Boys

and

Wrestling

Girls ?

Marian E. Kneer

Oct. 1988

Boys dancing and girls wrestling in physical
education may be an unrealistic vision for many
physical educators, and perhaps for many parents.
But why? Why do we view this idea with a
shudder, a smile, or even an expletive? Why do we
teach only boys to wrestle? Why do we teach only
girls to dance? Is there some outcome in Wrestling
that is not of value to girls? Conversely, is there
some outcome of dance that only girls should have?
If you think so, is there scientific evidence to
support your belief? Is it possible that we are
being directed, by cultural and social biases and
values, or by our own insecurities in teaching non-
traditional activities to the opposite sex?

The Civil Rights Restoration Act of 1988 has
reaffirmed the tenets of Title IX. Perhaps it is time
that all physical educators do so as well-if not
because of the positive affects which will accrue to
males and females, then because pressure to
comply is about to be increased (Illinois Office of
Educational Opportity).

There are a number of other activities that many
schools restrict to one gender or the other. These
usually include basketball, field hockey, floor
hockey, flag football, and soccer. Although these
are contact sports anticompetitive play may be
offered on a sex segregated basis, Title IX,
regulations insist that instruction be given to both
genders in the same class. Few schools do this.
They either break the law and offer the activities
sex segregated or they allow competitive play to be
coeducational regardless of ability.

My own research in Illinois high schools has
revealed that less than 25% of the schools are
completely in compliance, while over 25% have not
changed their programs at all. The situation in
other states is similar and the physical education
curriculum is often sex segregated in all aspects.
Physical educators and administrators explain their
failure to offer integrated programs by indicating
that boys don't want to dance and girls don't want
to wrestle. I've heard that reasoning applied to
other subjects, such as math, science, industrial
arts, and home economics. Should we excuse any
individual from learning on the basis of what they
like and dislike? Should we allow traditional roles
to influence the futures of our young people? It is
time that we rethink the what and why of
designating certain activities for only one gender.

Introducing non-traditional activities is not easy.
The problem of boys and male teachers feeling
uncomfortable in dance is understandable and real.
Dance is a part of the physical education program
in the Park Ridge, Illinois Elerrientary School
District. Gil Magida, director, reports that all the
students like to dance but that in grades 6 to 8,
tension and resistance is evident. Boys who have
danced with girls from K through 5 are suddenly
seeing girls in a different way, and are embarrassed
to touch them. Dance works at Park Ridge because
Gil and the teachers are willing to endure the few
days it takes for the uncomfortable feelings to yield
to enjoyment of the activity.

Glenview, Illinois, over one-third of the girls
elected wrestling (Susan Ruff). The widespread
practice of offering dance opposite wrestling is an
overt attempt to restrict dance to girls and
wrestling to boys.

A special problem with coed competitive sports
concerns leadership roles and playing options. All
students must be given the opportunity to play
positions where action and involvement are high. A
similar problem is related to ability. There are girls
and women whose ability exceeds that of the
average male; imagine their frustration in sex-
segregated classes.- It is not fun to always be

I taught dance to integrated classes long before
Title IX and found that, indeed, the boys were
embarrassed and consequently Lcted out. In order
to teach them successfully I had to put them at
their case, using a mixer to avoid the partner
selection problem, changing partners frequently,
and insisting that the male teachcr provide a
positive role model. He was understandably
apprehensive so I promised never to put him in a
situation in which he could fail. He never did! I
also expected him to be there and assist with
feedback and discipline.

Wrestling presents a special prc,blem because it has
not reached general public accej3tancc for girls.
However, some girls would like to learn to wrestle.
The flexibility, strength, and strategy involved is
challenging to them. Of course: as pern-titted by
Title IX, girls should wrestle girls and boys should
wrestle boys and the same matching of weight
classes should occur. If the community will not
accept the notion of wrestling for girls, then a
similar activity, such as self-defense, might be
offered at the same time and students should be
allowed, regardless of gender, to elect their activity.
When this was done at Field Junior High School in

defeated or to not be challenged. I can remember
my frustration as a "girl athlete before my time;'
standing open under a basket and having
teammates that were unable to throw the ball the
distance or with accuracy. Softball was also a real
pain. I can imagine the feelings of both boys and
girls in classes which are not ability-grouped.
Fortunately, ability grouping increases the ease
with which classes may be integrated. In ability-
grouping, teachers must be sensitive to the plight
of a poorly skilled boy who may be the only boy on
an all-girl team by assuring that a minimum of two
players of the minority sex be on each team.