tradicionales de género se hacen más visibles. Sin embargo, los cambios que se están produciendo en el sistema deportivo, y la llamada individualización del género que se observa en la sociedad actual, nos llevan a plantearnos si es posible que la Educación Física también constituya un espacio para el cambio de los modelos dicotómicos y sexistas de masculinidad y feminidad. Para abordar la cuestión, en este artículo se describen las múltiples relaciones que se producen en las clases de Educación Física con más carga de género, como son las sesiones en que el fútbol es el contenido principal. En su conjunto, se observa cómo al mismo tiempo que se encuentran situaciones de clara discriminación para la mayor parte de las niñas -e incluso para algunos niños-, también se pueden encontrar comportamientos y actitudes que denotan la resistencia al modelo deportivo hegemónico o bien la ruptura de los modelos de género tradicionales.

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This paper draws on research that aimed to explore the construction of gender relations in sport and physical education (PE) through a national study of Spanish university degree curricula. Spain is a useful case study through which to explore gender knowledge within sport and PE degrees, because, unlike many other countries, it has a common, national curriculum framework for its Physical Activity and Sport Science (PASS) degrees. In addition, it has recently passed a new law concerning the introduction of gender knowledge in higher education. Drawing on Bernstein's (1990) framework of the pedagogic device, this paper examines how this higher education gender policy becomes recontextualised as universities and lecturers interpret and translate this into the pedagogical texts that make up the PASS curricula. Purposive sampling was used to select 16 of the 37 universities offering PASS degrees in 2012/2013. The research analysed 16 PASS documents at the degree level, and 763 individual subject handbooks. Using discourse analysis, the results showed where and how gender knowledge was incorporated and the extent to which the topic was presented coherently throughout the documents. The analysis revealed five categories of the (in)visibility of gender knowledge within the universities' instructional discourse. Gender knowledge is largely ignored in PASS curricular documentation, appearing, at best, in highly superficial ways. Despite a national policy requirement on universities to incorporate gender knowledge, this study shows how recontextualisation processes within specific universities' pedagogic devices operate to marginalise such perspectives within PASS curricula. The research also revealed the significance of individual agents committed to gender equity being situated, and having influence, throughout the pedagogic device. The paper concludes that without a much wider, critical engagement in knowledge about gender equity, PASS degrees will continue to reproduce rather than disrupt the gender relations that have traditionally characterised the field.