The teaching of football and invasion sports in a co-educational Physical Education in Secondary Education. Systematic review
DOI:
https://doi.org/10.47197/retos.v51.94882Keywords:
Physical Education, Gender, Football, Soccer, SecondaryAbstract
One of the curricular objectives in ESO is to educate in equality. However, in Physical Education, unequal power relations are generated in terms of gender due to the exaltation of hegemonic masculinity. The aim of this study was to carry out a systematic literature review on football and its inclusion in coeducational a Physical Education in ESO. For this purpose, we opted for an analysis based on Text Mining, supported by the MANOVA Biplot, obtaining a final result of 60 articles. An evolution of the subject matter in the different time periods, grouped into three blocks, was verified. The first deals with the origin of gender inequalities in physical activity, the second with intervention proposals and the third with intervention proposals with a psychological analysis. It is concluded that there is a problem when it comes to including this type of sport in the classroom, which may be related to its masculinised nature. This requires a change in teachers' interventions towards cooperative and reflective methodologies from a more co-educational logic. It is worth highlighting the predominant role of teachers in Spain, with numerous contributions and intervention proposals that place our country in a prominent position.
Key words: Physical Education; Gender; Football; Soccer; Secondary
References
Arenas, D., Vidal-Conti, J., y Muntaner-Mas, A. (2020). Estereotipos de género y tratamiento diferenciado entre chi-cos y chicas en la asignatura de educación física: una revisión narrativa. Retos, (43), 342-351. Recuperado de https://recyt.fecyt.es/index.php/retos/index
Beltrán-Carrillo, V. J., Devís-Devís, J., Peiró-Velert, C., y Brown, D. H. K. (2012). When physical activity participa-tion promotes inactivity: Negative experiences of Spanish adolescents in physical education and sport. Youth and So-ciety, 44(1), 3-27. https://doi.org/10.1177/0044118X10388262
Caballero-Julia, D., y Campillo, P. (2021). Epistemological considerations of text mining: Implications for systematic literature review. Mathematics, 9(16). https://doi.org/10.3390/math9161865
Caballero-Julia, D., Vicente, M. P., y Galindo, M. P. (2014). Grupos de Discusión y HJ-Biplot: Una Nueva Forma de Análisis Textual. RISTI Revista Ibérica de Sistemas e Tecnologias de Informaçao, (E2), 19-36. https://doi.org/10.17013/risti.e2.19-35
Castejón, F. J., y Giménez, F. J. (2015). Teachers’ perceptions of physical education content and influences on gender differences. Motriz. Revista de Educacao Fisica, 21(4), 375-385. https://doi.org/10.1590/S1980-65742015000400006
Connell, R. (2008). Masculinity construction and sports in boys’ education: A framework for thinking about the issue. Sport, Education and Society, 13(2), 131-145. https://doi.org/10.1080/13573320801957053
Craike, M. J., Symons, C., y Zimmermann, J. A. M. (2009). Why do young women drop out of sport and physical activity? A social ecological approach. Annals of Leisure Research, 12(2), 148-172. https://doi.org/10.1080/11745398.2009.9686816
Fagrell, B., Håkan, L., y Redelius, K. (2012). The game within the game: Girls’ underperforming position in physical education. Gender and Education, 24(1), 101-118. https://doi.org/10.1080/09540253.2011.582032
Galdón López, S., Ortega, Z., Luis, J., Jiménez, U., y González Valero, G. (2021). Importancia de la actividad física sobre la inteligencia emocional y diferencias de género. Retos, (42), 636-642. Recuperado de https://recyt.fecyt.es/index.php/retos/index
Gorely, T., Holroyd, R., y Kirk, D. (2003). Muscularity, the Habitus and the Social Construction of Gender: Towards a gender-relevant physical education. British Journal of Sociology of Education, Vol. 24, pp. 429-448. https://doi.org/10.1080/01425690301923
Gubby, L. (2019). Can korfball facilitate mixed-PE in the UK? The perspectives of junior korfball players. Sport, Edu-cation and Society, 24(9), 994-1005. https://doi.org/10.1080/13573322.2018.1519506
Guijarro, E., Rocamora, I., Evangelio, C., y González Víllora, S. (2020). El modelo de Educación Deportiva en Espa-ña: una revisión sistemática. Retos, 38, 886-894.
Guijarro-Romero, S., Mayorga-Vega, D., y Viciana, J. (2017). Influencia del género sobre la habilidad táctica y aspec-tos motivacionales en deportes de invasión en educación física. Cultira, Ciencia y Deporte, 14, 93-115.
Gutierrez, D., y García-López, L. M. (2012). Gender differences in game behaviour in invasion games. Physical Educa-tion and Sport Pedagogy, 17(3), 289-301. https://doi.org/10.1080/17408989.2012.690379
Hannon, J. C., y Ratliffe, T. (2005). Physical Activity Levels in Coed and Single Gender High School Physical Educa-tion Settings. Journal of Teaching in Physical Education, 24(2), 149-164. https://doi.org/10.1123/jtpe.24.2.149
Hernández, N. S., Prat, S. S., y García, D. M. (2020). Critical pedagogy to raise awareness about gender discrimination and girls’ emancipation in physical education. Movimento, 26(1), 1-14. https://doi.org/10.22456/1982-8918.91171
Hortigüela-Alcalá, D., Barba-Martín, R. A., González-Calvo, G., y Hernando-Garijo, A. (2021). ‘I Hate Physical Education’; an analysis of girls’ experiences throughout their school life. Journal of Gender Studies, 30(6), 648-662. https://doi.org/10.1080/09589236.2021.1937077
Lebart, L., y Salem, A. (1988). Analyse statistique des données textuelles. Paris: Dunod.
LERASS. (s. f.). IRaMuTeQ. Recuperado de http://www.iramuteq.org/
López Estévez, R. (2012). La coeducación en el área de Educación Física: revisión, análisis y factores condicionantes. Lecturas: Educación Física y Deportes, Revista Digital.
Luis-De Cos, G., Arribas-Galarraga, S., Luis-De Cos, I., Antonio, J., y Gabilondo, A. (2019). Competencia motriz, compromiso y ansiedad de las chicas en Educación Física. Retos, 36, 231-238.
Luis-De Cos, G., Arribas-Galarraga, S., Luis-De Cos, I., y Arruza Gabilondo, J. A. (2019). Competencia motriz, compromiso y ansiedad de las chicas en Educación Física. Retos, (36), 231-238. Recuperado de www.retos.org
Martos-García, D., Fernández-Lasa, U., y Usabiaga, O. (2020). Coeducación y deportes colectivos. La participación de las alumnas queda en entredicho. Cultura, Ciencia y Deporte, 15(45), 411-419.
Monforte, J., y Úbeda-Colomer, J. (2019). Como una chica - Desigualdades de género en EF. Federación Española de Asociaciones de Docentes de Educación Física (FEADEF), 74-79.
Nilges, L. M. (1998). I Thought Only Fairy Tales Had Supernatural Power: A Radical Feminist Analysis of Title IX in Physical Education. En JOURNAL OF TEACHING IN PHYSICAL EDUCATION (Vol. 17).
Osuna, Z., Galindo, M. P., y Martin-Vallejo, J. (2004). Análisis Estadístico de Datos Textuales. Aplicación al estudio de las declaraciones del Libertador Simón Bolívar. Aled: Revista Latinoamericana de Estudios del Discurso, 4(2)(2), 55-62.
Piedra, J., Ramírez-Macías, G., Rembrandt, A., Sánchez, R., y Phipps, C. (2016). Homophobia and heterosexism: Spanish physical education teachers’ perceptions. Handbook of Physical Education Research: Role of School Programs, Children’s Attitudes and Health Implications.
Sánchez-Alvarez, I., Rodríguez-Menéndez, C., y García-Pérez, O. (2020). La educación física en educación primaria: espacio de construcción de las masculinidades y feminidades. Retos, (38), 143-150.
Skelton, A. (1993). On Becoming a Male Physical Education Teacher: The informal culture of students and the con-struction of hegemonic masculinity. Gender and Education, 5(3), 289-303. https://doi.org/10.1080/0954025930050305
Slingerland, M., Haerens, L., Cardon, G., y Borghouts, L. (2014). Differences in perceived competence and physical activity levels during single-gender modified basketball game play in middle school physical education. European Physical Education Review, 20(1), 20-35. https://doi.org/10.1177/1356336X13496000
Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Re-search, 104(August), 333-339. https://doi.org/10.1016/j.jbusres.2019.07.039
Soler, S. (2009). Los procesos de reproducción, resistencia y cambio de las relaciones tradicionales de género en la educación física: El caso del fútbol. Cultura y Educacion, 21(1), 31-42. https://doi.org/10.1174/113564009787531253
Tidmarsh, G., Kinnafick, F. E., y Johnston, J. P. (2022). The role of the motivational climate in female engagement in secondary school physical education: a dual study investigation. Qualitative Research in Sport, Exercise and Health, 14(1), 68-83. https://doi.org/10.1080/2159676X.2020.1862290
Úbeda-Colomer, J., Monforte, J., y Devís Devís, J. (2017). Percepción del alumnado sobre una Unidad Didáctica de enseñanza comprensiva de los juegos deportivos de invasión en Educación Física (Students’ perception of a Teaching Games for Understanding invasion games Unit in Physical Education). Retos, 31(31), 306-311. https://doi.org/10.47197/retos.v0i31.53507
Valdivia-Moral, P., Molero, D., Díaz-Suarez, A., Cofre, C., y Zagalaz-Sánchez, M. L. (2018). Coeducational meth-odology used by physical education teachers and students’ perception of it. Sustainability (Switzerland), 10(7). https://doi.org/10.3390/su10072312
Vicente, J. L. (1992). Una alternativa a las técnicas factoriales clásicas basada en una generalización de los métodos Biplot. Universidad de Salamanca.
Wellard, I. (2006). Able bodies and sport participation: Social constructions of physical ability for gendered and sex-ually identified bodies. Sport, Education and Society, 11(2), 105-119. https://doi.org/10.1080/13573320600640645
With-Nielsen, N., y Pfister, G. (2011). Gender constructions and negotiations in physical education: Case studies. Sport, Education and Society, 16(5), 645-664. https://doi.org/10.1080/13573322.2011.601145
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Retos
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and ensure the magazine the right to be the first publication of the work as licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of authorship of the work and the initial publication in this magazine.
- Authors can establish separate additional agreements for non-exclusive distribution of the version of the work published in the journal (eg, to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Is allowed and authors are encouraged to disseminate their work electronically (eg, in institutional repositories or on their own website) prior to and during the submission process, as it can lead to productive exchanges, as well as to a subpoena more Early and more of published work (See The Effect of Open Access) (in English).
This journal provides immediate open access to its content (BOAI, http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess) on the principle that making research freely available to the public supports a greater global exchange of knowledge. The authors may download the papers from the journal website, or will be provided with the PDF version of the article via e-mail.
