Estereotipos De Género en Las Clases De Educación Física

Abstract

En este trabajo se analizan, comparativamente, los estereotipos de género que se reproducen en las clases deEducación Física, tanto desde el hacer docente como desde las actitudes de los profesionales dedicados alárea. Se seleccionaron cuatro cursos del Instituto Inmaculada Concepción de la ciudad de Valdivia, Chile.Como técnicas de recogida de información se usaron la observación participante (los cuatro cursos) y laentrevista en profundidad (4 profesoras y 1 profesor). Los procedimientos de análisis empleados, en general seciñeron a las propuestas de fragmentación y articulación de la "Grounded Theory". Se concluye que losestereotipos de género están presentes desde la educación básica, tanto en las prácticas de la Educación FísicaEscolar como en las actitudes de los docentes, pero éstos se enfatizan al llegar a la enseñanza media.

Gender Stereotypes among Teachers and Trainers Working with Adolescents

“…The first aim of this research was to establish differences in gender stereotypes between teachers and trainers according to profession and sex. In terms of profession, the results obtained showed significant differences, with teachers showing more stereotypes in the dimension "beliefs about physical activity and gender" and trainers in the dimension "physical education classes and gender", this finding being relevant because it shows that gender stereotypes are still present in teachers and trainers, which coincides with the results of previous research [13,19,21,22]. The dimension "physical education classes and gender", in which trainers scored higher than teachers, refers to the fact that adolescent boys benefit to a greater extent than girls from physical education classes, mainly due to the way in which the activities are presented by the teachers and the order in which the players are chosen when forming teams [32].…”

“…The importance of these results is due to the fact that trainers showed gender stereotypes related to the educational field, while teachers presented those corresponding to the general sports field, so that professionals in each area attributed blame to the rest of the areas, but not to their own, as had been indicated in previous research [ 13 , 18 , 20 ]. This could be due to the fact that trainers maintain a generalized view that physical education is a masculinized field in which activities that favor only the male sex are proposed [ 16 , 19 ]. Therefore, it is essential that teachers and trainers analyze the values, beliefs, and behaviors they transmit to young people attending schools and sports teams, becoming aware of the role they play in the transmission of gender stereotypes, since if the aim is to eradicate them completely from the sports environment, changes must begin to be made in these aspects of the hidden curriculum of professionals working with adolescents.…”

“…The subject of physical education reports different levels of sports practice between boys and girls, with boys showing higher levels of moderate and vigorous physical activity [ 35 ]. These levels of practice vary according to the content of the classes [ 35 ] and, despite the diversity of activities proposed according to official plans and programs, collective sports characterized by competitiveness occupy a large part of the teaching planning of educational centers, encouraging the practice of boys and decreasing that of girls [ 19 ]. In contrast, sports teams are mostly composed of adolescents who are motivated to practice sports on a regular basis [ 36 , 37 ], so trainers are more likely to observe physical and sporting development in boys and girls, avoiding the presence of gender stereotypes in this area, which is consistent with the results found in the research.…”

“…In fact, male sports practice is given special prominence in the images included in the materials found in educational centers, leaving female sports practice in a less privileged place, regardless of whether the linguistic messages present in these posters promote equality [ 17 ]. Physical education classes are no exception, and gender segregation and gendered discourses continue to exist within them, teachers being aware that in their classes there are numerous gender stereotypes, transmitted by themselves through biased and sex-segregated language, but unable to modify their behaviors due to a lack of awareness and understanding of gender equity that will allow them to offer an inclusive learning experience to all students [ 13 , 18 , 19 ]. This situation leads to teachers not attributing to themselves the reproduction of these stereotypes and commonly giving responsibility to parents and peers [ 20 ].…”

Physical Fitness Plays a Crucial Mediator Role in Relationships Among Personal, Social, and Lifestyle Factors With Adolescents' Cognitive Performance in a Structural Equation Model. The Cogni-Action Project

“…FIGURE 1 | Proposed structural mediation model adapted from previous studies(38)(39)(40)(41)(42)(43)(44)(45).…”