Perception of Equal Treatment and the Importance of Physical Education of Adolescent Girls // Percepción de igualdad de trato e importancia de la educación física de alumnas adolescentes

Abstract

ResumenEl estudio tuvo como objetivo analizar la relación predictiva entre las creencias implícitas de habilidad deportiva, el índice de autodeterminación, la percepción de discriminación, la percepción de igualdad de trato y la importancia y utilidad conferida a la educación física. Se utilizó una muestra de 330 alumnas con edades comprendidas entre los 13 y 16 años (M = 14.18; DT = 1.90). El análisis del modelo de regresión estructural mostró que la creencia incremental predijo positivamente el índice de autodeterminación, mientras que la creencia implícita de entidad lo hacía negativamente. El índice de autodeterminación predijo positivamente la percepción de igualdad de trato, la percepción de la importancia y utilidad concedida a la educación física y negativamente la percepción de discriminación. Los resultados son discutidos en relación a la promoción de un clima de aula centrado en la creencia incremental de que la habilidad deportiva se podría mejorar a través del aprendizaje, el esfuerzo y poder fomentar así una escuela coeducativa.Palabras clave: Educación física, discriminación, creencias implícitas de habilidad, motivación autodeterminada, coeducación. AbstractThe study aimed to analyze the relationship between implicit beliefs predictive of athletic ability, the rate of self-determination, perceived discrimination, perception of equal treatment and the importance and utility conferred to physical education. We used a sample of 330 students aged between 13 and 16 years (M = 14.18, SD = 1.90). The regression analysis of structural showed that incremental belief positively predicted self-determination index, while the implicit belief did negatively entity. The index positively predicted self-perception of equal treatment, the perception of the importance and value given to physical education and perceived discrimination negatively. The results are discussed in relation to the promotion of a classroom atmosphere focused on incremental belief that athletic ability can be improved through learning, effort and thus to foster co-educational school.

Coeducational Methodology Used by Physical Education Teachers and Their Perception in Students

“…These factors are variables of this study and are present in the tools utilized, and therefore, the Hypothesis 2, 3, 4, 5 y 6 analyze these variables. These factors refer to structural aspects of PE classes, such as content, activities, use of space, student grouping, materials, evaluation, feedback and language, and are also highlighted by Spanish authors [8,13,17,18,19], European authors [15] and American authors [20,21]. The importance of analyzing such aspects is highlighted by the conclusions drawn by the studies of Rebollo, García-Pérez, Piedra and Vega [22], who stated that the methodological aspects applied by teachers are lacking in coeducational perspective.…”