Dudley education services (1990) suggest that the national curriculum documentation in teaching styles of teacher pupil interaction implements equality of opportunity through mixed sex grouping, it eliminates stereotypical attitudes and has a greater balance to pupils of the opposite gender and realisation that girls are not less skilled or less able in physical activities. Maybe male teachers stereotypical attitudes don't just rely on the male teachers to girls but female teachers have an attitude towards boys in PE. Ennis (1998) said that teachers feel pressured when teaching mixed classes in team sports as the girls don't play as competitive as the 'demanding' boy's. Most of the games are slower and focus on enjoyment not competition. The girls found it hard because male teachers taught the boys team sports and it was very difficult to get the boys to do anything else. The male teachers were not interested to teach girls activities, so the girls hung back and gave up as most felt intimidating towards the intensity of the boy's games.
There are no hard and fast rules about organizing a comparison/contrast paper, of course. Just be sure that your reader can easily tell what’s going on! Be aware, too, of the placement of your different points. If you are writing a comparison/contrast in service of an argument, keep in mind that the last point you make is the one you are leaving your reader with. For example, if I am trying to argue that Amante is better than Pepper’s, I should end with a contrast that leaves Amante sounding good, rather than with a point of comparison that I have to admit makes Pepper’s look better. If you’ve decided that the differences between the items you’re comparing/contrasting are most important, you’ll want to end with the differences—and vice versa, if the similarities seem most important to you.
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