In the last few years, the World Health Organization has highlighted that physical inactivity is a global issue affecting women to a greater extent than men. Faced with this, different nation states have developed public policies to reduce physical inactivity at school; however, the biomedical and individualistic models used have generated widespread criticism, as figures remain the same. In the context of failed interventions on increasing levels of physical activity, this study utilizes a socioecological model to analyze and understand how physical inactivity is reproduced in girls in the Chilean education system. A qualitative study was implemented, as it allows a focus on the entailed meanings, context, and processes. Active semi-structured interviews were conducted with 40 groups comprising headmasters, teachers, non-teachers, students, and families. The results show that physical inactivity is linked to factors that go beyond the individualistic model; that is, consideration must include intrapersonal, interpersonal, organizational, community, and public policy dimensions. Furthermore, gender stereotypes gain relevance in physical education classes, in addition to friendships and family, teaching, and administrative work, access to safe play areas, use of spaces, and widespread cultural factors associated with men and women. This study concludes that the assessed gender differences should be approached from a pedagogical perspective beyond common sense, further reporting that the individualized explanation for physical inactivity is irrelevant to answer why women are more inactive than men.
A construção da identidade dos atletas é um tema de interesse no campo dos estudos socioculturais do esporte. O objetivo deste estudo foi analisar a identidade esportiva do atleta chileno para compreender melhor este tópico. O tipo de estudo foi qualitativo, por meio de 17 entrevistas semiestruturadas com atletas de alto desempenho e recreativos nas modalidades convencional e adaptada. Os resultados mostram que existem duas categorias para construir a identidade esportiva chilena: condições socioculturais e condições materiais, marcadas por construir histórias alternativas para contestar o individualismo e a competição como valores presentes no esporte chileno.
La masificación de los deportes ha hecho visible la interacción de varias dimensiones del rendimiento que favorecen o dificultan el desarrollo de un deportista de alto rendimiento. Algunas de estas dimensiones son el contexto social/cultural en el que viven los deportistas, la influencia de las políticas públicas en el desarrollo a largo plazo de las carreras deportivas, el entorno familiar, de amigos y entrenadores, así como también aspectos nutricionales y psicológicos. Este estudio de tipo cualitativo busca comprender desde la voz de los y las deportistas cuáles son los aspectos considerados como obstaculizadores para el alto rendimiento en Chile. Los resultados demuestran que son obstaculizadores la falta de apoyo, la carrera dual, implementación para entrenar y discriminación de género. Se concluye proponiendo nuevos horizontes para las políticas públicas en el marco del apoyo a deportistas que se hagan cargo de resolver estos obstaculizadores.
Según la Organización Mundial de la Salud (OMS) y la Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) señalan que la inactividad física es un problema que afecta a todos los países del mundo y que el lugar estratégico para resolver este problema son las escuelas. Este estudio busca comprender cómo se construye el patio y el recreo en la escuela como un espacio para la realización de prácticas corporales que puedan reducir la inactividad física. Para conseguir esto, se realizó un estudio cualitativo de tipo cuasi-etnográfico en un establecimiento público, otro subvencionado y uno privado de Chile. Los resultados señalan que el recreo escolar, la clase de Educación Física y los talleres extracurriculares son momentos relevantes para pensar los patios escolares, asimismo se evidencian similitudes y diferencias en función de los recursos económicos que cada establecimiento gestiona. Las discusiones proponen que existen barreras y oportunidades para habitar el patio escolar. Por su parte, se concluye expresando que el patio escolar se habita culturalmente y que tantos equipos directivos, profesionales y quienes construyen política pública tienen un rol importante para colaborar en la reducción de la inactividad física en la escuela. Palabras clave: Inactividad física, Educación Física, Patio, Escuela, Nuevos Materialismos. Abstract. The World Health Organization (WHO) and the United Nations Educational, Scientific and Cultural Organization (UNESCO) have declared that physical inactivity is a problem that affects all the countries of the world and the strategic place to solve this problem are schools. The aim of this study was to understand how the school playground can become a space to develop body practices that can reduce physical inactivity. A qualitative study was made following a quasi-ethnographic study on one public, subsidized and private schools in Chile. The results indicate that school recess, Physical Education class and extracurricular activities are relevant moments which express similarities and differences between schools. The discussions propose that there are barriers and opportunities to inhabit the schoolyard. The conclusion express that the school playground is habited culturally and that both management teams, professionals and policy makers have an important role to collaborate in reducing physical inactivity at school. Keywords: Physical inactivity, Physical Education, Playground, School, New Materialisms.
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