Evaluation of a proposal for training in gender in Physical Education among students of Physical Activity and Sport Science Studies

Miñano, María José Camacho; Girela-Rejón, María José

doi:10.12800/ccd.v12i36.950

Cited by 6 publications

(8 citation statements)

References 13 publications

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“…Although the participants largely insisted that used inclusive language, it cannot be ignored that there were also voices that considered that this was not necessary and that the masculine gender does not make women invisible. These results seem to contradict those in other research that has focused on students' perceptions (Pastor-Vicedo et al, 2019;Camacho-Miñano & Girela-Rejón, 2017). In addition, recent qualitative research conducted by Lleixà, Soler and Serra (2020) showed that female PE students perceived lower demands and different feedback compared with males.…”

Section: Discussionmentioning

confidence: 58%

Quality education and gender equality as objectives of sustainable development in education: an experi-ence with teachers in Spain

López-Morales¹,

Solano²,

García-Taibo³

et al. 2023

Retos

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This paper aims to assess the opinions of Physical Education teachers (PET) about their teaching intervention at a coeducational level. A further objective was to analyse PETs self-perceptions of their mixed and training interventions to describe possible training gaps. The qualitative study involved 191 high school PET from Andalusia (Spain). Some questions were conducted about three dimensions: gender stereotypes and attitudes in PE; teaching performance in coeducation, and coeducational teachers’ professional development in PE. The study's main results indicated that most teachers had neither different expectations of boys and girls nor a different way of treating them and, more than half of the participants considered themselves to be competent in coeducation. They preferred to receive training other than coeducational training. However, almost three-quarters of the sample had not received any coeducation training, or it was self-taught. The main conclusion is that PET consider that they have proper coeducational behaviour. The results showed that current teachers had improved their teaching intervention regarding gender equality compared to previous studies. The present study has had a contribution to the Sustainable Development Goals (SDG )goals 4 and 5, quality education and gender equality, respectively and can be a reference for future research related to coeducation for teachers. Keywords: gender; teacher intervention; physical education; sustainable development goals; professional development

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Section: Discussionmentioning

confidence: 58%

Quality education and gender equality as objectives of sustainable development in education: an experi-ence with teachers in Spain

López-Morales¹,

Solano²,

García-Taibo³

et al. 2023

Retos

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“…Characteristics of group 2 of the studies found through the search process described [25,[39][40][41][42][43][44]. Group two examines teaching work and the training future teachers receive during physical activity degrees and master's degrees in teaching.…”

Section: Gender Contents In Teacher Training For Physical Educationmentioning

confidence: 99%

“…Fernández and Piedra [39], Prat-Grau and Flintoff [41], and Piedra et al [41] studied the effect of university training on attitudes and strategies future teachers apply to gender equality. Camacho-Miñano and Girela-Rejón [43] and Hortiguela and Hernando [44] devised strategies to improve this training, which was previously evaluated by the authors mentioned. Lastly, Piedra et al [25] researched what attitudes teachers had towards equality measures proposed by other authors.…”

Section: Gender Contents In Teacher Training For Physical Educationmentioning

confidence: 99%

“…Piedra et al [25] found evidence of adaptive attitudes towards inequalities among teachers but recognized that formal and continuous training was needed to further improve their attitudes towards gender issues. Camacho-Miñano y Girela-Rejón [43] reported positive feedback from students about receiving some form of gender training during their sports degree program, with 78.4% considering it "fairly" or "very" relevant, and 89.2% finding it "fairly" or "very" useful for their future professional activity, suggesting higher levels of involvement and awareness after receiving such instruction than before it was introduced into their curriculum. Finally, Hortiguela y Hernando [44] argued that a methodological change is necessary so that PE can be used as an ideal tool for work on coeducation and gender equality, breaking away from traditional models based on individual performance which limit social possibilities.…”

Section: Piedra Et Al (2014) [25]mentioning

confidence: 99%

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Advancing Gender Equality in Schools through Inclusive Physical Education and Teaching Training: A Systematic Review

Guerrero¹,

Puerta

2023

Societies

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The importance of achieving an inclusive education to ensure parity and equality between genders is a worldwide challenge. Consequently, it is essential to rethink the various places and spaces within the school environment where gender inequalities are produced. Physical education is one of these spaces which has been identified as a problematic area in the literature. In order to address this issue and respond to the needs identified in the research, this systematic review presents action initiatives aimed at applying certain teaching strategies highlighted in the study. The PRISMA method was used to review 274 studies which explore this topic at various levels of education, emphasizing the need for coeducational teaching of physical education and the necessity of proposing motivational tasks for both sexes. In particular, results show that some studies have focused on the need for physical education teachers to be aware of potential gender-biased structures when developing curricula, approaches and materials. Other research has highlighted that in order for physical education classes to be inclusive, equitable opportunities must be provided for all students to participate. In addition, strategies should be implemented which promote positive attitudes towards physical activity by addressing any underlying gender stereotypes and by breaking down traditional boundaries that exist between genders. In conclusion, this systematic review has identified a number of teaching strategies which could help teachers create an equitable learning environment within physical education classes. This could subsequently lead to greater success in achieving an inclusive education which promotes parity and equality between genders.

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“…A pesar de ello, el profesorado recibe muy poca información en relación al género en su formación inicial y permanente (Camacho-Miñano & Girela-Rejón, 2017;Lleixà et al, 2020) y, cuando recibe formación, es para aprender cómo perpetuar una EF estereotipada (Flintoff & Scraton, 2006). Esto conduce a situaciones de clara discriminación hacia las alumnas (Sánchez-Hernández et al, 2019), aunque sea sin darse cuenta.…”

Section: Introductionunclassified

Coeducación y deportes colectivos. La participación de las alumnas en entredicho (Coeducation and team sports. Girls’ participation in question)

2020

CCD

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With the mixed schooling a lot of problems has arisen in relation to coeducation and its possibilities to attend girls' needs. In this sense, Physical Education plays an important role in the reproduction or transformation of gender stereotypes. In its practical development, collective sports are a recurring content in Physical Education classroom programmes. However, despite their mixed approach, the participation of less-skilled students is almost always lower than that of skilled students, and therefore their coeducational character is called into question. At this point, the emergence of modern or alternative sports can be a new scenario that favours the participation of all students. This essay problematizes this fact. The aim of this paper is to reflect on the concepts of ability and gender and their mutual relation when determining the participation of the students, which depends in great part on the attitude and decisions of the teachers. In this sense, the decision to introduce team sports, such as the new ones, should be the starting point towards coeducation, not a goal. Finally, reference is made to the need to develop new research in order to increase the quality and equity of Physical Education.

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Evaluation of a proposal for training in gender in Physical Education among students of Physical Activity and Sport Science Studies

Cited by 6 publications

References 13 publications

Quality education and gender equality as objectives of sustainable development in education: an experi-ence with teachers in Spain

Quality education and gender equality as objectives of sustainable development in education: an experi-ence with teachers in Spain

Advancing Gender Equality in Schools through Inclusive Physical Education and Teaching Training: A Systematic Review

Coeducación y deportes colectivos. La participación de las alumnas en entredicho (Coeducation and team sports. Girls’ participation in question)

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