Evaluation of a proposal for training in gender in Physical Education among students of Physical Activity and Sport Science Studies

Abstract

ResumenLa inclusión de la perspectiva de género en la formación del profesorado de Educación Física (EF) continúa siendo muy limitada en la formación inicial de los estudios de Grado de Ciencias de la Actividad Física y el Deporte (CCAFD). Dentro de este contexto, este trabajo evalúa una experiencia formativa sobre género y EF impartida a estudiantes de CCAFD de una universidad española. Un total de 53 estudiantes participaron en las dos ediciones de la formación, que fue evaluada a través de una metodología mixta, mediante el análisis de materiales escritos y un cuestionario de valoración final. Los resultados apuntan que la mayoría de estudiantes se inscribieron para obtener créditos a bajo coste y no porque estuviesen realmente interesados en la temá-tica. Por el contrario, al final del seminario formativo la mayoría consideró la formación recibida como "bastante" o "muy" relevante para su formación (78,4%) y "bastante" o "muy" útil para su futura actividad profesional (89,2%), recomendándose incluso que debería ser obligatoria. El seminario tuvo éxito en aumentar la conciencia del alumnado sobre las cuestiones de géne-ro en EF, estimulando incluso su compromiso personal al respecto, pero su impacto fue limitado en cuanto a la capacidad de desarrollar y aplicar estrategias de intervención. De este modo, se justifica la necesidad de esta formación como aspecto obligatorio y básico en los estudios de CCAFD.Palabras clave: Igualdad de género, formación inicial, profesorado de Educación Física, enseñanza universitaria. AbstractThe incorporation of the gender perspective into the PE teacher training continues being very limited in the initial training of the Physical Activity and Sport Sciences (PASS) Degree. Within this context, this study evaluates a training course focused on Gender in PE held for students of PASS in a Spanish University. A total of 53 students attended the two editions of the course that was evaluated using a mixed method approach, through written materials and a final course evaluation questionnaire. The results show that most of the students agreed that they signed up for the training due to the possibility of obtaining low-cost credits and not because they were truly interested in the topic. In contrast, at the end of the training most of them considered that the content received was "quite" or "very" relevant for their education (78,4%) and also "quite" or "very" useful for their future professional careers (89,2%), even recommending that it should be compulsory. The training seminar was successful in raising students' awareness of gender issues in PE, even stimulating their personal commitment, but there was a limited impact related to the ability to develop and to apply intervention strategies. Consequently, the need to promote this type of training as a mandatory and basic aspect within the curricula of PASS is justified.

Quality education and gender equality as objectives of sustainable development in education: an experi-ence with teachers in Spain

“…Although the participants largely insisted that used inclusive language, it cannot be ignored that there were also voices that considered that this was not necessary and that the masculine gender does not make women invisible. These results seem to contradict those in other research that has focused on students' perceptions (Pastor-Vicedo et al, 2019;Camacho-Miñano & Girela-Rejón, 2017). In addition, recent qualitative research conducted by Lleixà, Soler and Serra (2020) showed that female PE students perceived lower demands and different feedback compared with males.…”

Advancing Gender Equality in Schools through Inclusive Physical Education and Teaching Training: A Systematic Review

“…Characteristics of group 2 of the studies found through the search process described [25,[39][40][41][42][43][44]. Group two examines teaching work and the training future teachers receive during physical activity degrees and master's degrees in teaching.…”

“…Fernández and Piedra [39], Prat-Grau and Flintoff [41], and Piedra et al [41] studied the effect of university training on attitudes and strategies future teachers apply to gender equality. Camacho-Miñano and Girela-Rejón [43] and Hortiguela and Hernando [44] devised strategies to improve this training, which was previously evaluated by the authors mentioned. Lastly, Piedra et al [25] researched what attitudes teachers had towards equality measures proposed by other authors.…”

“…Piedra et al [25] found evidence of adaptive attitudes towards inequalities among teachers but recognized that formal and continuous training was needed to further improve their attitudes towards gender issues. Camacho-Miñano y Girela-Rejón [43] reported positive feedback from students about receiving some form of gender training during their sports degree program, with 78.4% considering it "fairly" or "very" relevant, and 89.2% finding it "fairly" or "very" useful for their future professional activity, suggesting higher levels of involvement and awareness after receiving such instruction than before it was introduced into their curriculum. Finally, Hortiguela y Hernando [44] argued that a methodological change is necessary so that PE can be used as an ideal tool for work on coeducation and gender equality, breaking away from traditional models based on individual performance which limit social possibilities.…”

Coeducación y deportes colectivos. La participación de las alumnas en entredicho (Coeducation and team sports. Girls’ participation in question)

“…A pesar de ello, el profesorado recibe muy poca información en relación al género en su formación inicial y permanente (Camacho-Miñano & Girela-Rejón, 2017;Lleixà et al, 2020) y, cuando recibe formación, es para aprender cómo perpetuar una EF estereotipada (Flintoff & Scraton, 2006). Esto conduce a situaciones de clara discriminación hacia las alumnas (Sánchez-Hernández et al, 2019), aunque sea sin darse cuenta.…”