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dc.contributor.authorUsborne, Darcy.en_US
dc.date.accessioned2009-06-04T14:09:11Z
dc.date.available2009-06-04T14:09:11Z
dc.date.issued2006-06-04T14:09:11Z
dc.identifier.urihttp://hdl.handle.net/10464/1515
dc.description.abstractThis is a critical qualitative inquiry into secondary school students' experiences of power relations within physical activity and physical education settings. More specifically the study examines the reproduction ofpower relations through the use of domination and subordination in physical activity and physical education. This study will attempt to understand power relations that take place between and among students and between teachers and students and how certain sports or activities reinforce power relationships within the gymnasium. Thirty eight first and second year university students completed a questionnaire which asked them to reflect upon their high school physical education experiences. Feedback fi*om the questionnaires described that highly skilled male students benefit the most fi-om high school physical education and receive more power and privilege when compared to lesser skilled students.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectDominance (Psychology)en_US
dc.subjectPhysical education and training.en_US
dc.subjectSchool sports.en_US
dc.subjectHigh school students.en_US
dc.titleExploring domination and subordination in high school physical education /en_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US
refterms.dateFOA2021-07-30T02:05:23Z


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