Physical Education (PE) is the most sex-differentiated and gender stereotyped subject in the school curriculum in England. The long tradition of gendered PE is not reflected in a more contemporary gender-neutral PE curriculum. This disparity is part of a broader theory-practice gap centred on differences between how PE should be and how PE is. Therefore, in this thesis, relationships, identities and behavioural norms in Male PE (MPE) are examined as they are, and not how they should be. A figurational sociological approach is adopted to examine gendered social processes, power relations and masculine embodiment within MPE. The data discussed in the thesis is from a six-month ethnography in Colbeck High School, a religious-affiliated mixed-sex secondary school within the North-East of England. Key findings identified how both enabling and constraining social processes within MPE were configured and subsequently internalised by boys along fairly binary gendered lines. Whilst MPE teachers contributed to this process through using gender slurs, boys’ gendered self-restraints were primarily driven by their desire to be part of, and maintain an affiliation with, the dominant ‘We’ group amongst their peers. In constantly negotiating their identities with the prevailing ‘We’- identity, boys appeared to exercise a more flexible and reflexive self-control when restraining or expressing their emotions according to often gendered social circumstances. This conscious behaviour was evident in boys’ frequent engagement in banter, a behavioural norm which carried much social significance within MPE. Banter was found to be premised on necessary levels of mutual identification and mutual respect, and to differentiate it from inappropriate comments or verbal bullying, boys had to be socially and emotionally aware of their, and other people’s, feelings and intentions. Given this increasingly expected heightened levels of social awareness and emotional sophistication, a case is made to reconfigure academic conceptions of banter from being an immature behaviour to banter as being a sophisticated form of communication. These findings contrast with previous research that tends to overly focus on boys’ physical behaviours as influential in their power relations with peers and key markers of their gender identity by illustrating the increasing importance of verbal exchanges as symbolic forms of power. Furthermore, through identifying the levels of consciousness present in boys’ behaviour and linking this to their exhibiting of a third nature psyche, critiques of attempts to attach boys’ emotional expressions to their innate biological sex or suggestions that boys’ aggression signifies regressions to instinctive impulses are provided. Placing these key findings within broader civilizing processes it seems that long-term shifts from physical to more verbally centred power relations has impacted young people at relational, identity and behavioural levels. There appears to be a heightened need for young people to engage in sophisticated forms of communications and emotional self-restraint before entering adult social worlds, and the MPE figuration provides an illustrative example of this.

Aim The aim of this study was to analyse the impact of Developmental Coordination Disorder (DCD) on the lives of young people and identify factors that promote resilience to mental health difficulties within this population. Methods The study used a mixed methods approach. Results from the analysis of data from a longitudinal population-based birth cohort, the Avon longitudinal Study of Parents and Children {n=6,902) were synthesised with qualitative data from a purposive sample of 11 young people with clinically diagnosed DCD aged 11 to 16 years. Findings from the qualitative study highlighted areas that were important in the lives of the young people interviewed. These areas, such as the importance of friendship groups, bullying and a positive sense of self, were added to the final analytical model as explanatory mediators in the relationship between DCD and mental health difficulties. Findings In total, 123 young people (1.8% of the eligible cohort aged seven years), met all four diagnostic criteria for DCD using strict (5th centile) cut-offs (severe DCD). In addition, 346 young people met wider inclusion criteria (15th centile of a motor test and activity of daily living scales) and were defined as having moderate or severe DCD. These young people with moderate or severe DCD had increased odds of difficulties in attention, short-term memory, social communication, non-verbal skills, reading and spelling. They also had increased odds of self-reported depression, odds ratio: 2.08 (95% confidence interval (Cl) 1.36 to 3.19) and parent reported mental health difficulties, odds ratio: 4.23 (95% Cl 3.10 to 5.77) at age nine to ten years. The young people interviewed did not see themselves as disabled. Factors that increased a positive sense of self were inclusion in friendship groups, information that helped them understand their difficulties and being understood by parents and teachers. These findings were mirrored in the quantitative analysis which showed that the odds of mental health difficulties reduced after accounting for social communication difficulties, bullying, lower verbal intelligence and self-esteem. Conclusions Developmental Coordination Disorder is a common developmental disorder in childhood. The difficulties seen in these young people are complex and assessment needs to be multidisciplinary and consider neurological causes of poor motor coordination, the presence of coexisting developmental difficulties and associated mental health difficulties. Due to the high prevalence of the condition, ongoing one-to-one therapeutic interventions are not feasible. School based interventions, using therapists as trainers, working within a socio-medical model of disability, could work to promote resilience within the individual and improve the acceptance of differences in abilities within the school.

Although research suggests that learning and well-being are synergistic there is a lack of research focusing on the school experiences of children with intrinsic mental health problems. The aim of this research was to explore how these children perceived they could be better supported at school. The additional perspectives of their parents and teachers gave further insight into their worlds. The research objective was to examine how schools and Child and Adolescent Mental Health Services (CAMHS) could strengthen their assistance. A qualitative design was used, underpinned by a social constructionist theoretical framework. Fourteen children were recruited via CAMHS. Children, parents and teachers participated in semi-structured interviews. Data was analysed using thematic analysis. The findings indicated, to thrive emotionally and academically, these children needed to feel they belonged at school. This was pre-requisite to accepting enhanced individualised support. A sense of belonging was only apparent when the child was free from victimisation (bullying, discrimination and stigmatisation) and had good peer and teacher relationships. Belonging was promoted by increasing the child’s emotional security, which was enhanced by promoting teacher mental health knowledge, nurturing teacher and peer relationships and sensitively ensuring disclosure and confidentiality. When the children accepted assistance, they valued support that empowered them to cope resiliently at school. For example, practical one-to-one teacher help and CAMHS assistance in deciding what personal information should be shared with the school, along with emotional help with school problems. In conclusion, schools must promote a safe caring ethos, whereby emotionally literate teachers balance child wellbeing with attainment goals. Schools and CAMHS should tackle school distress and promote child resilience together. Presently, a lack of resource and time can prevent this, so more directives and mechanisms are needed. At the heart of this planning should be the child’s voice, as presently support is predominantly adult driven.