE teachers and schools are willing and/or able to bring about desired change in the content, organisation and delivery of ECPE, rather than developing more inclusive and non-segregated forms of provision, teachers in many schools will be constrained and/or inclined to continue providing programmes that, in effect, continue to provide what Penney and Harris call ‘more of the same for the more able’ pupils in ECPE. 相似文献
6.
Noortje van Amsterdam Annelies Knoppers Marian Jongmans 《Sport, Education and Society》2015,20(2):152-170
In this paper, we explore how physically disabled youth who participate in mainstream education discursively construct and position themselves in relation to dominant discourses about sport and physicality that mark their bodies as ‘abnormal’ and ‘deviant’. We employ a feminist poststructuralist perspective to analyze the narratives about sport, physical education (PE), the body and self of four physically disabled Dutch youngsters. Our results indicate that although dominant societal discourses about sport and physicality construct disabled bodies as deviant, vulnerable and lacking and the disabled as ‘abnormal’, these youth constructed the self as ‘normal’. However, they did so in different ways. One of the interviewees used the alternative discourse ‘everyone is different, everyone is normal’ to position her disabled self as different and normal simultaneously. Hereby she resisted dominant notions about the abled body embedded in discourses about sport and physicality. This act of resistance enabled her to accept her disability as part of her self. Others normalized their disabled bodies by attempting to pass as able-bodied. They tried to minimize and/or hide their disability and in this manner reproduced ableist discourses about sport and physicality. Our interviewees also engaged in various performative acts of resistance. They challenged these dominant discourses by strategically using the possibilities a different/disabled self provided them. Overall the data indicate the important role that visible signifiers of disability played in the exclusionary practices that these disabled youth encountered and the subject positions they could claim. Since alternative constructions and positionings regarding the abled/normal body suggest ways in which the dominance of ableism may be disrupted, we conclude with an emphasis on the need for future research that explores such alternatives. 相似文献
7.
Background: Crum proposes the term ‘movement culture’ as a means to best understand the relationships between PE and wider movement practices. Learning within movement culture is practical and embodied, and integral to the cultural and institutional contexts within which PE is situated. Purpose: Using visual data gathered from PE lessons within a UK primary school this paper aims to identify movement cultures across the observed PE lessons, and understand how these movement cultures are shaped and maintained by analysing how teachers and pupils' actions-in-on-going-events make the movement cultures something ‘in-common’. Participants, research design and data collection: A mixture of Year 5 and 6 PE lessons were video recorded within a primary school in the West Midlands. Careful attention was paid to the ethical considerations involved in the collection and storage of the data. Data analysis: By dissolving the dualism between an individual and their environment, Dewey and Bentley's (1949/1991) transactional theory of learning supports an analysis of action in context. Application of this theory enables the researcher to explore actions-in-on-going activities and understand how this action shapes the movement culture within which it occurs. In this process we did not use theory to deduce the participants' intensions or potential changes in their cognitive structures; rather it was the functions' actions constituted in the observed situation, which lead the analysis. Findings: The existence of a multi-activity idea of sampling different sports within this study of primary PE amounted to eating from a smorgasbord where the flavours of the dishes initially looked different, but actually tasted the same. Each dish was differentiated by the use of contrasting equipment, physical locations and named activities. In reality what was realised was a diluted, repetitive and overriding flavour of looks-like-sport. Pupils were tasked with actions which functioned to produce a stage managed show of controlled activity. This was supplemented by their compliance to strict behaviour codes and by attempting to make highly cooperative tasks and games work. This was aided by the adoption and acceptance of different roles. Succeeding within this movement culture demanded an implicit understanding of the need to coordinate actions with others cooperatively. Conclusions: The standout flavour within this smorgasbord involved gymnastics, where the removal of competition and provision of space for pupils to re-actualise their knowledge, created an interesting blend of pupil engagement, sustained physical activity, creativity, inclusion and cooperation. These interesting flavours may have been curtailed by a need to replicate movements acceptable to doing gymnastics-for-real and suggests that other forms of looks-like-sport may have the potential to elicit similar action. Continued investigation of the directions of actions-in-context-in-PE-settings would aid our understanding of the creation, nature and reproduction of learning experiences within this looks-like-sport movement culture. More specifically, analysis of the educational content and pedagogy of the recorded PE lessons within this school would support our understanding of how teachers and pupils negotiate the complex mix of educational, sport and health discourses that constitute the looks-like-sport movement culture. 相似文献
8.
Marsha Saxton 《Sport in Society》2018,21(1):22-39
AbstractThe popularity of the Paralympics co-exists with persistent exclusion of disabled youth and adults in community sport and recreation programmes around the world. This study explored the experiences of disabled people in sport, fitness and dance, drawing upon a range of participants’ perspectives from Paralympic athletes and professional dancers, to those who’d never engaged in physical activities. We asked participants about the range of psycho-social factors that intervene between a disabled person and a workable, enjoyable fitness regimen. Insights emerged into factors that encourage enjoyable physical movement for some, and factors that discourage or prohibit this for others. Analytic tools of Critical Disability Theory were applied to penetrate stereotyped conceptualizations of disabled people, taking a long view into the history of disability discrimination and exclusion. An example is the concept and (English) word, ‘fitness’ used during the Eugenics Movement to dismiss the worth of disabled people. Along with other marginalized populations, the ‘unfit’ were systematically targeted with elimination. We addressed these archaic attitudes, in concert with the present era’s intrusions of architectural, programmatic and attitudinal barriers, which may become internalized as resistance to physical activities. Participants offered strategies to support others in the world of movement, along with encouragement to Disability Studies scholars to expand research in this arena. 相似文献
9.
10.
苏勤玉 《体育科技文献通报》2007,15(4):112-114
轮椅篮球是伤残人坐在轮椅上进行的篮球运动项目,所有参赛者必须坐在灵敏度较高的篮球轮椅上活动,而比赛规则也经过改良以配合坐在轮椅上运球前进,其它的规则与一般健全人篮球运动相同。我国轮椅篮球虽有二十多年的发展历史,但并没有在残奥会或世界轮椅锦标赛上取得过优异的成绩,在亚洲赛场上也没有显赫的战绩。本文通过对我国目前轮椅篮球运动开展现状的调查研究,找出影响我国轮椅篮球运动开展的主要因素,以便使我国轮椅篮球运动能够持续、健康的发展。 相似文献
11.
Anne Flintoff 《Sport, Education and Society》2015,20(2):190-211
This paper reports on a study that explored black and minority ethnic (BME) students' experiences of physical education teacher education (PETE) in England. Widening the ethnic diversity of those choosing to enter the teaching profession has been a key policy objective of the Training and Development Agency—the government agency responsible for teacher education—for some years. However PETE programmes, designed to produce specialist physical education (PE) teachers to work with secondary age (11–18 years) pupils, reveal significant and enduring levels of under-representation of BME candidates, compared to other subject specialisms. The study reported here used semi-structured interviews and questionnaires with 25 BME participants from five universities involved in PETE in England. The findings show that BME PETE students share many of the characteristics with their White counterparts, being young, sporty and with a desire to improve PE experiences for future generations. However, in other ways, their experiences reveal the significance of ‘race’ ethnicity, and religion and how these are interwoven with gender to position them as ‘other’ in PETE spaces and within schools. Skin colour and religious dress were significant to stereotyping and everyday interactions that served to position them as ‘out of place’, particularly evident in practical activity sessions and on teaching placements. ‘Race’ and ethnicity as part of their professional education was at best a marginalised discourse, at worse, reproduced a deficit perspective of BME pupils’ and their schooling. The paper concludes by arguing for a critical analysis of the construction of Whiteness through PETE. 相似文献
12.
Kristin Walseth 《Sport, Education and Society》2015,20(3):304-322
Recent years have seen an increase in scholarly attention to minority pupils and their experience of physical education (PE). UK research identifies specific challenges related to Muslim pupils' participation in PE. In Norway, little research has been undertaken on Muslim pupils' experiences in PE, something this paper hopes to redress in part. In particular, it addresses the role and significance of religiosity to their experience of PE. The work is positioned within third-wave feminism; as such it aims to be sensitive to issues of cultural and religious diversity. The study is based on life-history interviews with 21 Muslim girls aged between 16 and 25. All the girls had attended PE lessons at school, mostly in mixed-gender classes, but with some gender-segregated PE as well. In terms of religious affiliation, the girls describe themselves as Muslim, though their degree of religiosity varies. Five wear the hijab. The general picture drawn by the data shows that the Muslim girls enjoy their PE lessons and the majority preferred gender-mixed PE. Religiosity seems to have little influence on Muslim girls' experience of PE, with the exception of swimming lessons and showering facilities. We can understand the objections of some of the girls to gender-mixed PE by looking at the dominance of the male gender, and, as such, their experiences are similar to those of non-Muslim girls. However, objections to gender-mixed swimming classes are best explained by the girls' gendered religious identities and embodied faith. In term of intersectionality, the study shows that different categories dominate in different PE contexts. As such, what Muslim girls make of PE is not always dictated by religiosity. 相似文献
13.
Jayne Caudwell 《Sport, Education and Society》2013,18(4):398-414
In this paper, I discuss [transgender] young men's social, physical and embodied experiences of sport. These discussions draw from interview research with two young people who prefer to self-identify as ‘male’ and not as ‘trans men’, although they do make use of this term. Finn and Ed volunteered to take part in the research following my request for volunteers at a lesbian, gay, bisexual and transgender (LGBT) youth group. Their narratives provide valuable testimonies on transgender and transgender and sport: more specifically, their experiences of school sport, their embodied subjectivities, transitioning and sport participation. The focus on transgender and sport also highlights the taken-for-granted assumption that a coherent LGBT collective exists and that transgender is a fixed, definable and agreed-upon category. The paper, therefore, has two aims. First, it intends to privilege and document the views of two young people who identify with a group that is often marginalised. Their narratives raise significant questions in relation to transgender and sport participation in educational and recreational settings. Second, the paper seeks to expose the methodological and ontological complexities surrounding ‘LGBT’ and ‘transgender’ and place these debates within sport and educational studies. 相似文献
14.
《Sport Management Review》2014,17(1):8-22
Disabled sports participants are a small proportion of sports participants at English public sports centres; but they are important to the social inclusion agenda. This paper aims to provide a detailed insight into the preferences and behaviour of disabled sports participants.It investigated whether there were statistical differences: first, between the disabled sports participants and the non-disabled sports participants in terms of (1) social demographics, (2) patterns of participation, (3) travel, (4) sports activities and (5) customer satisfaction; and second, between age, ethnic, socio-economic and gender groups of their subsamples, on (2), (4) and (5) again. Disability is defined as having any long term illness or health problem which limits a person's daily activities or the work that a person can do. The data collected through the National Benchmarking Service, for 458 sports centres from 2005 to 2011, revealed that about 9% of over 150,000 sports participants were disabled. Swimming, using fitness equipment and keep fit related exercises were the top three most frequently stated main sports activities by the disabled. It was also more likely for the disabled to participate in organised activities, own a leisure card and participate regularly when compared with the non-disabled participants. In addition, the disabled were also more likely than the non-disabled to travel to the centre by public transport, from home and travel a longer journey time. The industry weaknesses as identified by the disabled relate to physical evidence of the sports centres, particularly cleanliness attributes. Measures that can be taken to increase sports participation by the disabled include competent support at sports centres, promotions through discount schemes or leisure cards, and free transportation to sport centres in catchment areas with high proportions of disabled in their population. 相似文献
15.
The ‘Curriculum for Excellence’ (CfE) guidelines and associated learning experiences and outcomes have been developed following a national debate on the purposes of education in Scotland. The recent development shifts physical education's (PE) role in Scottish education, changing from contributing to the ‘Expressive Arts’ area of the curriculum, to one central to the newly created curriculum area of ‘Health and wellbeing’ in the CfE. This paper provides an analysis of the broader policy context at national and global levels examining the policy developments for PE in Scotland situating them within a globalised discourse emphasising concerns about ill-health and obesity within society. Drawing on the work of Bowe et al., the paper examines the context of production and the context of influence that has contributed to the recent development of ‘Health and wellbeing’ within the CfE. It is argued that the role for PE and the focus on schools promoting daily physical activity within the CfE masks the complexity of addressing the issues of health and well-being. In conclusion it is highlighted that in the interpretation and implementation of policy there will be further issues for PE and as yet unknown consequences for the context of practice and pupils' experiences of PE in Scotland. 相似文献
16.
Background: Population health concerns related to physical inactivity and obesity appear in policy documents, government campaigns and popular media across western societies. Children and young people have been targeted for physical activity promotion and schools have been positioned as sites for intervention. In particular, Physical Education and school sport (PESS) has been framed as a key part of the solution. While some interventionist programmes in schools have reported positive outcomes, they have also been criticised for stigmatising fatness, contributing to a culture of surveillance and fuelling body image anxieties. Despite ongoing work to ameliorate these critical issues by addressing physical activity promotion discourses, curricula and teaching practices many of the same challenges persist. In seeking alternative explanations (and solutions) this paper shifts attention to exploring the role of pupils and their peers.Purpose: While the critical literature on health and physical education has been illuminating, few studies explore the role of pupils and their peers. Further research is necessary to understand how school peers contribute to pupils’ engagement with PESS. This paper, therefore, draws on Bourdieu’s notion of physical capital and seeks to understand how pupils’ physical activity is influenced by lived-body experiences in school spaces.The study: Data were produced from a 6-month bricolage-based study with pupils (N?=?29, aged 13–14) across four diverse school settings in England. Multiple qualitative methods were deployed to enhance methodological rigour with what is often a challenging age group for research. Data were interpreted and theorised using the concept of physical capital.Findings: Pupils themselves play a significant part in establishing the physical body as a symbol of power and status in school settings. Participants understood the health risks of being both underweight and obese, but they regarded obesity as being more problematic because of the immediate social risks of ‘standing out as the bigger one’. Following this rationale, participants sought to accumulate physical capital through engaging in exercise as a purposeful calorie-burning activity intended to avoid the pity, abnormality and derision which is expected to be directed towards overweight pupils. Furthermore, during PESS in clear view of peers, distinctions between pupils’ physical capital could be made by recognising differences in sporting skill. In this context, physical capital mediated engagement in PESS in various ways.Conclusion: This study has revealed that peers play a significant part in constructing the lived-body experiences of young people. In order to address the criticisms raised about some school-based health promotion interventions, it is crucial to attend to pupils’ relationships with peers as well as addressing policies, curricula and teaching practices. Being sensitive to peer relationships and their understanding of health may help teachers and health promoters decide how to manage the spaces where PESS takes place. 相似文献
17.
Magnus Ferry 《Physical Education & Sport Pedagogy》2018,23(4):358-370
Background: During the socialization process when becoming a physical education (PE) teacher, the knowledge, perceptions and expectations of what it means to work as a teacher are developed. In this socialization, the initial acculturation phase is shown to be of the most importance, since individual PE teachers’ experiences during this phase are shown to have a long-lasting influence on their approach to and perception of the subject and the profession. Furthermore, research shows that most physical education teacher education (PETE) programmes are ineffective in altering these initial perceptions and beliefs during the programme. This inertia to change may resemble Bourdieu’s concept of habitus.
Purpose: The purpose of this study was to analyse the background of PE preservice teacher students (PSTs) and examine their embodied perceptions and beliefs related to the subject and profession when they enrol. Specifically, the study focuses on their background characteristics, perceptions of PE and PE teachers, and whether their background and perceptions changed between 2005 and 2016.
Method: This study draws on a web-based questionnaire completed by 224 students (90 women and 134 men) enrolled in the PETE programme at a major university in Sweden between 2005 and 2016. The questionnaire used in this study addressed the PSTs’ experiences, views, beliefs and perceptions of PE and the PE profession, and it was completed during the first semester of respective students’ PE subject studies.
Findings: PE PSTs are a homogeneous group of students with similar backgrounds, experiences and perceptions of PE and their future profession as PE teachers. Participants suggested that important characteristics for a good PE teacher include possessing subject knowledge, having pedagogical competence and being considerate. A good PE lesson should be fun and inspiring, consist of physical activity and be adapted to all. Important goals for PE are to develop pupils’ character and promote healthy behaviours. The PSTs’ background characteristics and perceptions do not seem to have changed during the studied period, in spite of the fact that the structure of the PETE programme did change.
Conclusions: The homogeneous background among PSTs, with vast experience of sport and physical activity, implies that they will interact and engage with students with similar backgrounds and perceptions (i.e. habitus) during PETE. This may limit the potential influence of PETE and fail to prepare PSTs for the demands of their future profession. However, if the influences of acculturation were accounted for during PETE, the programmes could be better designed and better prepare PSTs for their future profession. 相似文献
18.
《Sport Management Review》2014,17(1):49-64
While there is a growing body of knowledge on disability sport consumer behavior (Byon et al., 2011, Byon et al., 2010a), these studies used scales explicitly designed for non-disability sport contexts, showing only reasonable model fit and not examining factors specific to the disability sport consumer experience. This publication represents the first attempt to identify specific disability sport motives and develop a scale, the Motivation Scale for Disability Sport Consumption (MSDSC). Newly identified disability sport motives include inspiration, supercrip image and disability cultural education. These were examined in conjunction with factors from Trail and James (2001) and Trail (2010). Data were collected at the 2011 collegiate wheelchair basketball championships; results were collected to conduct exploratory and confirmatory factor analyses. Results indicated that a 9-factor model was most appropriate. Significant motives included physical attraction, drama, escape, inspiration, physical skill, social interaction, violence, and supercrip image. The model fit was improved over the Byon studies and was comparable to relevant non-adaptive motive studies (Lee et al., 2009, Trail and James, 2001, Robinson et al., 2004). This scale represents a tool for practitioners and academics to effectively examine spectators of disability sport. 相似文献
19.
Cathy Devine 《Sport, Education and Society》2018,23(9):824-839
The three British Sports Councils are instrumental in developing the policy landscape for sport and physical education (PE). They aspire to equality between the sexes in ‘sport and physical recreation’ (SPR), in keeping with their Royal Charters [Sport England. (1996/2009). Royal Charter of English Sports Council (Sport England). Retrieved from https://www.sportengland.org/media/10309/consolidated-royal-charter.pdf; Sport Scotland. (1996). The Royal Charter for the Scottish Sports Council. Retrieved from http://www.sportscotland.org.uk/sportscotland/Documents/Resources/sportscotlandRoyalCharter.pdf; Sport Wales. (1997). The Royal Charter of the Sports Council for Wales. Retrieved from http://sport.wales/media/128780/royal%20charter.doc] and the Equality Act [HM Government. (2010). Equality Act 2010. London: TSO. Retrieved from http://www.legislation.gov.uk/ukpga/2010/15/pdfs/ukpga_20100015_en.pdf]. As public bodies they are committed to eliminating direct and indirect discrimination in provision, and advancing equality. One of their main functions is the distribution of public money, and all collect participation data detailing the different SPR choices of the sexes. These are primary planning tools in the three home countries. This paper investigates whether equality in relation to sex is considered a ‘first-order’ question of distributive justice for the Councils. Therefore, the funding awarded to the top SPR preferences by sex for each Country is presented. Defining SPR determines eligibility for funding and the boundaries of the SPR infrastructure which influences and interfaces with sport, school sport and PE. Consequently, critical feminist political and economic theory is used to evaluate the Councils’ framing of SPR and equality in relation to sex. Male preferences are disproportionately grant-aided leaving those of females significantly under-funded. Although the remit of the Councils is ‘sport and physical recreation’ this is usually reframed by them as ‘sport’. Equality is generally considered a second-order question of justice, and outsourced to national governing bodies of sport. Further dance, one of the most popular female SPR activities for girls, has not, until 2016, been designated as SPR in England and has been ineligible for funding. These policies suggest indirect discrimination against women and girls who disproportionately prefer physical recreation and dance to competitive sport. Therefore, the Sports Councils and/or overarching government departments may not be fulfilling their legal requirements under the Equality Act. 相似文献