Rachel Heaslip
Sport and physical education has always been considered as gender specific by the general
Australian public, with each sport considered to favour one gender over the other. In more
recent times, this idea of gender specific sport has changed, due to the increased option of
all sports being available for both genders to participate in and the idea of this being
considered as the norm. This however, is not the case for the same- sex attracted and
gender diverse (SSAGD) community, who are still left with the feeling of not being wanted on
any sporting field and not belonging to team based sports due to the amount of
homophobic bullying present in sport. The same feelings are present for SSAGD youth who
struggle to participate in physical education classes at school due to the fear of being
victimised by verbal and physical abuse. Teachers who are PE trained need to ensure they
have strategies in place to help these students when necessary and to show they are there
for moral support, whilst also having policies in place so students know what is considered
In the article ‘The impact of homophobic bullying during sport and physical education
anxiety levels’, Symons, O’Sullivan, Borkoles, Andersen & Polman (2014) study SSAGD
students and the effects homophobic bullying has on these students in regards to sport and
physical education and how this can further effect their overall schooling. This report will be
compared to the article by O’ Brien, Shovelton & Latner (2013), ‘Homophobia in physical
education and sport: The role of physical/sporting identity and attributes, authoritarian
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aggression, and social dominance orientation’ which takes a similar approach towards
assessing the effects of bullying on SSAGD students, but also extends to university students.
Both articles use similar approaches to gather their research, which, along with the results,
strengths, weaknesses and limitations of each article, will be analysed in this essay.
The purpose of the study by Symons et al. (2014), was to examine whether homophobic
bullying in the sport and physical activity setting was linked with mental health issues in
SSAGD students, and to see if there were any barriers in place to prevent these students
from participating in sport. These factors were replicated in the study by O’Brien et al.
(2013) but they also included self- evaluation factors and any prejudices the participants had
towards the SSAGD community. Symons et al. (2014) found that verbal abuse was the most
common type of homophobic bullying, and found that it was most commonly used in
physical education classes and school sport compared to club sport. Similarly, O-Brien et al.
(2013) also found verbal abuse to be the most common form but also found that as
participants’ athletic self- concept decreased, anti- gay prejudice increased. Both studies
concluded that rates of homophobic bullying were higher in the sport and physical
education setting, with O’Brien et al. (2013) adding that the sport and physical education
settings may benefit from prejudice reduction initiatives and that there is room for teachers
bullying, which the authors have used as a basis for their studies. Both studies are
purposeful in addressing the gaps identified in the current research, and both articles
include existing statistics and results as a comparison for their studies, which are important
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factors of a literature review (Oliver, 2012). However, both articles have limitations in their
relevance, as they both contains references from various countries, making it hard to know
whether the studies have been accurately compared to the previous literature (Ullman,
2015).
The two articles both detailed the methods for collecting data and discussed these methods,
and how they provided data that was easy to interoperate. However, the two studies used
different methods to gather the data. While Symons et al. (2014) utilised online surveys,
open and closed questions, and questionnaires to gather information about students’
feelings and experiences, O’Brien et al. (2013) collected their data through pen and paper
questionnaires and several different scales which were used to assess students’ feelings and
experiences. Symons et al. (2014) provides in detail the questions that were asked in their
surveys, whereas O’ Brien et al. (2013) briefly describes the questions used in their
questionnaires, but provides a clear explanation of the role of each scale that was use and
what it assessed. This may be viewed as a weakness, as they are not providing the reader
with all the details from the study, which may prevent researchers from using or re-testing
this study in the future (Panda & Gupta, 2014). Without knowing the full details of the
questionnaire, readers may be tempted to make their own assumptions about the data.
Overall, both studies have developed effective data collection methods that adequately
inform the reader of the how participants shared their feelings and experiences, however,
the information could be more detailed which would avoid the reader making their own
conclusions.
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Both studies were interested to develop a strong understanding of the participants’ feelings
towards homophobic bullying and to get a grasp of their experiences relating to the bullying,
in order to gather accurate results. The methodological approaches of both studies can be
compared. Symons et al. (2014) used volunteer sampling to gather their participants which
sent out to various youth networks and face to face handouts by supporting companies.
They gathered 563 participants over 7.5 months, which was then reduced to 536 due to
participants not meeting specific age requirements, set after the completion of the surveys.
O’Brien et al. (2013) used cluster sampling to gather a select number of students studying PE
at university. They gathered 199 students of this nature, which they then matched with 210
students who were studying other subjects. While the study by Symons et al. (2014) had a
larger sample size, they had an uneven number of heterosexual participants to those who
identified as SSAGD, similarly, the study by O’Brien (2013) also did not have even numbered
groups, although they were a lot closer. Having groups with even numbers of participants
would provide a more accurate result with less chance of the results being skewed in one
direction (Ivey, 2012). Neither of the two studies talk about the samples as being limitations,
Herein, the similarities and differences of the research findings are discussed. Symons et al.
(2014) focused on the qualitative responses in regards to the feelings and experiences of the
participants, as well as statistics which were developed from the responses as well as the
closed end questions in the surveys. This approach is suitable when gathering open ended
information which can then be analysed depending on the responses (Schostak & Schostak,
2013). On the other hand, O’Brien et al. (2013) focused their results on statistical analysis in
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the form of tables, which can clearly identify trends in the research (Ivey, 2012). In saying
with homophobic bullying in the sports setting and the feelings they have towards the type
of bullying in general. Researchers need to be able to use their data to create strategies and
interventions that could be implemented to improve the research topic (Panda & Gupta,
2014). By creating strategies for teachers and coaches to implement in their classes and
teams, there would be fewer negative reports by the SSAGD community. The inclusion of an
intervention group (‘straight group’) in both studies is a strength as it provides the reader
with a strong understanding of the effects the study has had on the SSAGD participants.
Overall, the approaches by both studies showed relevance to their initial research questions,
and therefore successfully established results that showed the prevalence of homophobic
bullying in sport and the effects it has on people who identify as SSAGD.
Implications towards teaching practice are mentioned in the article by Symons et al. (2014),
by concluding with suggestions for PE teachers and school principals to implement into their
teaching methods. O’Brien et al. (2013) mentions implications for authoritarians and
university students to consider once they become qualified teachers. They discuss the
limitations of their study, including the sample size which was taken from convenience. They
also did not ask participants to clarify if they identified as SSAGD, they made assumptions
based on the answers given in the questionnaires. Unlike O’Brien et al. (2013), Symons et al.
(2014) did not mention the limitations of their study and did not discuss the sample size,
leaving it hard for future researchers to replicate or expand from this study (Panda & Gupta,
2014).
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Nonetheless, the limitations discussed above can provide a discussion point about the
implications for teaching practice that arise from the research articles. With reference to
teaching purposes, the norm of secondary schools is treat all students as ‘straight’ (Elliott,
2016). Ollis & Harrison (2016), along with the NSW Teachers Federation (2011) and the
Victorian State Government and Training (2014) developed a framework for teachers to
implement in their teaching which aims to increase the awareness of sexuality and gender
diversity in schools. The framework includes increased teaching on the specific topics, and
encouraging students and teachers to be inclusive towards SSAGD students. Ollis & Harrison
(2016) also included individuals that identified as SSAGD to contribute to the policies, to
help establish a framework that was inclusive of all and was appropriate to implement into
the PDHPE curriculum, which now includes teaching about sexuality and sexual health (NSW
Teachers Federation, 2011). Both articles present findings that support this framework, and
Symons et al. (2014) also concluded with some teaching methods that should be
implemented into the classroom. The teaching methods developed included informing
students that the classroom is an equitable learning area, where everyone is to be treated
equally, establishing boundaries in regards to specific language and discouraging the use of
homophobic language and slang, and encouraging students to approach the teacher if they
In conclusion, both articles have expanded on knowledge in the field of homophobic bullying
regards to further research, with both articles highlighting gaps and ideas for expansions of
their studies. Overall, teachers, schooling and sporting authorities play significant roles in
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students’ lives, and must set the example of allowing people of the SSAGD community to
participate freely in sport and physical education, free of homophobic bullying. The content
covered in both articles links this issue to teaching practices current in the field today,
leaving room for further development and research to establish an environment free of
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References
College of Sport and Exercise Science, Victoria University, and the Institute for Sport, Exercise
and Active Living (2014) The impact of homophobic bullying during sport and physical
depression and anxiety levels “The Equal Play Study”. Retrieved from:
https://vuws.westernsydney.edu.au/bbcswebdav/pid-2658008-dt-content-rid-
22276764_1/courses/102096_2017_1h/EqualPlayReport_HomophobicBullyingDuringSport_
DescriptiveStats_2014.pdf
Ivey, J. (2012). The value of qualitative research methods. Pediatric Nursing, 38(6), 319.
Retrieved from:
http://search.proquest.com.ezproxy.uws.edu.au/docview/1266027450/fulltextPDF?ac
countid=36155
NSW Teachers Federation. (2011, August). Gender, sexuality and identity. In J. Diamond
(General Secretary), Decision of the 2011 Annual Conference. Conference conducted at the
meeting of the NSW Teacher Federation, Surry Hills, NSW. Retrieved from:
https://www.nswtf.org.au/files/gender_sexuality_and_identity_policy_0.pdf
O’Brien, K. S., Shovelton, H. & Latner, J. D. (2013). Homophobia in physical education and
sport: The role of physical/sporting identity and attributes, authoritarian aggression, and
10.1080/00207594.2012.713107
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Oliver, P. (2012). Succeeding with your literature review: A handbook for students.
Ollis, D., & Harrison, L. (2016). Lessons in building capacity in sexuality education using the
health promoting school framework. Health Education, 116(2), 138-153. Doi: 10.1108/he-08-
2014-0084
Panda, A., & Gupta, R. K. (2014). Making academic research more relevant: A few
Schostak, J., & Schostak, J. F. (2013). Writing research critically: Developing the power to
Ullman, J. (Comp). (2015) Applying educational research: How to read, do, and use research
to solve problems of practice (Custom ed.). Sydney, Australia: Pearson. (Ullman, 2014)
Victorian State Government of Education and Training. (2014). Talking Sexual Health: A
http://www.education.vic.gov.au/Documents/school/teachers/teachingresources/social/phy
sed/talksexhealth.pdf