Critical Inquiry in Single Sex Weight Training: A Curriculum Model Stephanie Armitage Kerr * Providence St. Peter Hospital, Olympia, WA Grace Goc Karp.

Critical Inquiry in Single Sex Weight Training: A Curriculum Model

Stephanie Armitage Kerr * Providence St. Peter Hospital, Olympia, WAGrace Goc Karp * University of Idaho

Girls are bringing to physical education, their experiences of their bodies and these experiences influence how they will interpret physical education. If we fail as educators to take seriously the ways in which girls’ bodies shape their perceptions of their schooling experiences we miss opportunities to help girls learn to live healthy lives (Oliver, 2001).

The Critical Inquiry in Girl’s Weight Training (CIGWT) Program Model

• Problem Based Learning Model- a constructivist learning environment (Barrows,1985, 1986, 1992 ; Savery and Duffy, 2001)

– 1) Understanding comes through our interactions with the environment

– 2) A cognitive conflict is the stimulus for learning and an individual’s goal is central in considering what is learned

– 3) The social environment is critical to development of individual understanding and knowledge

• CIGWT model:– Girls identify a “problem” or cognitive conflict as the goal

for learning. – The goal for learning + learner prior experience + class

experience = what understanding is eventually constructed.

• Critical inquiry discussion amongst adolescent girls, fostered by the teacher:– Not all views are equally viable -we must test our views in

order to determine how adequately they allow us to function in and interpret our world.

Rationale• Some girls experience constraint in coed PE through hidden

social concepts - belief that girls not as skilled or as capable as boys, that this is a natural expectation of being female.

• Girls’ may believe weight training will produce undesirable, masculinizing effects, even though it is important for personal fitness and health.

• WT increases and maintains bone density, strength fitness, and health and well-being.

• Girls experience a sense of empowerment and improved self-esteem.

• Girls’ participation in weight training is much lower than for boys.

• Physical activity as lifestyle = girls experience and value activities in a supportive environment, find interest and perceive task efficacy (Eccles, 1984; Eccles & Harold, 1991; Eccles & Wigfield, 2002).

• Lesson content and instructional strategies designed to address physical activity, skill and emotional needs of girls (McKensie, Prochaska, Allis, & LaMaster ,2004).

We need to take seriously how perceptions of youth are formed, the influences discourse and experience have, and what ways we can help girls and boys critically view harmful and unjust representations of their bodies in physical culture (Oliver, 2001).

Theoretical Foundations

• Based upon the work of Piaget (1937) and the theory of cognition, vonGlasersfeld (1989) presents a constructivist, alternative theory of knowing - adaptive aspect of communication and subjective aspect of social interaction.

• Constructivism - way of knowing = product of situational self-organization through social interaction and the idea of viability.

• knowledge - constructed through a person’s conception of what is viable based on personal experience in specific contexts.

Model Overview

• Learning structured on content and critical inquiry around girls’ bodies in weight training for girls.

• Model works with any sport or activity in which girls may experience a sense of movement inappropriateness for their physical identity.

• Girls assume roles as discussants, researchers, writers, photographers and presenters

• The teacher assumes the dual role of facilitator and of expert skills instructor

The CIGWT model based on the problem based learning model (Barrows and Meyers,1993; Savery and Duffy 2001 modified by Kerr, 2008)

1) Starting the Class–Introductions – teacher and classmates – write personal biographies – home life, personal interests, school involvement, personal map of activity – where spend time and doing what, etc. –Climate setting- new teacher/tutor role , Design the task and learning environment to reflect the complexity of the environment they should be able to function in at the end of learning–Class introduction – all-girls, learning about weight training and designing own programs, evaluating ways we think and what we believe about our bodies and how this influences our choices for living healthy lives – hand out blank journals , Provide opportunity for and support reflection on both the content learned and the learning process–Reaction to presented images and written in a journal by each student–Assign magazine assignment – choose images that you relate to and that make you feel good or badly about your body, that tells us something about our bodies – how we should be, think or feel. Write your thoughts in your journal for next time.

2) Starting a New ProblemSet the problem – Discussion of magazine images and journal entries , Encourage testing ideas against alternative views and contexts – Student discussion of possible problem - acknowledgementStudents internalize the problem – after lifting sessions - series of questions by instructor on personal fitness, health, wellbeing and empowerment, societies’ views of female bodies, messages learned, sent and perpetuated - Content teaching, Make connection with all learning activities to the larger task/problem, Encourage the student in taking ownership for the larger task/problemDescribe the product – learning weight training, program design based on personal goals, student-designed inquiry project - creating a survey for presenting findings in class on ways society views females’ bodies and ways of dealing with messages to us about our bodies – things that might affect our personal choices to do PA and positively affect our health and wellbeing., Give the student ownership of the problem solving process and the problem itself - Design the task and learning environment to reflect the complexity of the environment they should be able to function in at the end of learningAssign tasks – Disposable camera – pictures that make you feel good/badly about your body, pictures that send messages about our bodies, Design an authentic task

3) Ideas – Hypotheses Student discussion presents ideas about the problem, causation, effect, and possible resolutions , Design the learning environment to support and challenge the learner’s thinking

4) Facts Information obtained through inquiry – researching through internet, library, survey creation and analysis, Give the student ownership of the problem solving process and the problem itself

5) Learning Issues Student generated list of what they need to know or understand to complete the task – discuss tasks, research, interviewing,

6) Action Plan Things that need to be done to complete the problem task – imagine ways of thinking to be more helpful to girls’ sense of self, design an authentic task

7) Reflection and Reasoning through the Problem Expand and focus the ideas – through research sharing, Encourage the student in taking ownership for the larger task/problem, Synthesis and re-synthesize the facts – analysis of the survey, Encourage testing ideas against alternative views and contexts, Identify and justify the learning issues – class discussion, Formulate a plan for the action plan - personal plans for dealing with messages in our culture

8) Problem Follow-Up Reassess the problem (revise ideas, apply new knowledge and re-synthesize facts, identify new learning issues if necessary, redesign decisions for the action plan . Provide opportunity for and support reflection on both the content learned and the learning process 9) Performance Presentation Weight training program design and implementation calendar, personal plan for dealing with messages in our culture, present skits, posters, handouts, brochures, PPTs, website design, videos etc. to critique/educate on how ways of thinking about our bodies are harmful or helpful = how we move and express different forms of power. Make connection with all learning activities to the larger task/problem,, Encourage the student in taking ownership for the larger task/problem 10) Provide opportunity for and support reflection on both the content learned and the learning process After Performance Presentation, develop definitions, diagrams, lists, concepts, principles . Group-evaluation followed by group comments, Group reasoning through the problem, Assessing good resources, Gains in or refining of knowledge, Journal self-evaluation of personal outcomes

Student Entering

CIGWT Pre-Existing

Attitudes and Beliefs

Teachers and Coaches: •Assumes roles of facilitator /expert skills instructor•Provides leadership ensures students practice skills /following initial tasks in problem-solving•Provides equipment, materials, tasks for students to learn skills•Schedules /oversees skills progression, program design instruction & development, program periodization, etc.•Schedules /oversees student inquiry /problem-solving tasks, group discussions, research/development of inquiry tools, etc.•Conducts /guides inquiry on student reflection in personal journals•Assigns student groups /guides choice in roll assignment•Modifies activities/acts as facilitator•Manages student assessment /evaluation

Students Engaged in Critical Inquiry•Assumes roles as discussants, researchers, writers, photographers ,presenters•Keeps reflective notes in a personal journal /identifies images in popular youth culture from magazines that relate or send messages to girls & women about their bodies.•Identifies /takes ownership in a cognitive conflict/problem /makes connection between activities in class & the larger problem identified. •Identifies alternative viewpoints /their viability & how these views/beliefs might be harmful to the health /wellbeing of girls & women. •Learns /practices safe and effective technique in weight training & records progress. •Practices critical thinking, creative problem-solving, cooperating in groups & individually •Practices methods of fact finding /gathering information•Understands the learning process / values content learned •Identifies images /currently held beliefs in American culture/society as well as those personally held /makes discovery about possible issues of social justice / power. •Develops strategies dealing with personal conflict in belief /critically attends to this conflict. •Identifies personal goals in fitness after self-assessment/designs a program specifically to meet personal needs.

Critically Literate Engaged Student

Influenced Student Outcomes: Engagement,Thinking required matches the thinking needed for successful functioning in a coeducational environment.,Muscular strength & endurance,Bone health,Motivation & knowledge for continued PA,Enjoyment, belief & value in PA,Empowerment,Positive gender construction, Positive & healthy body image, Stereotype-free leadership & participation,Critical literacy,Social capital,Supportive relationships w/adults & peers, Learning from effective instructors,Performance related physical fitness,Skill competencies Skill to critically inquire

The CIGWT model (based on the evidence-based multidisciplinary model Tucker Center Research Report, 2007 and the model for creating a climate for growth in weight training, (Kerr 2008 ).

Wk Monday Tuesday Wednesday Thursday Friday

1 Starting the Class Introductions – teacher and classmates – write personal biographies – home life, personal interests, school involvement, personal map of activity – where spend time and doing what Climate setting- new teacher/tutor role Class introduction – all-girls, learning about weight training and designing own programs, evaluating ways we think and what we believe about our bodies and how this influences our choices for living healthy lives – hand out blank journals Reaction to presented images and written in a journal by each student Assign magazine assignment – choose images that you relate to and that make you feel good or badly about your body, that tells us something about our bodies – how we should be, think or feel. Hand out journals – Paste your images in your journals and write your thoughts in your journal for next time. Class Closure

Weight room orientation and demonstration to peak interestContent instruction – types of weight training, basic principlesBrief video of body building, powerlifting, Olympic-style weightlifting, fitness training and strengthening for sportProcedures for recording progressSelf fitness assessment on Thursday and FridayClosure

Further content instruction – terminology, anatomy, biomechanical principlesGender differences in weight training, strength, power and sizeDiscussion of fitness testing protocolClosure

Fitness testingReview of protocolStudents self-assess: leg press, chest press, crunches, push ups, pull ups assisted and dips assistedClosure

Fitness testing conclusionReview of protocolStudents self-assess: 1 mile walk or 1.5 mile run, optional body composition by grippers, anthropometric measurements, flexibilityClosure

2 Core exercise instruction/demonstrationClass practiceIndividualized instruction/observation/correctionClass closureHomework:

Auxiliary exercise instruction/demonstrationClass practiceIndividualized instruction/observation/correctionClass closure

Starting a New Problem Set the problem – Discussion of magazine images and journal entries Encourage testing ideas against alternative views and contexts – Student discussion of possible problem - acknowledgementDisposable camera assignment – pictures that make you feel good/badly about your body, pictures that send messages about our bodies Describe the product – learning weight training, program design based on personal goals – Program design assignment

Introducing four different programs to choose fromIndividuals are checked off for skill on core liftsStudents do program #1Class Closure

Students do Program #2Instruction and circulation, working with individuals for techniqueClass Closure

3 Students do program # 3Instruction and circulation, working with individuals for techniqueClass Closure

Students do program #4Instruction and circulation, working with individuals for techniqueClass Closure

Introducing Possible Problem: Students Identify and internalize the problem – series of questions by instructor on personal fitness, health, wellbeing and empowerment, societies’ views of female bodies, messages learned, sent and perpetuated - Make connection with all learning activities to the larger task/problem-Encourage the student in taking ownership for the larger task/problemDiscussing Ideas: Hypotheses - discussingstudent ideas about the problem, causation, effect, and possible resolutions Searching for Facts – information obtained through inquiry – researching through internet, library, possible survey creation and analysisLearning Issues – student generated list of what they need to know or understand to complete the task – discuss tasks, research, survey, interviewing, etc. Class Closure

Student Choice: Work out 1, 2, 3, 4#1: Survivor#2: Boot Camp#3: Abs, Buns & Backs#4: CircuitStudents may choose which workout they want to perform for the day. They understand that they must complete all four workouts each week for full points and that they may choose one workout to do all week with variation for full points. Workouts may be doubled up for full points. The workouts are full-body strengthening with cardio conditioning as well.Instruction and circulation, working with individuals for techniqueClass Closure

Student Choice: Work out 1, 2, 3, 4Instruction and circulation, working with individuals for techniqueClass Closure

Scope and Sequence Chart (Block Plan)


4 Student Choice: Work out 1, 2, 3, 4Instruction and circulation, working with individuals for techniqueClass Closure


Discussion of an Action Plan – things that need to be done to complete the problem /task – imagine ways of thinking to be more helpful to girls’ sense of self

Assign student-designed inquiry project - creating a survey for presenting findings in class on ways society views females’ bodies and ways of dealing with messages to us about our bodies – things that might affect our personal choices to do PA and positively affect our health and wellbeing.

Class Closure





Library/Computer Lab Time with groups: Groups work cooperatively, assigning research tasks to gather information about the problem and possible solutions to the problem. Groups work cooperatively on creation of an inquiry tool – interviews, surveys, other forms.





Experiencing weight training in a club setting –And Zero hour or after school coeducational open weight room - students will take a field trip to a local club where they will perform their chosen workout experiencing a coeducational environment – this may also take the form of after school work.





Discussion of student experiences in the club setting, and coeducational school setting – Group Discussion and identification of personal beliefs





Reasoning through the ProblemExpand and focus the ideas – through research sharing Synthesis and re-synthesize the facts – analysis of the survey (will come later) Encourage testing ideas against alternative views and contextsIdentify and justify the learning issues – class discussion – Students begin to formulate a personal plan for dealing with messages in our culture





9 Day 1 of Student Self Testing – Mid-Testing for strength and strength endurance fitnessInstruction and circulation, working with individuals for techniqueAssignment: students will re-evaluate and reflect on their personal programs and begin a program that is of their design and accommodates their personal needs based on prior experience in the class and mid-testing resultsClass Closure

Day 2 of Student Self Testing – Mid-Testing for strength and strength endurance fitnessInstruction and circulation, working with individuals for techniqueClass Closure

Discussion of the end of the term final product: Commitment as to the probable outcome – personal plan goals and timeline Learning issue re-shaping assignment – ID personal ways of

thinking and re-shaping thoughts. The teacher will provide opportunity for and support reflection on both the content learned and the learning processResource identification – students list resources past and

future with peer critiqueDiscuss Scheduled follow-up – future classes elected, and

future check in – via web page entries

Student Choice: Work out 1, 2, 3, 4Teacher meets individually with students to finalize their personal program developmentClass Closure


10 Student Choice: Work out 1, 2, 3, 4Teacher meets individually with students to finalize their personal program developmentClass Closure


Library/Computer Lab Time with groups: Groups work cooperatively, assigning research tasks to gather information about the problem and possible solutions to the problem. Groups work cooperatively on creation of group presentations

Student Choice: Work out 1, 2, 3, 4Or personal programsInstruction and circulation, working with individuals for techniqueClass Closure


11 Student Choice: Work out 1, 2, 3, 4Or personal programsInstruction and circulation, working with individuals for techniqueClass Closure


Problem Follow-Up-Reassess the problem (revise ideas, apply new knowledge and re-synthesize facts, identify new learning issues if necessary, redesign decisions for the action plan. -Teacher provides opportunity for and support reflection on both the content learned and the learning processService Learning Project: Moms or other women of importance, weight training instruction at the local club, YMCA, or after school hour open for this purpose for the next two weeks M-F.




















15 Day 1-Performance Presentation – weight training program design and implementation calendar, personal plan for dealing with messages in our culture, present skits, posters, handouts, brochures, ppts, website design, videos etc. to critique/educate on how ways of thinking about our bodies are harmful or helpful = how we move and express different forms of power.

Day 2-Performance Presentation

Day 3-Performance Presentation After Performance Presentation --Provide opportunity for and support reflection on both the content learned and the learning process-Develop definitions, diagrams, lists, concepts, principles-Group-evaluation followed by group comments-Group reasoning through the problem-Assessing good resourcesGains in or refining of knowledge-Journal self-evaluation of personal outcomes

Free-Day


Starting the ClassIntroductions – teacher and classmates – write personal biographies – home life, personal interests, school involvement, personal map of activity – where spend time and doing what, etc. Climate setting- new teacher/tutor role Principle #4: Design the task and learning environment to reflect the complexity of the environment they should be able to function in at the end of learningClass introduction – all-girls, learning about weight training and designing own programs, evaluating ways we think and what we believe about our bodies and how this influences our choices for living healthy lives – hand out blank journals Principle #8: Provide opportunity for and support reflection on both the content learned and the learning processReaction to presented images and written in a journal by each student Principle #8Assign magazine assignment – choose images that you relate to and that make you feel good or badly about your body, that tells us something about our bodies – how we should be, think or feel. Write your thoughts in your journal for next time. Principle #8

Starting a New ProblemSet the problem – Discussion of magazine images and journal entries Principle #7: Encourage testing ideas against alternative views and contexts – Student discussion of possible problem - acknowledgementStudents internalize the problem – after lifting sessions - series of questions by instructor on personal fitness, health, wellbeing and empowerment, societies’ views of female bodies, messages learned, sent and perpetuated - Content teaching Principle #1: Make connection with all learning activities to the larger task/problem, Principle #2: Encourage the student in taking ownership for the larger task/problemDescribe the product – learning weight training, program design based on personal goals, student-designed inquiry project - creating a survey for presenting findings in class on ways society views females’ bodies and ways of dealing with messages to us about our bodies – things that might affect our personal choices to do PA and positively affect our health and wellbeing. Principle #5: Give the student ownership of the problem solving process and the problem itself - Principle #4: Design the task and learning environment to reflect the complexity of the environment they should be able to function in at the end of learningAssign tasks – Disposable camera – pictures that make you feel good/badly about your body, pictures that send messages about our bodies Principle #3: Design an authentic task

Ideas - Hypotheses - Student ideas about the problem, causation, effect, and possible resolutions – through discussion Principle #6:

Design the learning environment to support and challenge the learner’s thinking

Facts – information obtained through inquiry – researching through internet, library, survey creation and analysisPrinciple #5: Give the student ownership of the problem solving process and the problem itself

Learning Issues – student generated list of what they need to know or understand to complete the task – discuss tasks, research, interviewing, etc. Principle #6:

Design the learning environment to support and challenge the learner’s thinking

Action Plan – things that need to be done to complete the problem task – imagine ways of thinking to be more helpful to girls’ sense of self Principle #5: Give the student ownership of the problem solving process and the problem itself , Principle #3: Design an authentic taskPrinciple #8 Reflection

Reasoning through the ProblemExpand and focus the ideas – through research sharing Principle #2: Encourage the student in taking ownership for the larger task/problemSynthesis and re-synthesize the facts – analysis of the survey Principle #7: Encourage testing ideas against alternative views and contextsIdentify and justify the learning issues – class discussion – check Principle #8Formulate a plan for the action plan - personal plans for dealing with messages in our cultureCommitment as to the probable outcome – personal plan goals and timeline Principle #3: Design an authentic taskLearning issue shaping/assignment – ID personal ways of thinking and re-shaping thoughts Principle #8: Provide opportunity for and support reflection on both the content learned and the learning processResource identification – listing of resources past and future with critiqueSchedule follow-up – future class, and future check in – via web page entries

Problem Follow-UpReassess the problem (revise ideas, apply new knowledge and re-synthesize facts, identify new learning issues if necessary, redesign decisions for the action plan Principle #8: Provide opportunity for and support reflection on both the content learned and the learning process

Performance Presentation – weight training program design and implementation calendar, personal plan for dealing with messages in our culture, present skits, posters, handouts, brochures, PPts, website design, videos etc. to critique/educate on how ways of thinking about our bodies are harmful or helpful = how we move and express different forms of power. Principle #1: Make connection with all learning activities to the larger task/problem, Principle #2: Encourage the student in taking ownership for the larger task/problem

After Performance Presentation Principle #8: Provide opportunity for and support reflection on both the content learned and the learning processDevelop definitions, diagrams, lists, concepts, principlesGroup-evaluation followed by group commentsGroup reasoning through the problemAssessing good resourcesGains in or refining of knowledgeJournal self-evaluation of personal outcomes

The problem based learning model taken from Barrows and Meyers (1993) as sited in Savery and Duffy (2001) modified by Kerr (2011) for the CIGWT model.

Program Objectives• The following program objectives have been identified with the CIGWT model and aligned with the Essential Academic

Learning Requirements (EALR’s) for fitness and health as well as the National Association of Sport and Physical Education (NASPE) identified standards:

• The learner will keep reflective notes in a personal journal and identify images in popular youth culture from magazines

that relate or send messages to girls and women about their bodies. (EALR 1.3, 3.2, 3.2.2, 3.3.2, 3.4, 4.2), (NASPE 5)

• The learner will identify and take ownership in a cognitive conflict/problem and make connection between activities in class and the larger problem identified. They will also identify alternative viewpoints and their viability and how these views/beliefs might be harmful to the health and wellbeing of girls and women. (EALR 2.1.1, 2.2.1, 2.3.2, 3.1, 3.2.2, 3.2.3, 3.4) , (NASPE 2, 5,6)

• The learner will learn and practice safe and effective technique in weight training and record their progress. (EALR 1.1, 1.2, 4.2), (NASPE 1, 2, 3)

• The learner will practice critical thinking, creative problem-solving, cooperating in groups and working individually (EALR 2.1.1, 2.2.1, 2.2.2 3.2.3, 2.2.4, 3.1.1, 3.2.2, 3.3.1) , (NASPE 5)

• The learner will practice methods of fact finding and gathering information (EALR 3.1, 4.1) , (NASPE 5)

• The learner will understand the learning process and value content learned (EALR 3.2.3) , (NASPE 6)

• The learner will identify images and currently held beliefs in American culture/society as well as those personally held and make discovery about possible issues of social justice and power. Students will develop strategies of dealing with personal conflict in belief and critically attend to this conflict. (EALR 2.1, 2.3.2, 2.3.4, 3.1), (NASPE 5,6)

• The learner will identify personal goals in fitness after self-assessment, and design a program specifically to meet their personal needs. (EALR 1.1, 1.3, 4.2) , (NASPE 1, 2, 3, 4, 6)

Teacher Objectives based upon Barrows’ (1985, 1986, 1992) Problem Based Learning model: • Make connection with all learning activities to the larger task/problem

-The teacher will create an environment with tasks that connect through experience, reflection and group discussion with key questions for guided inquiry that relates to the larger task/problem and encourages understanding of problem

• Encourage the student in taking ownership for the larger task/problem-The teacher will encourage the student to take ownership for the problem through guided inquiry and key questions asked during journal reflection review and group discussion. The teacher will encourage girls to understand that they are living in female bodies and they are affected by the socio-cultural messages surrounding their bodies daily

• Design an authentic task: Authenticity will require discussion and negotiation with girls to develop tasks that are authentic where the thinking required matches the thinking needed for successful functioning in a coeducational environment-the authentic task of designing a sound resistance training program and action plan to implement the program using learned strategies to deal with harmful socio-cultural messages regarding girls’ bodies, will meet this requirement.

• Design the task and learning environment to reflect the complexity of the environment they should be able to function in at the end of learning – the teacher will design the tasks and the learning environment to reflect the complexity of the coeducational learning environment students should be able to function in applying critical thinking skills and decision making, after the 16 week class.

• Give the student ownership of the problem solving process and the problem itself: The role of the teacher is not to dictate or proceduralize thinking but to challenge the student’s thinking, therefore, discussions, journal reflections and group problem-solving will be guided by the teacher but constructed by the students.-the teacher will take the role of expert instructor during content learning and technique instruction in weight training. The teacher will take the role of facilitator during group discussion and use prompts and questions to guide the inquiry.

• Design the learning environment to support and challenge the learner’s thinking: The teacher must value and challenge the student’s thinking and not assume that the right answer is held by the teacher. The teacher must constantly check personal bias and beliefs when leading inquiry tasks. -the teacher will provide a supportive learning environment that encourages girls to try specific free-weight exercises that may be traditionally perceived as male appropriate which will challenge the learner’s thinking regarding gender appropriate movement, power, strength, girls’ bodies and ability. The teacher will attempt to check personal bias and accept girls’ choices and beliefs when leading inquiry tasks as well as content and movement skills tasks.

• Encourage testing ideas against alternative views and contexts: Critical to the design of an effective learning environment is the sharing of ideas in a community where discussion and understanding is enriched.-the teacher will provide opportunity for the girls in the class to share their reflections and test their ideas against those of others in the class as well and those who participate in the student designed inquiry task, through discussion and peer interaction

• Provide opportunity for and support reflection on both the content learned and the learning process-the teacher will provide opportunity for and support reflection on the content leaned and the learning process through the culminating performance presentation assessment and self-and group-assessments.

Critical Inquiry in Single Sex Weight Training: A Curriculum Model Stephanie Armitage Kerr * Providence St. Peter Hospital, Olympia, WA Grace Goc Karp.

Documents

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