scholarly journals Gender equity in physical education: The use of language

2014 ◽  
Vol 20 (3) ◽  
pp. 239-248 ◽  
Author(s):  
Óscar del Castillo Andrés ◽  
Santiago Romero Granados ◽  
Teresa González Ramírez ◽  
María del Carmen Campos Mesa
Keyword(s):  
Physical Education ◽  
Gender Equity ◽  
Gender Stereotypes ◽  
Null Hypothesis ◽  
Video Recordings ◽  
Significance Levels ◽  
Priority Order

This study analyzed Spanish teachers' behavior and the transmission of gender stereotypes. We observed 48 physical education lessons given by four Spanish teachers (two men and two women). Descriptive codes, which were generated iteratively, were clustered, categorized, integrated, recoded, and re-categorized. They allowed us to identify four major themes related to the transmission of gender stereotypes of teachers: male generics, stereotyped expressions, nominative attention, and priority order. We used a coding sheet as well as audio and video recordings to register the categories. The Kruskal-Wallis test produced significance levels lower than .05, resulting in the rejection of the null hypothesis. Sexist behavior was found in the male generics, nominative attention, and priority order. However, we found no difference in stereotyped expressions.

Gender-Biased Communication in Physical Education

2017 ◽  
Vol 36 (4) ◽  
pp. 498-509
Author(s):  
Julia A. Valley ◽  
Kim C. Graber
Keyword(s):  
Physical Education ◽  
Gender Equity ◽  
Gender Stereotypes ◽  
Learning Experience ◽  
Gender Segregation ◽  
Physical Education Teachers ◽  
Study Approach ◽  
Depth Analysis ◽  
And Behaviors ◽  
And Gender

Purpose:This study examined physical education teachers’ awareness of gender equitable practices as well as the language and behaviors they employed in the physical education environment. The purpose of the study was to determine (a) what teachers know about gender equitable practices, (b) what types of gender bias are demonstrated, and (c) how teachers are influenced to adopt gender equitable behaviors in the physical education context.Method:A multiple-case study approach was used to provide an in-depth analysis of the attitudes and behaviors of four physical education teachers from four different schools. Teachers were formally and informally interviewed before, during, and after four extensive two-week periods of observations that included being audio recorded throughout the school day.Results:Themes emerged across the cases indicating that teachers engaged in teaching practices that reinforced gender stereotypes through biased language and gender segregation.Discussion/Conclusion:Teachers’ lack of awareness and understanding of gender equity prevented them from providing an inclusive learning experience for all students.

scholarly journals Interactive Strategy Optimizing the Attraction of Physical Activities for Teenagers According to Gender

2019 ◽  
Vol 6 (2) ◽  
pp. 34
Author(s):  
Chawki Derbali ◽  
Fathi Matoussi ◽  
Ali Elloumi
Keyword(s):  
Physical Education ◽  
Gender Stereotypes ◽  
Physical Activities ◽  
Sexual Differences ◽  
Internal Logic ◽  
Adolescent Students ◽  
Sport Activities ◽  
And Gender ◽  
Sports Activities ◽  
Analyze Data

This aim of this research is to explore and analyze to what extent the strategies to which physical education didacticsin Tunisia contributed to address the duplication of gender stereotypes. A typical approach with binary choiceregression was applied to analyze data obtained from questionnaires completed by 1326 adolescent students (724girls and 602 boys) from Tunisia. Results relieved that sport opportunities are limited by the separate expectations ofmales and females in physical education and sport settings. The analysis reveals that gender stereotypes affect girls'sports activities and that is particularly true for sports suitable for boys. The effect of the appropriated stereotype wassignificantly higher for sports practices perceived as masculine. The research ends with imminent based on thedistinction between gender skills and gender interest and implications for sport activities in order to enhanceparticipation, enjoyment, and wellbeing of people in physical education and sport activities. Hence, the need todevelop an internal logic of practice of sports activities by repeating individual and sexual differences.

Body image(s): Problematizing future physical education teachers’ beliefs about the body and physical activity through visual imagery

2021 ◽  
pp. 1356336X2110562
Author(s):  
Gustavo González-Calvo ◽  
Vanesa Gallego-Lema ◽  
Göran Gerdin ◽  
Daniel Bores-García
Keyword(s):  
Physical Activity ◽  
Body Image ◽  
Physical Education ◽  
Gender Stereotypes ◽  
Great Influence ◽  
The Body ◽  
Physical Education Teachers ◽  
Visual Methods ◽  
Teachers Beliefs ◽  
The World

Visual culture affects the way people understand the world and themselves, contributing to the creation of certain roles and stereotypes, some of which are related to body image. This study focused on interrogating future physical education teachers’ beliefs about the body and physical activity to understand the construction of bodily subjectivities and their perceptions of how these are influenced by visual (physical) culture. Data were collected through the use of visual methods consisting of photo-elicitation and individual interviews with 23 students from a Primary Education Degree with a specialization in physical education at a Spanish university. Data were analyzed using thematic content analysis. The results of the study show that these future physical education teachers are aware of both the great influence of gender stereotypes and the values of consumerism in the field of physical activity stemming largely from the media, which inevitably will shape their future professional practice. However, the results also highlight how these future physical education teachers consider and position the subject of physical education as an important space where they could help students problematize and challenge these beliefs. We suggest that a focus on visual (physical) literacy is needed for future physical education teachers (and their students) to understand the world from a socially critical perspective and transform it in the interest of equity and social justice.

scholarly journals La perspectiva de género en la formación inicial docente en la Educación Física chilena (The gender perspective in initial teacher training in Chilean Physical Education)

Retos ◽  
2020 ◽  
pp. 326-335
Author(s):  
Carlos Matus-Castillo ◽  
Miguel Cornejo-Améstica ◽  
Franklin Castillo-Retamal
Keyword(s):  
Teacher Training ◽  
Physical Education ◽  
Gender Stereotypes ◽  
Descriptive Analysis ◽  
Secondary Data ◽  
Current View ◽  
Gender Perspective ◽  
Initial Teacher Training ◽  
Representation Of Women ◽  
Object Of Study

  El presente trabajo tiene como propósito entregar una visión actual de la formación inicial docente de la educación física chilena desde la perspectiva de género, tomando como referencias la participación del estudiantado y el desarrollo de este enfoque en la formación pedagógica del futuro profesorado. En el estudio se han empleado el análisis descriptivo de datos secundarios y el análisis de fuentes documentales, tales como bases de datos, informes institucionales, propuestas teóricas y metodológicas e investigaciones nacionales e internacionales. El trabajo ha permitido identificar que en Chile existe una relevante infrarrepresentación femenina en los estudios de pedagogía en educación física; que se siguen reproduciendo los estereotipos de género; no se identifican acciones tendientes a la incorporación, tratamiento y evaluación de la perspectiva de género en esta formación, es el caso de la inclusión de este enfoque en los planes y programas de estudios; y que a nivel investigativo y metodológico predominan las orientaciones cualitativas. Los estudios de género en el ámbito de la formación inicial del profesorado de educación física en este país se muestran como un campo de trabajo abierto, ya sea a nivel de objeto de estudio, como en los enfoques teóricos y metodológicos, siendo a la vez un área que necesita de una transferencia real por parte de las acciones académicas y políticas que se identifican en la literatura.  Abstract. The aim of this work is to provide a current view on initial teacher training in Chilean physical education from a gender perspective, taking as references the participation of students and the development of this perspective in the pedagogical training of future teachers. The study has used the descriptive analysis of secondary data and the analysis of documentary sources, such as databases, institutional reports, theoretical and methodological proposals, and national and international research. The work has identified that in Chile there is a relevant under-representation of women in studies of physical education pedagogy; that gender stereotypes continue to be reproduced; that no actions are identified to incorporate, treat and evaluate the gender perspective in this training, as it is the case with the inclusion of this approach in curricula and that at the research and methodological level, qualitative orientations predominate. Gender studies in the field of initial training of physical education teachers in this country are shown to be an open field of work, both at the level of the object of study and in the theoretical and methodological approaches, being at the same time an area that needs real transference by the academic and political actions identified in the literature.

scholarly journals The image of physical education teachers held by students from two universities

2020 ◽  
Vol 31 (1) ◽  
Author(s):  
Mª Alejandra Ávalos Ramos ◽  
M. Ángeles Martínez Ruiz ◽  
Gladys Merma Molina
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Gender Stereotypes ◽  
Qualitative Methodology ◽  
Physical Education Teachers ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Learning And Teaching ◽  
Physical Education Teacher Education ◽  
Teaching Perspectives

This study analyses the image that students of initial physical education teacher education (PETE) from two different universities (University of Alicante- UA, Spain, and Central University of Ecuador-UCE) have of physical education teachers. This qualitative and comparative study uses a metaphorical approach. Qualitative methodology was used to analyse the participating students metaphors in order to explore whether or not they suit the current learning and teaching perspectives in the field of Physical Education, and whether the images conveyed any differences between universities due to the influence of the context in the Physical Education teacher image and in gender stereotypes. A total of 190 students participated in the study (n= 105 men; n= 85 women). The software AQUAD 7 was used to process the data. The results showed that there were no obvious gender differences that keep women away from physical activity.  As well as not excessive differences due to the different context of the participants.

scholarly journals Gender stereotypes in the pictures that represent the activities in the wild in the books of Physical Education Primary

2019 ◽  
Vol 14 (40) ◽  
pp. 15-23
Author(s):  
Irene Moya-Mata ◽  
Laura Ruiz-Sanchis ◽  
Julio Martín Sanchis ◽  
Concepción Ros Ros
Keyword(s):  
Physical Education ◽  
Gender Stereotypes ◽  
Natural Environment ◽  
Ad Hoc ◽  
Physical Analysis ◽  
Terrestrial Environment ◽  
In The Wild ◽  
Analysis System ◽  
Analysis Of The Images ◽  
Educational Potential

Gender stereotypes related to physical activity are still present in both primary and secondary education. The educational potential of activities in the natural environment has been highlighted in numerous studies. The objective of this research was to analyze the activities in the natural environment and their linkage according to sex, represented in the textbooks of Physical Education in the stage of Primary School, published in Organic Law 2/2006, of May 3, Of Education. The total of the sample of images in the nature (n = 99), collected in 34 textbooks, belonging to six Spanish publishers were analyzed. For the content analysis of the images, the SAIMEF (Physical Analysis Images Analysis System) tool, elaborated ad hoc, was used. The results showed that the activities in the natural environment (p<0.05) are performed by men, who belong to the age group of the children, who practice mountain sports, namely orienteering, being the terrestrial environment the most used to carry out these activities. In contrast, women, especially girls, performed mountain sports, specifically climbing, being the aquatic medium the most used. It is therefore necessary to reflect the textbooks used in the area of Physical Education to avoid the transmission of gender stereotypes and offer models with which to identify both personally and socially for both sexes. Key words: Image; gender; textbooks; physical education, natural environment.

scholarly journals Women Architects on the Road to an Egalitarian Profession—The Portuguese and Spanish Cases

Arts ◽  
2020 ◽  
Vol 9 (1) ◽  
pp. 40 ◽  
Author(s):  
Lucía C. Pérez-Moreno ◽  
Patrícia Santos Pedrosa
Keyword(s):  
Gender Equity ◽  
Gender Stereotypes ◽  
Special Issue ◽  
Ongoing Research ◽  
Women Architects ◽  
Architectural Analysis ◽  
The Road ◽  
On The Road ◽  
Totalitarian Regimes ◽  
Architecture Profession

The 1970s was a key decade in the path towards democracy in the Iberian Peninsula. Portugal and Spain suffered deep social, cultural and political changes, with Salazar’s and Franco’s Totalitarian Regimes ending in 1974 and 1975 respectively. In both countries, located side-by-side in the Western end of Southern Europe, democracy was finally established, marking a turning point in the liberties of all Iberian citizens, but especially in regard to women’s life and work. As the Editorial of the Special Issue ‘Becoming a Gender Equity Democracy: Women and Architecture Practice in Spain and Portugal’, this text aims to briefly present this panorama to appreciate the particularities of Portugal and Spain in relation with the delay incorporation of women to the architecture profession. It explains the gender stereotypes of Salazar’s and Franco’s Regime in order to understand the discrimination against women that they produced and how it maintained women far from the architecture profession. Therefore, it provides useful data on the incorporation of women into architectural studies in order to understand the feminization of this gendered profession in both countries. This Special Issue aims to create an opportunity for researchers and scholars to present discussions and ongoing research on how democracy affected women that wanted to practice architecture as well as architectural analysis of women architects.

Exploring Game Performance and Game Involvement: Effects of a Sport Education Season and a Combined Sport Education—Teaching Games for Understanding Unit

2021 ◽  
pp. 1-14
Author(s):  
Eva Guijarro ◽  
Ann MacPhail ◽  
Natalia María Arias-Palencia ◽  
Sixto González-Víllora
Keyword(s):  
Physical Education ◽  
Assessment Instrument ◽  
Sport Education ◽  
Systematic Observation ◽  
Teaching Games For Understanding ◽  
Fifth Grade Students ◽  
Video Recordings ◽  
Combined Use ◽  
Combined Models ◽  
Game Performance

Purpose: The purpose of this study was to establish any difference in terms of game performance and game involvement using Sport Education (SE) or a combined use of SE and Teaching Games for Understanding (TGfU). In a bid to facilitate future implementation of these models, the study provides a rich description of the pedagogies arising during both interventions. Method: The participants were 85 fourth- and fifth-grade students (aged 9–11) from four physical education classes within one elementary school. The content was a 15-lesson season of basketball taught through the principles of SE or a combined use of SE and TGfU. The game performance assessment instrument was used in a systematic observation of video recordings of students’ game behavior. Results: In terms of decision making, support, overall game performance, and game involvement, a combined use of SE and TGfU unit overtakes the scores in SE. Conclusions: There is evidence that supporting the use of combined models in the physical education context can improve students’ game performance and game involvement.

The co-production of gender and ICT: Gender stereotypes in schools

First Monday ◽  
2017 ◽  
Author(s):  
Eduarda Ferreira
Keyword(s):  
Gender Equity ◽  
Information And Communication Technologies ◽  
Gender Stereotypes ◽  
Communication Technologies ◽  
Social Identities ◽  
Ongoing Research ◽  
Everyday Objects ◽  
Gendered Identities ◽  
Educational Backgrounds ◽  
Information And Communication

Information and communication technologies (ICT) are increasingly pervasive and embedded in everyday objects, significantly constituting social identities. In particular, ICT continues to be highly gendered in all socioeconomic and educational backgrounds, a source of significant social inequality in enduring ways. This paper reports on an ongoing research project entitled ‘Gender@ICT’ which explores the interrelations of gender and technologies in an educational context. Results from this research demonstrate that gendered identities of young individuals have an effect on future educational and career choices, particularly in relation to science and technology. This project aims to improve an understanding of the co-production of gender and technologies, advancing ways to promote gender equity.

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