Benefits of an activist approach to physical education in the sports participation of girls in Primary Education
DOI:
https://doi.org/10.47197/retos.v46.94629Keywords:
Activist approach; participatory design; empowerment; gender; Physical Education.Abstract
The lack of participation of girls in sport shows the persistence of gender inequalities in our society. The objectives of this study were to learn about the barriers girls have to practice sport in Physical Education (PE) classes and the benefits of applying the activist approach to them. The study included 20 girls and 28 boys between the ages of ten and 12, the PE teacher and the researchers. Two didactic units (DDUU) were developed in which reflective activities appeared in gender issues in which girls were worked to increase their participation through empowerment and treatment of non-perpetuation of situations in which hegemonic masculinity was manifested. Data were collected through focus groups with the students, teacher interviews, and the gender-oriented reflexive activities themselves, on which narrative analysis was performed. The results showed improvements in girls’ sport participation from the perceptions of girls themselves, the teacher and the principal author, thanks to the critical and reflective daily work that contributed to their empowerment process.
References
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Bryman, A. (2016). Social Research Methods. Oxford University Press.
Castillo-Viera, E., Tornero-Quiñones, I., & García-Araujo, J. A. (2018). Relación entre actividad física, alimentación y familia en edad escolar. Retos. Nuevas Tendencias en Educación Física, Deportes y Recreación, 34, 85-88. https://doi.org/10.47197/retos.v0i34.52782
Connell, R. W. (2005). Masculinities. Polity.
Díez-Gutiérrez, E. J. (2015). Códigos de masculinidad hegemónica en educación. Revista Ibero-americana de Educaçao, 68, 79-98. https://doi.org/10.35362/rie680201
Enright, E., & O’Sullivan, M. (2010). ‘Can I do it in my pyjamas?’ Negotiating a physical education curriculum with teenage girls. European Physical Education Review, 16(3), 203–222. https://doi.org/10.1177/1356336X10382967
Enright, E., & O'Sullivan, M. (2012). Physical education “in all sorts of corners” student activists transgressing formal physical education curricular boundaries. Research Quarterly for Exercise and Sport, 83(2), 255-267. https://doi.org/10.1080/02701367.2012.10599856
Flintoff, A., & Scraton, S. (2006). Girls and physical education. In D. Kirk, D. MacDonald, & M. O’Sullivan (Eds.), The handbook of physical education (pp. 767–783). SAGE.
García López, L. M., & Kirk, D. (2021). Coaches’ perceptions of sport education: A response to precarity through a pedagogy of affect. Physical Education and Sport Pedagogy, 1-15. https://doi.org/10.1080/17408989.2021.1891211
Gilligan, C. (1982). In a different voice: Psychological Theory and Women’s Development. Harvard University Press.
Gutiérrez, D., & García López, L. M. (2012). Gender differences in game behaviour in invasion games. Physical Education and Sport Pedagogy, 17(3), 289-301. https://doi.org/10.1080/17408989.2012.690379
Hamzeh, M., & Oliver, K. L. (2012). “Because I am Muslim, I cannot wear a swimsuit” Muslim girls negotiate participation opportunities for physical activity. Research Quarterly for Exercise and Sport, 83(2), 330-339. https://doi.org/10.1080/02701367.2012.10599864
Jennings, L. B., Parra-Medina, D. M., Hilfinger-Messias, D. K., & McLoughlin, K. (2006). Toward a critical social theory of youth empowerment. Journal of Community Practice, 14(1), 31-55.
Kirk, D., & Oliver, K. L. (2014). La misma historia de siempre: reproducción y reciclaje del discurso dominante en la investigación sobre la educación física de las chicas. Apunts. Educación física y deportes, 2 (116), 7-22. https://doi.org/10.5672/apunts.2014-0983.es.(2014/2).116.01
Kirk, D., Lamb, C., Oliver, K., Ewing-Day, R., Fleming, C., Loch, A., & Smedley, V. (2018). Balancing prescription with teacher and pupil agency: spaces for manoeuvre within a pedagogical model for working with adolescent girls. The Curriculum Journal, 29 (2), 219-237. https://doi.org/10.1080/09585176.2018.1449424
Klomsten, A. T., Marsh, H. W., & Skaalvik, E. M. (2005). Adolescents’ perceptions of masculine and feminine values in sport and physical education: A study of gender differences. Sex Roles, 52 (9), 625-636. https://doi.org/10.1007/s11199-005-3730-x
Lamb, C. A., Oliver, K. L., & Kirk, D. (2018). ‘Go for it Girl’adolescent girls’ responses to the implementation of an activist approach in a core physical education programme. Sport, Education and Society, 23(8), 799-811. https://doi.org/10.1080/13573322.2018.1484724
Lamoneda, J., & Huerta, F. J. (2017). Análisis de la práctica deportiva recreativa, tipo de interacción motriz, uso del espacio e instalación en adolescentes en función del género. Retos. Nuevas Tendencias en Educación Física, Deportes y Recreación, 33, 30-34. https://doi.org/10.47197/retos.v0i32.49283
Lather, P.A. (1991). Getting smart. Peminist research and pedagogy with/in the postmodern. Routledge.
Luguetti, C., Dantas, L., Kirk, D., & Oliver, K. L. (2016). The development of an activist approach to working with boys from socially vulnerable backgrounds in a sport context and the emergence of learning aspirations. AERA Online Paper Repository.
Luguetti, C., Oliver, K. L., Kirk, D., & Dantas, L. (2015). Exploring an activist approach of working with boys from socially vulnerable backgrounds in a sport context. Sport, Education and Society, 22 (4), 493-510. https://doi.org/10.1080/13573322.2015.1054274
Mitchell, F., Gray, S., & Inchley, J. (2015). ‘This choice thing really works …’ Changes in experiences and engagement of adolescent girls in physical education classes, during a school-based physical activity programme. Physical Education and Sport Pedagogy, 20(6), 593–611. https://doi.org/10.1080/17408989.2013.837433
Monforte, J., & Úbeda-Colomer, J. (2019). ‘Como una chica’: un estudio provocativo sobre estereotipos de género en educación física (‘Like a girl’: a provocative study on gender stereotypes in physical education). Retos. Nuevas Tendencias en Educación Física, Deportes y Recreación, 36, 74-79. https://doi.org/10.47197/retos.v36i36.68598
Muñoz, A. P., Campos, J. M. L., Toro, E. O., & De Los Fayos, E. J. G. (2012). Programa para el desarrollo de actitudes de igualdad de género en clases de educación física en escolares. Educación XX1, 15(2), 271-291. https://doi.org/10.5944/educxx1.15.2.142
Oliver, K. L., & Kirk, D. (2014). Towards an activist approach to research and advocacy for girls and physical education. Physical Education and Sport Pedagogy, 21(3), 313-327. https://doi.org/10.1080/17408989.2014.895803
Oliver, K. L., & Kirk, D. (2015). Girls, gender and physical activity education: An activist approach. Routledge. https://doi.org/10.4324/9781315796239
Oliver, K. L., & McCaughtry, N. (2013). Lessons learned about gender equity and inclusion in Physical Education. En S. Dagkas y K. Armour (ED.), Inclusion and exclusion through youth sport (155-171). Routledge.
Oliver, K. L., Hamzeh, M., & McCaughtry, N. (2009). Girly girls can play games: Co-Creating a curriculum of possibilities with fifth-grade girls. Journal of Teaching in Physical Education, 28, 90-110. https://doi.org/10.1123/jtpe.28.1.90
Oliver, K.L., & Oesterreich, H.A. (2013). Student-centred inquiry as curriculum as a model for field-based teacher Education. Curriculum Studies, 45(3), 394-417. https://doi.org/10.1080/00220272.2012.719550
Sánchez-Álvarez, I., Rodríguez-Menéndez, C., & García-Pérez, O. (2020). La educación física en educación primaria: espacio de construcción de las masculinidades y feminidades. Retos. Nuevas Tendencias en Educación Física, Deportes y Recreación, 38, 143-150. https://doi.org/10.47197/retos.v38i38.74343
Serra, P, Cantallops, J., Palou, P., & Soler, S. (2020). ¿Siguen existiendo los estereotipos de género en la Educación Física? La visión de las adolescentes. Journal of Sport and Health Research, 12 (2), 179–192.
Van Acker, R., Da Costa, F. C., De Bourdeaudhuij, I., Cardon, G., & Haerens, L. (2010). Sex equity and physical activity levels in coeducational physical education: exploring the potential of modified game forms. Physical Education and Sport Pedagogy, 15(2), 159-173. https://doi.org/10.1080/17408980902877609
Azzarito, L., Solmon, M. A., & Harrison J. L. (2006). “... If I had a choice, I would…” A feminist poststructuralist perspective on girls in physical education. Research quarterly for exercise and sport, 77(2), 222-239. https://doi.org/10.1080/02701367.2006.10599356
Bryman, A. (2016). Social Research Methods. Oxford University Press.
Castillo-Viera, E., Tornero-Quiñones, I., & García-Araujo, J. A. (2018). Relación entre actividad física, alimentación y familia en edad escolar. Retos. Nuevas Tendencias en Educación Física, Deportes y Recreación, 34, 85-88. https://doi.org/10.47197/retos.v0i34.52782
Connell, R. W. (2005). Masculinities. Polity.
Díez-Gutiérrez, E. J. (2015). Códigos de masculinidad hegemónica en educación. Revista Ibero-americana de Educaçao, 68, 79-98. https://doi.org/10.35362/rie680201
Enright, E., & O’Sullivan, M. (2010). ‘Can I do it in my pyjamas?’ Negotiating a physical education curriculum with teenage girls. European Physical Education Review, 16(3), 203–222. https://doi.org/10.1177/1356336X10382967
Enright, E., & O'Sullivan, M. (2012). Physical education “in all sorts of corners” student activists transgressing formal physical education curricular boundaries. Research Quarterly for Exercise and Sport, 83(2), 255-267. https://doi.org/10.1080/02701367.2012.10599856
Flintoff, A., & Scraton, S. (2006). Girls and physical education. In D. Kirk, D. MacDonald, & M. O’Sullivan (Eds.), The handbook of physical education (pp. 767–783). SAGE.
García López, L. M., & Kirk, D. (2021). Coaches’ perceptions of sport education: A response to precarity through a pedagogy of affect. Physical Education and Sport Pedagogy, 1-15. https://doi.org/10.1080/17408989.2021.1891211
Gilligan, C. (1982). In a different voice: Psychological Theory and Women’s Development. Harvard University Press.
Gutiérrez, D., & García López, L. M. (2012). Gender differences in game behaviour in invasion games. Physical Education and Sport Pedagogy, 17(3), 289-301. https://doi.org/10.1080/17408989.2012.690379
Hamzeh, M., & Oliver, K. L. (2012). “Because I am Muslim, I cannot wear a swimsuit” Muslim girls negotiate participation opportunities for physical activity. Research Quarterly for Exercise and Sport, 83(2), 330-339. https://doi.org/10.1080/02701367.2012.10599864
Jennings, L. B., Parra-Medina, D. M., Hilfinger-Messias, D. K., & McLoughlin, K. (2006). Toward a critical social theory of youth empowerment. Journal of Community Practice, 14(1), 31-55.
Kirk, D., & Oliver, K. L. (2014). La misma historia de siempre: reproducción y reciclaje del discurso dominante en la investigación sobre la educación física de las chicas. Apunts. Educación física y deportes, 2 (116), 7-22. https://doi.org/10.5672/apunts.2014-0983.es.(2014/2).116.01
Kirk, D., Lamb, C., Oliver, K., Ewing-Day, R., Fleming, C., Loch, A., & Smedley, V. (2018). Balancing prescription with teacher and pupil agency: spaces for manoeuvre within a pedagogical model for working with adolescent girls. The Curriculum Journal, 29 (2), 219-237. https://doi.org/10.1080/09585176.2018.1449424
Klomsten, A. T., Marsh, H. W., & Skaalvik, E. M. (2005). Adolescents’ perceptions of masculine and feminine values in sport and physical education: A study of gender differences. Sex Roles, 52 (9), 625-636. https://doi.org/10.1007/s11199-005-3730-x
Lamb, C. A., Oliver, K. L., & Kirk, D. (2018). ‘Go for it Girl’adolescent girls’ responses to the implementation of an activist approach in a core physical education programme. Sport, Education and Society, 23(8), 799-811. https://doi.org/10.1080/13573322.2018.1484724
Lamoneda, J., & Huerta, F. J. (2017). Análisis de la práctica deportiva recreativa, tipo de interacción motriz, uso del espacio e instalación en adolescentes en función del género. Retos. Nuevas Tendencias en Educación Física, Deportes y Recreación, 33, 30-34. https://doi.org/10.47197/retos.v0i32.49283
Lather, P.A. (1991). Getting smart. Peminist research and pedagogy with/in the postmodern. Routledge.
Luguetti, C., Dantas, L., Kirk, D., & Oliver, K. L. (2016). The development of an activist approach to working with boys from socially vulnerable backgrounds in a sport context and the emergence of learning aspirations. AERA Online Paper Repository.
Luguetti, C., Oliver, K. L., Kirk, D., & Dantas, L. (2015). Exploring an activist approach of working with boys from socially vulnerable backgrounds in a sport context. Sport, Education and Society, 22 (4), 493-510. https://doi.org/10.1080/13573322.2015.1054274
Mitchell, F., Gray, S., & Inchley, J. (2015). ‘This choice thing really works …’ Changes in experiences and engagement of adolescent girls in physical education classes, during a school-based physical activity programme. Physical Education and Sport Pedagogy, 20(6), 593–611. https://doi.org/10.1080/17408989.2013.837433
Monforte, J., & Úbeda-Colomer, J. (2019). ‘Como una chica’: un estudio provocativo sobre estereotipos de género en educación física (‘Like a girl’: a provocative study on gender stereotypes in physical education). Retos. Nuevas Tendencias en Educación Física, Deportes y Recreación, 36, 74-79. https://doi.org/10.47197/retos.v36i36.68598
Muñoz, A. P., Campos, J. M. L., Toro, E. O., & De Los Fayos, E. J. G. (2012). Programa para el desarrollo de actitudes de igualdad de género en clases de educación física en escolares. Educación XX1, 15(2), 271-291. https://doi.org/10.5944/educxx1.15.2.142
Oliver, K. L., & Kirk, D. (2014). Towards an activist approach to research and advocacy for girls and physical education. Physical Education and Sport Pedagogy, 21(3), 313-327. https://doi.org/10.1080/17408989.2014.895803
Oliver, K. L., & Kirk, D. (2015). Girls, gender and physical activity education: An activist approach. Routledge. https://doi.org/10.4324/9781315796239
Oliver, K. L., & McCaughtry, N. (2013). Lessons learned about gender equity and inclusion in Physical Education. En S. Dagkas y K. Armour (ED.), Inclusion and exclusion through youth sport (155-171). Routledge.
Oliver, K. L., Hamzeh, M., & McCaughtry, N. (2009). Girly girls can play games: Co-Creating a curriculum of possibilities with fifth-grade girls. Journal of Teaching in Physical Education, 28, 90-110. https://doi.org/10.1123/jtpe.28.1.90
Oliver, K.L., & Oesterreich, H.A. (2013). Student-centred inquiry as curriculum as a model for field-based teacher Education. Curriculum Studies, 45(3), 394-417. https://doi.org/10.1080/00220272.2012.719550
Sánchez-Álvarez, I., Rodríguez-Menéndez, C., & García-Pérez, O. (2020). La educación física en educación primaria: espacio de construcción de las masculinidades y feminidades. Retos. Nuevas Tendencias en Educación Física, Deportes y Recreación, 38, 143-150. https://doi.org/10.47197/retos.v38i38.74343
Serra, P, Cantallops, J., Palou, P., & Soler, S. (2020). ¿Siguen existiendo los estereotipos de género en la Educación Física? La visión de las adolescentes. Journal of Sport and Health Research, 12 (2), 179–192.
Van Acker, R., Da Costa, F. C., De Bourdeaudhuij, I., Cardon, G., & Haerens, L. (2010). Sex equity and physical activity levels in coeducational physical education: exploring the potential of modified game forms. Physical Education and Sport Pedagogy, 15(2), 159-173. https://doi.org/10.1080/17408980902877609
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2022-09-28
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Sánchez Martín, C., García López, L. M., & Reyes, L. (2022). Benefits of an activist approach to physical education in the sports participation of girls in Primary Education. Retos, 46, 1123–1130. https://doi.org/10.47197/retos.v46.94629
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