RESUMENEsta investigación analiza las imágenes del cuerpo humano y el tipo de actividad física que practica en las portadas de los libros de texto del área de Educación Física (EF) en Educación Primaria (EP), para determinar si reproducen y transmiten estereotipos en relación al sexo, raza, cuerpo, discapacidad y actividad física en función del currículum. La muestra universo consta de 30 portadas, publicadas bajo la Ley Orgánica de Educación (LOE). Los resultados muestran portadas preferentemente dibujadas y en color, los protagonistas de la actividad física son niños y niñas conjuntamente (agrupación mixta), pero a la vez permanecen estereotipos de raza (blanca) y somatotipo (ectomorfo) realizando actividad física deportiva, en ausencia de discapacidad. Se hace imprescindible una reflexión sobre los nuevos libros de texto de EF que se están implantando en nuestro sistema educativo, junto con el currículum oculto que subyace.Palabras clave: libro de texto, imágenes, estereotipos, cuerpo, Educación Física. ABSTRACT This research analyzes the images of the human body and the type of physical activity practiced on the covers of textbooks in the area of Physical Education (PE) in Primary Education (EP) to determine if they reproduce and transmit stereotypes in relation to sex, race, body, disability and physical activity according to the curriculum. The sample universe consists of 30 covers, published under the Organic Law of Education (LOE). The results show covers preferably drawn and in color, the protagonists of physical activity are children, boys and girls (mixed group) jointly; there are yet some remaining stereotypes of race (white) and somatotype (ectomorph) when performing certain physical sports activity in absence of disability. It is essential to reflect on the new PE textbooks that are being implemented in our education system, along with the underlying hidden curriculum.
El objetivo de este trabajo es analizar las imágenes que aparecen en los libros de texto de Educación Física en el tercer ciclo de Educación Primaria y comprobar si los estereotipos con respecto al género y la raza han sido eliminados en sus contenidos. Se realiza un estudio descriptivo que utiliza el análisis de contenido como técnica central de la investigación. La muestra está formada por 997 imágenes, pertenecientes a cinco editoriales diferentes (Anaya, Inde, Paidotribo, Bruño y Serbal) que han publicado sus libros de texto a partir de la actual Ley de Educación 2/2006. Para el análisis de las imágenes, se utilizó el sistema de categorías elaborado por Táboas (2009), en un estudio similar en la etapa de Educación Secundaria; adaptándolo a la Educación Primaria. Para el tratamiento de la información se utiliza el paquete estadístico SPSS versión 17.0. Los resultados obtenidos confirman las hipótesis planteadas, y por tanto, la permanencia de un modelo masculino dominante, de raza blanca, que practica actividades de condición física y actividades deportivas.Palabra clave: género, raza, libros de texto, imágenes, educación física.Abstract: The aim of this paper is to analyze the images that appear in textbooks of Physical Education in the third cycle of Primary Education and see if the stereotypes about gender and race have been eliminated in its contents. We performed a descriptive study using content analysis as a technique of the research. The sample consisted of 997 images from five different publishers (Anaya, Inde, Human Kinetics, Bruno and Rowan) who have published their textbooks from the current Education Act 2/2006. For image analysis, we used the category system developed by Táboas (2009), in a similar study in Secondary Education, adapted to primary education. For information processing using the statistical package SPSS version 17.0. The results obtained confirm the hypotheses, and therefore, the permanence of a dominant male model, white, practiced fitness activities and sports.Key words: gender, race, textbooks, images, physical education.
El objetivo de la investigación es mostrar cómo se representan las personas con discapacidad en las imágenes de los libros de texto de Educación Física en la etapa de Educación Primaria. El estudio es de tipo empírico, descriptivo y comparativo entre los libros de texto analizados. La muestra recogió 3836 imágenes de libros de texto publicados en España entre los años 2006 y 2013, bajo la Ley Orgánica de Educación (LOE). La técnica de investigación fue el análisis de contenido a través de un sistema de categorías elaborado ad hoc, previa validación y fiabilidad mediante una prueba piloto, una consulta a expertos/as y una prueba intercodificadores. Para el análisis estadístico se utilizó el software SPSS 19.0. Se realizó un análisis univariante y bivariante con la prueba Kolmogorov-Smirnov, la prueba de Levene y el test Ji-Cuadrado de Pearson con un nivel de significación del 5%. Los resultados mostraron que las personas con discapacidad son prácticamente excluidas en dichas imágenes, siendo casi invisible la mujer con discapacidad. A su vez, la persona con discapacidad es de raza blanca, entre niña y joven y con una discapacidad física, principalmente representada en silla de ruedas. La actividad física que aparece en este colectivo se asocia a la práctica deportiva, en un ámbito competitivo y de máximo nivel. Estos resultados están muy alejados de la inclusión de la discapacidad en la sociedad actual y concretamente, en los libros de texto de Educación Física en Primaria, del sistema educativo español. Abstract. The objective of this research is to show how people with disabilities are represented in Physical Education textbooks in use in Primary Education. The study design is empirical, descriptive, and focuses on comparing between the analyzed textbooks. A sample of 3,836 images were collected from textbooks published in Spain between 2006 and 2013, under the Organic Law of Education (LOE). A research technique based on content analysis was employed through a tailor-made system of categories, which was previously tested for validity and reliability in a pilot study, by consulting experts, as well as by intercoder agreement test. The statistical analysis of data was performed using the software SPSS 19.0. Univariate and bivariate analysis with Kolmogorov-Smirnov test, Levene test and Pearson Chi-Square test were performed, setting the significance level at 5%. Results showed that people with disabilities are mostly excluded in these images, especially impaired women. Disabled people are represented as Caucasian, either children or youth with a physical disability, mostly using wheelchair. Physical activity appearing in this group is associated with sports at a competitive and maximum level. These results are far from the inclusion of disability in today's society and specifically in textbooks of Physical Education in Primary Education within the Spanish educational system.
The purpose of this study was to examine differences in sports participation and the levels of physical activity (PA) and sedentary behaviour (SB) between schoolchildren with cystic fibrosis (CF) and a healthy control group (CG) taking into account the gender variable. PA and SB were measured with an accelerometer for 7 consecutive days in 44 children (24 girls; 11.0 (3.2) years) with CF and 45 age-, sex-, and socioeconomic status-matched controls (24 girls; 11.1 (3.0) years). CF patients and CG did not differ in moderate-to-vigorous PA (54 (31) vs. 59 (27) min/day respectively) or in SB (558 (106) vs. 553 (92) min/day respectively). There were no differences in meeting the PA guidelines between both groups (CF: 36.4% vs. CG: 42.4%). Gender analysis revealed that boys were more active and met more PA guidelines than girls regardless of the group (CF or CG), girls with CF being the least active group (only 16.7% met PA guidelines). A possible compensatory effect was found between SB and PA only in the CF sample, as for each minute/day spent in SB the odds of meeting PA guidelines decreased by 34%. These findings suggest that promoting a reduction in SB is as important as promoting PA in the CF population, especially in girls. Health caregivers, coaches, teachers, or parents could offer appealing supervised and unsupervised physical activities, foster the adoption of active lifestyles, or incorporate PA into daily routines to improve the health of CF schoolchildren.
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