Creating a Culturally Relevant Curriculum for Disengaged Girls

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Abstract
Findings from physical education research conducted over the last two decades suggest that girls' experiences in and perceptions of physical education in many team sport‐based programs are less than satisfactory. Team sports taught within a traditional multi‐activity format often permit dominant aggressive male players to control the game, marginalizing and alienating low‐skilled girls and boys. This paper critiques the circumstances often found in sport based physical education and reports the use of an innovative approach to team‐sport curriculum entitled, ‘Sport for Peace’, to enhance girls' levels of engagement and satisfaction in urban high school physical education. In this research, seven teachers and 15 girls were involved in the curriculum innovation in three urban high schools. Teachers trained and mentored using the curriculum implemented the program in two classes in each school. The implementation process was described using observation protocols and the teachers and girls were interviewed formally at the conclusion of the observation period. Data were analysed using constant comparison. Findings suggested that the Sport for Peace curriculum improved the sport environment for girls by enhancing their perceptions of success, promoting ownership of the sport content and the class processes, creating authentic cooperative environments for boys and girls, and encouraging the use of second chances to promote understanding and learning. Boys' altitudes towards girls' ability and motivation became more positive and girls indicated that they enjoyed participating with boys in these sport programs. The findings were analysed within Ladson‐Billings' conceptualization of culturally responsive