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Year 2018, Volume 6, Issue 4, 443 - 457, 30.12.2018

Abstract

References

  • Al-Aifan S (2000). Obstacles associated with positive participation in a physical education lesson for secondary school students in Riyadh. (In Arabic)
  • Al-Liheibi A (2008). Middle and high school students' attitudes toward physical education in Saudi Arabia. University of Arkansas.
  • Al-Ghamdi A (2005). Analytical study of the difficulties facing the school sport in the Kingdom of Saudi Arabia. Middle East Journal. (In Arabic)
  • Alharbi M (2014). Male Students’ Experiences in Urban High School Physical Education in Makkah, Saudi Arabia (Master’s Thesis, University of Ottawa).
  • Al-Sultan A A (1988). Class structure in Saudi Arabia. Michigan State University, ProQuest Dissertations and Theses (Volume I and II), pg. n/a
  • Al-Wetshi Q S (2001). Analytical study of the problems of the implementation of the physical education curriculum and methods of solution phase medium in Riyadh. King Saud University. (Unpublished master’s thesis). (In Arabic).
  • Azzarito L (2004). Students’ construction of the body in physical education. Unpublished doctoral dissertation, Louisiana State University, Baton Rouge, Louisiana.
  • Bonoma T (1985). Case research in marketing: opportunities, problems, and a process. Journal of Marketing Research, 12, 199–208.
  • Bourdieu P (1971). Intellectual field and creative project. In M.F.D. Young (Ed.), Knowledge and control: New directions in the sociology of education (pp. 161-188). London: Collier- Macmillan.
  • Bourdieu P (1977). Outline of a theory of practice. Cambridge, UK: Cambridge University Press.
  • Bourdieu P (1978). Sport and social class. Social Science Information, 17(6), 819-840.
  • Bourdieu P (1984). Distinction: A Social Critique of the Judgement of Taste. London: Routledge & Kegan Paul.
  • Bourdieu P (1990). The logic of practice. Cambridge: Polity.
  • Bourdieu P, and L Wacquant (1992). An Invitation to Reflexive Sociology. Cambridge: Polity Press.
  • Bourdieu P (1993). The field of cultural production. Cambridge: Polity Press.
  • Bourdieu P (1997). The forms of capital. In: Halsey AH, Lauder H, Brown P. (eds) Education: Culture, Economy, Society, pp. 46–58. Oxford: Oxford University Press. Google Scholar
  • Bourdieu P (1999). The Weight of the World. Social Suffering in Contemporary Society. Trans. P. Parkhurst Ferguson et al. Stanford University Press, Stanford, Cali.
  • Bourdieu P (2001). Masculine Domination. Cambridge: Polity Press.
  • Braun V, Clarke V (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101.
  • Brooks F, Magnusson J (2006). Taking part counts: Adolescents’ experiences of the transition from inactivity to active participation in school-based physical education. Health Education Research, 21(6), 872-883.
  • Brown D, Evans J (2004). Reproducing gender? Intergenerational links and the male PE teacher as a cultural conduit in teaching physical education. Journal of Teaching in Physical Education, 23(1), 48–70.
  • Coles T (2009). Negotiating the field of masculinity: The production and reproduction of multiple dominant masculinities. Men and Masculinities, 12(1), 30-44.
  • Creswell J W (2013). Writing a qualitative study. In Qualitative inquiry & research design: Choosing among five approaches. Thousand Oaks, CA: SAGE.
  • Dagkas S, Stathi, A. (2007). Exploring social and environmental factors affecting adolescents' participation in physical activity. European Physical Education Review, 13(3), 369-384.
  • Davison K G (2000). Boys' bodies in school: Physical education. Journal of Men's Studies, 8(2), 255-255.
  • Dumas, A., Bournival, E. (2011). Men, masculinities and health. Theory and application. In Jason Laker (Ed.), Canadian Perspectives on Men and Masculinities. An Interdisciplinary Reader. Toronto: Oxford University Press.
  • Gorely T, Holroyd R, Kirk D (2003). Muscularity, the Habitus and the Social Construction of Gender: towards a gender-relevant physical education. British Journal of Sociology of Education, 24(4), 429–448.
  • Jachyra P (2014). ‘Exploring Mechanisms of (Dis)Engagement in Health and Physical Education Class with Adolescent Boys.’ Unpublished master’s diss., University of Toronto, Toronto, ON.
  • Garrett R, Wrench A (2011) Making Physical Education a fairer, safer and happier place: Putting critical practices into action, Asia-Pacific Journal of Health, Sport and Physical Education, 2(2), 35-49.
  • Kirk D (2010a). The ‘masculinity vortex’ of school physical education: Beyond the myth of hyper-masculinity. In M. Kehler & M. Atkinson (Eds.), Boys’ bodies: Speaking the unspoken (pp. 51_72). New York: Peter Lang Publishing.
  • Laberge S, Albert M (2000). Conceptions of masculinity and gender transgressions in sport among adolescent boys. In M. A. Messner & D. Sabo (Eds.), Masculinities, gender relations, and sport (pp. 195-221). Thousand Oaks, CA: Sage.
  • Lee J (2008). Socio-cultural constructions of traditional masculinity and relationships to sport/physical activity values and behaviors. Michigan State University. ProQuest Dissertations and Theses, 271.
  • Lee J, Macdonald D, Wright J (2009). Young Men’s Physical Activity Choices: The Impact of Capital, Masculinities, and Location. Journal of Sport & Social Issues, 33(1), 59–77.
  • Martino W (1999). ‘Cool boys,’ ‘party animals,’ ‘squids’ and ‘poofters’: Interrogating the dynamics and politics of adolescent masculinities in school. British Journal of Sociology of Education, 20, 239–263.
  • Portman P A (1995). Coping behaviors of low-skilled students in physical education: Avoid, announce, act out, and accept. The Physical Educator, 52(1), 29–39.
  • Samargandy T H (2006). The perceptions of physical education teachers, school directors, and PE supervisors in Saudi Arabia regarding the implication of goals of the physical education curriculum. University of Umm-Al-Qura (Unpublished master’s thesis). (In Arabic).
  • Shilling C (2003). The body and social theory. London: Sage.
  • Stake R (2005). Qualitative case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (3rd ed., pp. 443-466). Thousand Oaks, CA: SAGE.
  • Thorpe H (2010). Bourdieu, gender reflexivity, and physical culture: A case of masculinities in the snowboarding field. Journal of Sport and Social Issues, 34(2), 176-176-214.
  • Yin R K (2009). Case study research: Design and methods (4th Ed.). Thousand Oaks, CA: Sage.

Students’ Gendered Body Dispositions toward (Non) Participation in Physical Education at an Urban Male High School in Makkah, Saudi Arabia

Year 2018, Volume 6, Issue 4, 443 - 457, 30.12.2018

Abstract

Drawing on Bourdieu’s relational theory of (gendered) body habitus, the purpose of this qualitative case study is to develop a better understanding of the embodied, gendered dispositions that influence Saudi male students’ experiences in physical education (PE). The paper reports data generated by semi-structured interviews with male students (n=27) between the ages of 15 and 20, all of whom attended a public secondary school in Makkah during the autumn of 2012. The study found that the concept of hygienic dispositions is an issue that concerns some students in ways that prevent them from participating in PE. With limited PE facilities (i.e. changing and showering rooms), masculine values (expressed both physically and verbally) impact attitudes towards participation in PE. Surprisingly, the Saudi adult masculine identity, so closely associated with traditional clothing (the thawb), is also a condition that influences PE students’ participation. As part of this study’s results, meanings attached to the thawb are analyzed, revealing social representations of masculinity and its cultural/social value (i.e. prestige, respect).

References

  • Al-Aifan S (2000). Obstacles associated with positive participation in a physical education lesson for secondary school students in Riyadh. (In Arabic)
  • Al-Liheibi A (2008). Middle and high school students' attitudes toward physical education in Saudi Arabia. University of Arkansas.
  • Al-Ghamdi A (2005). Analytical study of the difficulties facing the school sport in the Kingdom of Saudi Arabia. Middle East Journal. (In Arabic)
  • Alharbi M (2014). Male Students’ Experiences in Urban High School Physical Education in Makkah, Saudi Arabia (Master’s Thesis, University of Ottawa).
  • Al-Sultan A A (1988). Class structure in Saudi Arabia. Michigan State University, ProQuest Dissertations and Theses (Volume I and II), pg. n/a
  • Al-Wetshi Q S (2001). Analytical study of the problems of the implementation of the physical education curriculum and methods of solution phase medium in Riyadh. King Saud University. (Unpublished master’s thesis). (In Arabic).
  • Azzarito L (2004). Students’ construction of the body in physical education. Unpublished doctoral dissertation, Louisiana State University, Baton Rouge, Louisiana.
  • Bonoma T (1985). Case research in marketing: opportunities, problems, and a process. Journal of Marketing Research, 12, 199–208.
  • Bourdieu P (1971). Intellectual field and creative project. In M.F.D. Young (Ed.), Knowledge and control: New directions in the sociology of education (pp. 161-188). London: Collier- Macmillan.
  • Bourdieu P (1977). Outline of a theory of practice. Cambridge, UK: Cambridge University Press.
  • Bourdieu P (1978). Sport and social class. Social Science Information, 17(6), 819-840.
  • Bourdieu P (1984). Distinction: A Social Critique of the Judgement of Taste. London: Routledge & Kegan Paul.
  • Bourdieu P (1990). The logic of practice. Cambridge: Polity.
  • Bourdieu P, and L Wacquant (1992). An Invitation to Reflexive Sociology. Cambridge: Polity Press.
  • Bourdieu P (1993). The field of cultural production. Cambridge: Polity Press.
  • Bourdieu P (1997). The forms of capital. In: Halsey AH, Lauder H, Brown P. (eds) Education: Culture, Economy, Society, pp. 46–58. Oxford: Oxford University Press. Google Scholar
  • Bourdieu P (1999). The Weight of the World. Social Suffering in Contemporary Society. Trans. P. Parkhurst Ferguson et al. Stanford University Press, Stanford, Cali.
  • Bourdieu P (2001). Masculine Domination. Cambridge: Polity Press.
  • Braun V, Clarke V (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101.
  • Brooks F, Magnusson J (2006). Taking part counts: Adolescents’ experiences of the transition from inactivity to active participation in school-based physical education. Health Education Research, 21(6), 872-883.
  • Brown D, Evans J (2004). Reproducing gender? Intergenerational links and the male PE teacher as a cultural conduit in teaching physical education. Journal of Teaching in Physical Education, 23(1), 48–70.
  • Coles T (2009). Negotiating the field of masculinity: The production and reproduction of multiple dominant masculinities. Men and Masculinities, 12(1), 30-44.
  • Creswell J W (2013). Writing a qualitative study. In Qualitative inquiry & research design: Choosing among five approaches. Thousand Oaks, CA: SAGE.
  • Dagkas S, Stathi, A. (2007). Exploring social and environmental factors affecting adolescents' participation in physical activity. European Physical Education Review, 13(3), 369-384.
  • Davison K G (2000). Boys' bodies in school: Physical education. Journal of Men's Studies, 8(2), 255-255.
  • Dumas, A., Bournival, E. (2011). Men, masculinities and health. Theory and application. In Jason Laker (Ed.), Canadian Perspectives on Men and Masculinities. An Interdisciplinary Reader. Toronto: Oxford University Press.
  • Gorely T, Holroyd R, Kirk D (2003). Muscularity, the Habitus and the Social Construction of Gender: towards a gender-relevant physical education. British Journal of Sociology of Education, 24(4), 429–448.
  • Jachyra P (2014). ‘Exploring Mechanisms of (Dis)Engagement in Health and Physical Education Class with Adolescent Boys.’ Unpublished master’s diss., University of Toronto, Toronto, ON.
  • Garrett R, Wrench A (2011) Making Physical Education a fairer, safer and happier place: Putting critical practices into action, Asia-Pacific Journal of Health, Sport and Physical Education, 2(2), 35-49.
  • Kirk D (2010a). The ‘masculinity vortex’ of school physical education: Beyond the myth of hyper-masculinity. In M. Kehler & M. Atkinson (Eds.), Boys’ bodies: Speaking the unspoken (pp. 51_72). New York: Peter Lang Publishing.
  • Laberge S, Albert M (2000). Conceptions of masculinity and gender transgressions in sport among adolescent boys. In M. A. Messner & D. Sabo (Eds.), Masculinities, gender relations, and sport (pp. 195-221). Thousand Oaks, CA: Sage.
  • Lee J (2008). Socio-cultural constructions of traditional masculinity and relationships to sport/physical activity values and behaviors. Michigan State University. ProQuest Dissertations and Theses, 271.
  • Lee J, Macdonald D, Wright J (2009). Young Men’s Physical Activity Choices: The Impact of Capital, Masculinities, and Location. Journal of Sport & Social Issues, 33(1), 59–77.
  • Martino W (1999). ‘Cool boys,’ ‘party animals,’ ‘squids’ and ‘poofters’: Interrogating the dynamics and politics of adolescent masculinities in school. British Journal of Sociology of Education, 20, 239–263.
  • Portman P A (1995). Coping behaviors of low-skilled students in physical education: Avoid, announce, act out, and accept. The Physical Educator, 52(1), 29–39.
  • Samargandy T H (2006). The perceptions of physical education teachers, school directors, and PE supervisors in Saudi Arabia regarding the implication of goals of the physical education curriculum. University of Umm-Al-Qura (Unpublished master’s thesis). (In Arabic).
  • Shilling C (2003). The body and social theory. London: Sage.
  • Stake R (2005). Qualitative case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (3rd ed., pp. 443-466). Thousand Oaks, CA: SAGE.
  • Thorpe H (2010). Bourdieu, gender reflexivity, and physical culture: A case of masculinities in the snowboarding field. Journal of Sport and Social Issues, 34(2), 176-176-214.
  • Yin R K (2009). Case study research: Design and methods (4th Ed.). Thousand Oaks, CA: Sage.

Details

Primary Language English
Journal Section Articles
Authors

Majed Eid ALHARBI This is me (Primary Author)

Publication Date December 30, 2018
Published in Issue Year 2018, Volume 6, Issue 4

Cite

Bibtex @research article { intjscs579256, journal = {International Journal of Sport Culture and Science}, issn = {2148-1148}, address = {}, publisher = {Uluslararası Bilim Kültür ve Spor Derneği}, year = {2018}, volume = {6}, pages = {443 - 457}, doi = {}, title = {Students’ Gendered Body Dispositions toward (Non) Participation in Physical Education at an Urban Male High School in Makkah, Saudi Arabia}, key = {cite}, author = {Alharbı, Majed Eid} }
APA Alharbı, M. E. (2018). Students’ Gendered Body Dispositions toward (Non) Participation in Physical Education at an Urban Male High School in Makkah, Saudi Arabia . International Journal of Sport Culture and Science , 6 (4) , 443-457 . Retrieved from https://dergipark.org.tr/en/pub/intjscs/issue/45879/579256
MLA Alharbı, M. E. "Students’ Gendered Body Dispositions toward (Non) Participation in Physical Education at an Urban Male High School in Makkah, Saudi Arabia" . International Journal of Sport Culture and Science 6 (2018 ): 443-457 <https://dergipark.org.tr/en/pub/intjscs/issue/45879/579256>
Chicago Alharbı, M. E. "Students’ Gendered Body Dispositions toward (Non) Participation in Physical Education at an Urban Male High School in Makkah, Saudi Arabia". International Journal of Sport Culture and Science 6 (2018 ): 443-457
RIS TY - JOUR T1 - Students’ Gendered Body Dispositions toward (Non) Participation in Physical Education at an Urban Male High School in Makkah, Saudi Arabia AU - Majed Eid Alharbı Y1 - 2018 PY - 2018 N1 - DO - T2 - International Journal of Sport Culture and Science JF - Journal JO - JOR SP - 443 EP - 457 VL - 6 IS - 4 SN - 2148-1148- M3 - UR - Y2 - 2022 ER -
EndNote %0 International Journal of Sport Culture and Science Students’ Gendered Body Dispositions toward (Non) Participation in Physical Education at an Urban Male High School in Makkah, Saudi Arabia %A Majed Eid Alharbı %T Students’ Gendered Body Dispositions toward (Non) Participation in Physical Education at an Urban Male High School in Makkah, Saudi Arabia %D 2018 %J International Journal of Sport Culture and Science %P 2148-1148- %V 6 %N 4 %R %U
ISNAD Alharbı, Majed Eid . "Students’ Gendered Body Dispositions toward (Non) Participation in Physical Education at an Urban Male High School in Makkah, Saudi Arabia". International Journal of Sport Culture and Science 6 / 4 (December 2018): 443-457 .
AMA Alharbı M. E. Students’ Gendered Body Dispositions toward (Non) Participation in Physical Education at an Urban Male High School in Makkah, Saudi Arabia. IntJSCS. 2018; 6(4): 443-457.
Vancouver Alharbı M. E. Students’ Gendered Body Dispositions toward (Non) Participation in Physical Education at an Urban Male High School in Makkah, Saudi Arabia. International Journal of Sport Culture and Science. 2018; 6(4): 443-457.
IEEE M. E. Alharbı , "Students’ Gendered Body Dispositions toward (Non) Participation in Physical Education at an Urban Male High School in Makkah, Saudi Arabia", International Journal of Sport Culture and Science, vol. 6, no. 4, pp. 443-457, Dec. 2018
IntJSCS is published by International Science Culture and Sport Association (ISCSA).