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González-Palomares, A.; Táboas-Pais, M.I. & Rey-Cao, A. (2017). La cultura corporal en función del género: Análisis de los libros de texto de educación física de secundaria publicados durante la ley orgánica de educación. [The body culture according to gender: Analysis of secondary physical education textbooks published during education organic law].

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.

The aim of this paper is to show how images of disability are portrayed in physical education textbooks for secondary schools in Spain. The sample was composed of 3,316 images published in 36 textbooks by 10 publishing houses. A content analysis was carried out using a coding scheme based on categories employed in other similar studies and adapted to the requirements of this study with additional categories. The variables were camera angle, gender, type of physical activity, field of practice, space, and level. Univariate and bivariate descriptive analyses were also carried out. The Pearson chi-square statistic was used to identify associations between the variables. Results showed a noticeable imbalance between people with disabilities and people without disabilities, and women with disabilities were less frequently represented than men with disabilities. People with disabilities were depicted as participating in a very limited variety of segregated, competitive, and elite sports activities.

Los contenidos de la Educación Física en Secundaria: un análisis de las actividades físicas que se enseñan en las imágenes... EDUCACIÓN FÍSICALos contenidos de la Educación Física en Secundaria: un análisis de las actividades físicas que se enseñan en las imágenes de los libros de texto* resumenEste estudio analiza las actividades físicas que se muestran al alumnado de la Educación Secundaria Obligatoria a través de las fotografías de los libros de texto para el desarrollo de los contenidos del área de Educación Física. La muestra estuvo formada por 3.316 imágenes publicadas en 36 libros de texto de 10 editoriales españolas. El análisis de contenido se llevó a cabo mediante un sistema de categorías elaborado ad hoc. El proceso de construcción del sistema se articuló en 5 fases: 1) Prueba piloto inicial, 2) Segunda prueba piloto, 3) Consulta a expertos, 4) Segunda consulta a expertos, 5) Triangulación con tres observadores. Las variables del estudio fueron: tipo de actividad física, ámbito de práctica y nivel. El análisis estadístico se efectuó mediante un análisis descriptivo univariante. Los resultados muestran que los contenidos desarrollados en los libros de texto de Educación Física están sujetos a un modelo tradicional, vinculado a los contenidos de condición física y deporte. Aunque existen editoriales que continúan difundiendo un modelo basado en la competición y el alto rendimiento, emergen indicios que señalan el inicio de un proceso de cambio por parte de algunas editoriales.Palabras clave: educación física, educación secundaria, libros de texto, imágenes, currículo abstract The Content of Physical Education in Secondary Schools: An Analysis of the Physical Activities That are Taught in the Images in TextbooksThis study examines the physical activities that are displayed to compulsory secondary education students through the photographs in textbooks in order to develop the contents of the Physical Education curriculum. The sample consisted of 3316 images published in 36 textbooks produced by 10 Spanish publishers. Content analysis was conducted using a system of categories developed ad hoc. The process of building the system was structured into 5 phases: 1) initial pilot study, 2) second pilot study, 3) expert consultation, 4) second expert consultation, and 5) triangulation with three observers. The study variables were type of physical activity, scope of practice and level. Statistical analysis was performed using univariate descriptive analysis. The findings show that the content developed in physical education textbooks is the result of a traditional model, linked to the content of fitness and sport. Although there are publishers who continue to convey a model based on competition and high performance, signs are emerging that mark the beginning of a process of change by some publishers.