Participación de Familias en Educación Física

Abstract

The International Scientific Community identifies the involvement of families in school as a Successful Educational Actions, whose strict implementation leads to the improvement in the academic achievement as well as in the coexistence in the educational context. The aim of this investigation, conducted under the approach of the critical communicative methodology, is to prove how the involvement of the families in education and assessment in the area of Physical Education within the framework of the pedagogical model "Individual Challenges with Shared Responsibility" means an enhancement in all students and their context. The outcomes show an improvement in the academic performance and in the environmental education of students, including those with the greatest barriers. Likewise, this study brings to light the transfer of learning to other contexts and the transformation of the school-family relationship. Besides, it provides evidence on the benefits that it brings to the families that have participated. This study opens up new lines of research into the overcoming of the limitations detected and the improvement of the educational, family and even community contexts.

Communicative Methodology: Contributions to Social Impact Assessment in Psychological Research

“…The CM is widely recognized as a useful methodology to achieve social impact through research since it allows for study not only of the exclusionary elements that reproduce inequalities but also of those elements contributing to overcome them (European Commission, 2011;Gómez et al, 2011;Gómez, 2017;Díez-Palomar et al, 2018). It is implemented in diverse disciplines in the social sciences, including sociology (Flecha and Soler, 2014), gender studies (Puigvert, 2014), and physical education (Castanedo and Capllonch, 2018), among others. This methodology "implies a continuous and egalitarian dialogue among researchers and the people involved in the communities and realities being studied" (Gómez et al, 2011).…”

Teaching for Immigrant Girls’ Inclusion: Social Justice Physical Education Teachers’ Involvement With School Stakeholders

“…Families are another key element in the educational and social inclusion of girls and in their relationship with the practice of physical activity. It is sometimes necessary to encourage the participation of immigrant families in the education of their children (Dagkas et al, 2011;Flecha, 2012;Nieva Boza, 2015;Oliver et al, 2013;Santos & Lorenzo, 2009;Serra et al, 2013), and to this end it can be important to prioritize the sort of informal ties (Besalú & Tort, 2009;INCLUD-ED, 2011) that foster dialogue and social commitment (Castanedo & Capllonch, 2018;Díez et al, 2011) rather than focusing exclusively on the achievement of academic results. And although families as a whole are important, mothers are especially so, according to Serradell et al (2020) and Solé et al (2013), who describe immigrant women as active agents for promoting inclusive citizenship, due to their link to associations and informal spaces for participation.…”

“…In another sense, the creation of PE and physical activity spaces for families and their children reinforces dialogic coexistence among them and can be employed to help overcome social inequalities (Castanedo & Capllonch, 2018;Marttinen et al, 2019) and contribute to the development of a healthy family lifestyle (Bodnarchuk et al, 2018).…”

“…The creation of girls-only physical activity classes is another strategy that favors their inclusion, as it can increase their presence at practice (Dagkas et al, 2011;Nieva Boza, 2015;Puig & Fullana, 2002). These sort of more personalized activities can open the possibility of participation of these girls -with the support of their families-in physical activities both during and after school hours (Bodnarchuk et al, 2018;Castanedo & Capllonch, 2018;Marttinen et al, 2019).…”

“…This educational strategy seeks to increase the confidence and strength of the immigrant mothers participating in the project, based on respect, understanding, dignity, and shared values (Daniels & Billingsley, 2019). With this educational experience, the management team makes it possible to create spaces for family intervention and action (Castanedo & Capllonch, 2018;INCLUD-ED, 2011;Serra et al, 2013).…”