Background/Purpose: Physical education (PE) settings dominated by sport tend to consistently privilege boys who embody particular athletic characteristics. Research shows that in many sport-based PE settings, hierarchies are static with well-pronounced differences among subgroups of boys. We need research examining masculinity configurations in non-sport settings. Using masculinity theory, we examined boys' masculinities in three adventure PE classes.
Method: We spent 45 full school days working with 79 students and one teacher in three adventure PE classes over 15 weeks yielding 135 class observations. Teacher data included 16 one-hour formal and 2 one-hour phone, and 20 email interviews. Student data included 84 formal and 200 email interviews. Multiple daily informal conversations were held with teacher and students. This site was chosen through purposive sampling. Data were analyzed using constant comparison.
Analysis/Results: Boys described masculinity hierarchies in adventure PE as shifting and narrowing which were produced by several mechanisms related to content, pedagogies, teacher disposition, and student relations. Shifting and narrowing resulted in significant outcomes for boys, which resulted in expanded perceptions of and enhanced orientations toward physical activity. Boys described the above as being in stark contrast to their experiences in past sport PE classes.
Conclusions: Physical activity settings producing shifting and narrowing masculinity hierarchies can enhance boys' perceptions of physical activity. Participating in adventure PE led different types of boys to think differently about various aspects of physical activity. We need more physical activity programs that inspire different subgroups of boys to increased physical activity participation in and out of class and into adulthood.