Evaluación de una propuesta formativa sobre género en Educación Física para estudiantes de Ciencias de la Actividad Física y el Deporte

La inclusión de la perspectiva de género en la formación del profesorado de Educación Física (EF) continúa siendo muy limitada en la formación inicial de los estudios de Grado de Ciencias de la Actividad Física y el Deporte (CCAFD). Dentro de este contexto, este trabajo evalúa una experiencia formativa sobre género y EF impartida a estudiantes de CCAFD de una universidad española. Un total de 53 estudiantes participaron en las dos ediciones de la formación, que fue evaluada a través de una metodología mixta, mediante el análisis de materiales escritos y un cuestionario de valoración final. Los resultados apuntan que la mayoría de estudiantes se inscribieron para obtener créditos a bajo coste y no porque estuviesen realmente interesados en la temática. Por el contrario, al final del seminario formativo la mayoría consideró la formación recibida como “bastante” o “muy” relevante para su formación (78,4%) y “bastante” o “muy” útil para su futura actividad profesional (89,2%), recomendándose incluso que debería ser obligatoria. El seminario tuvo éxito en aumentar la conciencia del alumnado sobre las cuestiones de género en EF, estimulando incluso su compromiso personal al respecto, pero su impacto fue limitado en cuanto a la capacidad de desarrollar y aplicar estrategias de intervención. De este modo, se justifica la necesidad de esta formación como aspecto obligatorio y básico en los estudios de CCAFDThe incorporation of the gender perspective into the PE teacher training continues being very limited in the initial training of the Physical Activity and Sport Sciences (PASS) Degree. Within this context, this study evaluates a training course focused on Gender in PE held for students of PASS in a Spanish University. A total of 53 students attended the two editions of the course that was evaluated using a mixed method approach, through written materials and a final course evaluation questionnaire. The results show that most of the students agreed that they signed up for the training due to the possibility of obtaining low-cost credits and not because they were truly interested in the topic. In contrast, at the end of the training most of them considered that the content received was “quite” or “very” relevant for their education (78,4%) and also “quite” or “very” useful for their future professional careers (89,2%), even recommending that it should be compulsory. The training seminar was successful in raising students’ awareness of gender issues in PE, even stimulating their personal commitment, but there was a limited impact related to the ability to develop and to apply intervention strategies. Consequently, the need to promote this type of training as a mandatory and basic aspect within the curricula of PASS is justifiedActividad Física y Deport

Ansietat física social i educació física escolar: les noies adolescents a les classes de natació

Aquest estudi qualitatiu analitza l’ansietat física social (AFS) que experimenten les noies adolescents en el context de les classes de natació que es desenvolupen en educació física (EF), aprofundint en els seus factors explicatius així com en les estratègies d’afrontament (coping) utilitzades. Per a això s’ha fet un estudi de cas en un centre escolar mitjançant 12 entrevistes semiestructurades a noies adolescents i al professorat que els imparteix classe de natació junt amb l’observació de les classes. Les dades s’han categoritzat mitjançant una anàlisi de contingut qualitativa i triangulació. Els resultats assenyalen que l’AFS és una emoció que moltes noies experimenten a les classes de natació pel fet que el cos queda exposat a les mirades avaluatives dels altres, especialment dels nois. El context social de les classes es revela com a clau, ja que patir crítiques o burles en relació amb l’aparença física per part dels companys és un dels factors causals de l’AFS, mentre que el suport i acceptació social contribueixen a minimitzar-la. Les conseqüències d’aquest malestar deriven en estratègies de coping orientades a: la resolució de problemes adoptant conductes específiques per ocultar el cos; el maneig de les emocions autoconvencent-se que és una situació normal; i fins i tot l’evitació de la situació negant-se a participar a les classes. Per proporcionar a les noies una experiència positiva de l’EF, el professorat hauria de considerar aquesta problemàtica en l’ensenyament d’aquest contingut

Ansiedad física social y educación física escolar: las chicas adolescentes en las clases de natación

Este estudio cualitativo analiza la ansiedad física social (AFS) que experimentan las chicas adolescentes en el contexto de las clases de natación que se desarrollan en educación física (EF), profundizando en sus factores explicativos así como en las estrategias de afrontamiento (coping) utilizadas. Para ello se ha realizado un estudio de caso en un centro escolar mediante 12 entrevistas semiestructuradas a chicas adolescentes y al profesorado que les imparte clase de natación junto con la observación de las clases. Los datos se han categorizado mediante un análisis de contenido cualitativo y triangulación. Los resultados señalan que la AFS es una emoción que muchas chicas experimentan en las clases de natación debido a que el cuerpo queda expuesto a las miradas evaluativas de los demás, especialmente de los chicos. El contexto social de las clases se revela como clave ya que sufrir críticas o burlas en relación a la apariencia física por parte de los compañeros/as es uno de los factores causales de la AFS, mientras que el apoyo y aceptación social contribuyen a minimizarla. Las consecuencias de este malestar derivan en estrategias de coping orientadas a: la resolución de problemas adoptando conductas específicas para ocultar el cuerpo; el manejo de las emociones, autoconvenciéndose de que es una situación normal; e incluso, la evitación de la situación negándose a participar en las clases. Para proporcionar a las chicas una experiencia positiva de la EF, el profesorado debería considerar esta problemática en la enseñanza de este contenido

VIOLÊNCIA SIMBÓLICA NA EDUCAÇÃO FÍSICA ESCOLAR: UMA ANÁLISE CRÍTICA DAS EXPERIÊNCIAS NEGATIVAS DO FUTURO DOCENTE DE EDUCAÇÃO PRIMÁRIA

This is an in-depth study into future Primary Education teachers’ negative experiences in Physical Education School, using Bourdieu’s concept of symbolic violence. An analysis was conducted of 155 narratives of Primary Education teacher students in two Spanish universities. The results show that symbolic violence is exercised through the inadequacy of those students’ physical identities to performance discourses, which, in turn, are legitimized by teachers and other successful students. This hidden violence is projected onto their physical and professional identities as future teachers.  Este estudio profundiza sobre las experiencias negativas de la Educación Física escolar cursada por el futuro profesorado de Educación Primaria, utilizándose para el análisis el concepto de violencia simbólica de Bourdieu. Se ha realizado un análisis de 155 narrativas de estudiantes de grado de Educación Primaria en dos universidades españolas. Los resultados muestran que la violencia simbólica se ejerce por la inadecuación de las identidades físicas de este alumnado a los discursos del rendimiento, que son, a su vez, legitimados por el profesorado y otros estudiantes exitosos. Este tipo de violencia oculta se proyecta en las identidades físicas y profesionales del futuro profesorado. Este estudo aprofunda as experiências negativas da Educação Física Escolar cursada pelo futuro docente de Educação Primária, usando o conceito de violência simbólica de Bourdieu para a análise. Foi realizada uma análise de 155 narrativas de estudantes de graduação em Educação Primária de duas universidades espanholas. Os resultados indicam que a violência simbólica é exercida pela inadequação das identidades físicas dos graduandos aos discursos do rendimento, os quais, por sua vez, são legitimados pelos docentes e por estudantes exitosos. Este tipo de violência subliminar projeta-se também nas identidades físicas e profissionais do futuro docente.

La voz del futuro profesorado de Educación Primaria sobre sus experiencias previas en Educación Fisica : de los contextos de participación a los de exclusión

Este trabajo se centra en analizar las experiencias previas del futuro profesorado generalista de Educación Primaria (EP) en la asignatura de Educación Física (EF) cursada a lo largo de su escolarización obligatoria. Su interés radica en que dichas experiencias constituyen el lente o filtro a través del cual los estudiantes dan sentido a su aprendizaje universitario, por lo que es preciso darles voz para ayudarles a reflexionar y repensar sobre estas prácticas pedagógicas con el objetivo de transformarlas. El estudio se ha realizado a partir del análisis de contenido cualitativo de las narrativas de 155 estudiantes que cursaban la asignatura troncal de EF y su Didáctica en el Grado de Maestro de EP de dos universidades españolas. Los principales hallazgos del estudio ponen de manifiesto que existe una evolución negativa en las experiencias previas en EF, ya que en Primaria son visibles contextos en los que predominan experiencias de carácter placentero, lúdico y participativo, mientras que en Educación Secundaria prevalecen los deportes de equipo, la formación selectiva de equipos, la carga de competitividad y los test de rendimiento, generándose contextos de exclusión y de rechazo de la asignaturaThis paper is focused on the analysis of the previous experience of future generalist Primary Education teachers in the Physical Education (PE) subject coursed throughout their compulsory schooling. Its interest is that these experiences are the lens or filter through which students make sense of their university learning, so it is necessary to give them a voice in order to help them in the reflecting and rethinking process about these pedagogical practices as a way to transform them. The study was conducted from a qualitative content analysis of the narratives of 155 students who were studying the core subject of Teaching PE in the Degree of Primary Education in two Spanish universities. The main study findings show that there is a negative evolution in the previous PE experiences, since in Primary Education are visible contexts in which pleasurable, playful and participatory experiences predominate, while in Secondary Education prevail team sports as well as the selective formation of teams, the competitiveness and the performance test, therefore generating contexts of exclusion and rejection of the subjec

Violencia simbólica en la educación física escolar : un análisis crítico de las experiencias negativas del futuro profesorado de Educación Primaria

Este estudio profundiza sobre las experiencias negativas de la Educación Física escolar cursada por el futuro profesorado de Educación Primaria, utilizándose para el análisis el concepto de violencia simbólica de Bourdieu. Se ha realizado un análisis de 155 narrativas de estudiantes de grado de Educación Primaria en dos universidades españolas. Los resultados muestran que la violencia simbólica se ejerce por la inadecuación de las identidades físicas de este alumnado a los discursos del rendimiento, que son, a su vez, legitimados por el profesorado y otros estudiantes exitosos. Este tipo de violencia oculta se proyecta en las identidades físicas y profesionales del futuro profesoradoThis is an in-depth study into future Primary Education teachers' negative experiences in Physical Education School, using Bourdieu's concept of symbolic violence. An analysis was conducted of 155 narratives of Primary Education teacher students in two Spanish universities. The results show that symbolic violence is exercised through the inadequacy of those students' physical identities to performance discourses, which, in turn, are legitimized by teachers and other successful students. This hidden violence is projected onto their physical and professional identities as future teachersEste estudo aprofunda as experiências negativas da Educação Física Escolar cursada pelo futuro docente de Educação Primária, usando o conceito de violência simbólica de Bourdieu para a análise. Foi realizada uma análise de 155 narrativas de estudantes de graduação em Educação Primária de duas universidades espanholas. Os resultados indicam que a violência simbólica é exercida pela inadequação das identidades físicas dos graduandos aos discursos do rendimento, os quais, por sua vez, são legitimados pelos docentes e por estudantes exitosos. Este tipo de violência subliminar projeta-se também nas identidades físicas e profissionais do futuro docent

Analysis of the involvement of participants in a school-based physical activity promotion programme in adolescence

The objective of this article is to evaluate ‘Sigue la Huella’ (‘Follow the Footprint’), a 2-year Spanish school-based physical activity promotion intervention, taking into account the viewpoints of the different agents involved. The evaluation entails a qualitative analysis of the strengths and weaknesses associated with the agents’ participation, providing recommendations to improve the future application of this and other interventions. We draw on participatory research data collected through six focus groups with 35 participants (11 students, 14 teachers and 10 parents), semi-structured interviews with the two intervention facilitators, and an analysis of the strengths and weaknesses by the community advisory group. The results of this study identify some recommendations that focus on a new policy proposal within the school context, driven by the responsible institutions, for the programme to improve the participation of the different stakeholders in future replication and institutionalisation efforts. In the opinion of all the participants, including stakeholders, the need for an organisational and cultural change in the schools is considered; one that will support Physical Education (PE) teachers in order for them to head this type of interventions and ensure their sustainability. Reference is also made to the need for school education projects, and for the effective collaboration between teachers and students, as well as their empowerment. Furthermore, greater engagement of all agents involved in promoting school physical activity (PA), especially among girls and older teenagers, parents and non-PE teachers, must be achieved

The gendered social representation of physical education and sport science higher education in Spain

Background: In recent decades, Spain has seen a decline in girls’ interest in pursuing the Physical Activity and Sport Science (PASS) degree. For example, in Catalonia (Spain), the number of women enrolled has decreased from 39.3% in the 2000–2001 academic year to 17.3% in the 2014–2015 academic year (Serra, Soler, Vilanova et al. 2019), which is in line with technological and scientific degrees. This fact is striking because more women than men are enrolling in university studies in Spain overall. Purpose: Drawing on Bourdieu's theoretical tools and the concept of social representation, the purpose of this study is to analyse how young people perceive the PASS degree, in order to understand why fewer women than men choose this degree. Method: A total of 4146 students (50.2% girls; mean age = 16.82 years; SD = 0.837) from 39 school centres were purposefully selected in three regions of Spain. Students were enrolled in the final course of Compulsory Secondary Education (4th ESO, 16 years old) and the first of 2 years of the pre-university course (1st year of Bachillerato, 16–17 years old). An ad hoc instrument was designed to measure the Social Representation (SR) of the degree habitus and students’ interest in studying for the PASS degree. Statistical analyses were carried out using SPSS Statistics (v.23). Data were tested for normality. The statistical tests used were: Chi-square (X2) and Mann–Whitney U analysis. Findings: The results show that the SR of the degree habitus has a masculine characterization, which favours the number of men who study this degree. This SR could explain why the number of women in this field has been very low (around 18%) in Spain in recent years. Likewise, this SR would be a form of symbolic violence on girls who may wish to pursue these studies, but do not feel entitled to do so because it is considered a masculine field. The students are not able to identify this social construction, which eventually naturalizes the difference and makes the prevalence of men in these studies more socially acceptable. Conclusion: The SR of the degree habitus could be exercising a symbolic violence that would contribute to the discrepancy in the number of men and women who choose a PASS degree. To change the SR of the degree, it is necessary to substantially modify how it is constructed. Some of the options would involve a profound change in curriculum, built around a conception of body culture that is based on feminist political, philosophical, and ontological assumptions. This new construction would invoke a configuration of body culture not centred on the modern sport phenomenon and post-modern physical activity. The information that students receive to construct this masculine and instrumentalized SR of the degree should also be intentionally modified.Ministerio de Economía y Competitividad, convocatoria de Ayudas de Proyectos de Investigación Fundamental no Orientada | Ref. DEP2012-31275Institut Nacional d’Educació Física de Catalunya | Ref. PINEFC-201

Gendered career choices: paths toward studying a degree in physical activity and sport science

Drawing on Social Cognitive Career Theory (SCCT), we examined factors affecting interest in pursuing a degree in Physical Activity and Sport Science (PASS) among Spanish teenage students. Although women were awarded 55.1% of all bachelor degrees in Spain in 2017–2018, female enrollment in PASS degrees is decreasing and currently stands below 20% across the country. To better understand the under-representation of women in this field, 4146 students (50.2% girls; mean age = 16.82 years; SD = 0.837) participated in a survey designed to measure a series of SCCT constructs: interest in studying a PASS degree, career outcome expectations, goal representations, and perceived social supports. With these data, we tested a set of path analysis models to explain gender differences in interest in studying a degree in PASS. These models tested the assumption that interest in PASS would mediate the paths from outcome expectations and social supports to goal representations. Model 1 assumed that interest would partially mediate the path from outcome expectations to goal representations, Model 2 assumed complete mediation, and Model 3 assumed absence of mediation. All models were tested separately for boys and girls. Our results provide information on how male and female students set personal goals based on expected career outcomes and show that this process is affected by gender stereotypes. The lack of interest by young women in studying a degree in PASS (only 7.8% of girls expressed this interest compared with 19.0% of boys), together with the gender differences observed in perceived social supports, outcome expectations, and goal representations, have several important theoretical and practical implications. The present research suggests that interventions that foster positive outcome expectations and social support are necessary to increase interest in studying PASS among teenage girls.Ministerio de Economía y Competitividad | Ref. DEP2012-3127

12 razones para educar las masculinidades en Educación física. Guía educativa para el profesorado

La guía 12 Razones para educar las masculinidades en Educación física (Guía 12 Razones) es una propuesta educativa dirigida al profesorado que trata de dar respuesta a la falta de formación y herramientas educativas sobre esta temática en el ámbito de la Educación física. Es el resultado de un trabajo de investigación que ha consistido en un exhaustivo análisis de programas y estudios centrados en la educación de las masculinidades en la Educación física y el ámbito deportivo en edad escolar