Influence Of Location And Gender On Performance Of Selected Motor Skills Among Secondary School Student
[AWKA SOUTH LOCAL GOVERNMENT AREA, ANAMBRA STATE]

Dictionary 1992). It is also suitable for the countryside, opposite of urban (Standard English Dictionary 1990).
Olympic education and Ethics (2002) said that rural inequality and lack of access to sporting facilities and opportunities for the majority of schools in areas persists. There are very poor records of developing female athletes in rural school areas. A growing division within our schooling system along (class lines) which will have long terms effects on our ability to provide equal access to all to quality public education and include physical education sports and which undermines our efforts to develop a truly united national sport movement. One of the cruelest legacies of rural school sports is its distortion of sports and recreation in our society, the enforced segregation of these activities and the gross neglect in providing facilities for the majority of rural school areas. This has denied million of students the right to a normal and healthy life. It is important to ensure that sporting and recreational facilities are available to all the schools in rural areas. Sports and recreation are an integral part of reconstruction and developing a healthier society. The reconstruction and development programme must facilitate the mobilizing of resources in both urban and rural schools to redress inequalities and enhance this vital aspect of our society. Physical education is a fundamental human right and society has a collective responsibility to ensure that the quantity and quality of physical education is adequate for all children and youth in the urban and rural areas. On the ground, they have seen a partial leveling of the playing fields in private school former model C schools which charge high fees where sports programmes flourish and block children are seen in increasing number on the playing field. But for the majority of rural and township schools sports development remains a far off dream. Unequal access to resources is image of science of all pervasive in society and that our society expects women to operate in home-bound and home- related activities.
Brewton (2001) from studies conducted using African-American students concluded that cooperative learning almost always ensures positive classroom climate and higher learning level among boys and girls. Okeke (2001) also reported that there is evidence that cooperative learning style produce better performance in science as well as in physical education among female learners while competitive style favour male learners. Yet our classroom environment is dominated by competitive learning style, which is male oriented. The teacher through other overt and convert actions in the class over tilt the already tilted balance in favour of males.
Teacher education in physical education, moves towards mixed sex grouping sometimes without an educational rationale, conditions under which mixed teaching and single sex teaching might be more successful or appropriate. The biological and cultural effects of being female or male on the behaviour considered appropriate for girls and boys of different cultures, the physical nature of physical education, and the emergence of sexuality during key stages providing both problems and opportunities for physical education is challenging body images. Sex stereotypes and other limited perspectives, constrain the choice and achievements of both girls and boys. The effect of some culturally restricted interpretations of masculinity on the place and value of dance in the school curriculum, provide opportunities to boys for dance experience and education. The barriers to young peoples involvement caused by the restrictive ways some sports forms of dance are portrayed and practiced. The rich potential for physical education to transcend categories of race, sex and learning need thorough nurturing the value of individual contributions in groups situations, and experiences which reflect our multi-cultural society. The treatment of physical education in sex discrimination legislation is resulted the varied levels of understanding of its effects on curriculum physical education, extra-curriculum activities and school sports. The matter of group explained that, choices of mixed or single sex grouping in physical education should be made for educational reasons, and after considering the conditions under which they might be most successful and appropriate notably, they pointed to the need for moves to address gender in schools to engage with experiences (and in qualities) beyond them, with recognition of the different opportunities which are available for girls and boys to acquire particular sets of skill outside of the school curriculum.
From the foregoing, one can see the gender differences in structural make-ups. Then, to determine the male and female is a complex one, because of factors that are acting on them to bring about poor or outstanding performance.
Urban Students and Motor Skill Performance
Despite the proponent significance of the city in our civilization, however, our knowledge of the nature of the urbanism and the process of urbanization is meager. Many attempts have indeed been made to isolate the distinguishing characteristics of urban life. Geographers, Historians, Economists, Physical educators and Political scientists have incorporated the points of view of their respective disciplines into diverse definitions of the city. A sociologically significant definitions of the city seeks to select those elements of urbanism, which mark it, is as distinctive mode of human group life (Smith, 1996). The characterization of the community as urban on the basis of size alone is obviously arbitrary. Furthermore, no definition of urbanism can hope to be completely satisfying as long as numbers are regarded is the sole criterion. Moreover, it is not difficult to demonstrate that communities of less than the arbitrarily set number of inhabitants lying within the range of influence of metropolitan centers have greater claim to recognition as urban communities than do large ones leading a more isolated existence in a predominantly rural area (Bar, 1990). Urban means belonging or relating to a town or city (BBC, English Dictionary 1992) and in a town: the crowd for instance areas of English (Standard English Dictionary, 1990).
Furthermore, a system’s environment lies beyond its boundary. For the individual, the social contexts of famility, school, community, and work organization are environments. Fischer (2001) started that a family’s environments may include neighbourhood, church, children’s schools, adults’ work-places, social and civic clubs, political community (city’s, country, state and national governments) and so forth. Institutional contexts such as the educational system, economy, political systems, region, welfare, military and marriage and family forms are important environments for social systems. Benneth (1997) suggested that the cultural beliefs, values, norms, mores and assumptions that accompany these forms including their ideological justification, are the environment. Historical and cultural influences shape the environment, and the environment, in turn, influences the form that concrete system take.
Aigbomian (1997) stated that schools in urban are situated in a municipality, characterized by availability of modern amenities and whose inhabitants are mostly government workers, Businessmen are also found there. In