Student perceptions of physical education in the It Grows program: physical activity, sport and gender equality
DOI:
https://doi.org/10.47197/retos.v48.96741Keywords:
equality; gender; sports education; motivation; adolescents.Abstract
The purpose of this study is to evaluate an intervention program promoting gender equality in physical education (PE) using a multidimensional methodology based on the Self-Determination Theory (SDT), using the Sport Education Model (SE) and socio-critical pedagogy. The intervention program was analysed using a qualitative method, evaluation of the opinions of participants on the results of the intervention. Some 88 students (16.91 years; SD=0.55) participated in the program, 58% female. The intervention program followed the recommendations of the Guide for the Promotion of Physical Activity among Girls (PAFIC). The intervention included two curricular actions: a PE intervention based on the SE of 18 sessions and a teaching/learning guid on gender equality in PE; and two actions in the school environment: sports event and exhibition. The results demonstrate the effectiveness of the program in promoting gender equality in PE. The main thematic areas of student comments were: the satisfaction of Basic Psychological Needs (BPN): autonomy, relatedness and novelty, equal participation and motivation in PE.
Key words: equality; gender; sport education; motivation; adolescents.
References
Antón-Candanedo, A., & Fernández-Río, J. (2018). Hibridando modelos pedagógicos para la mejora de la comprensión táctica de estudiantes: Una investigación a través del Duni. Ágora Para La Educación Física y El Deporte, 19(2–3), 257–276. https://doi.org/10.24197/aefd.2-3.2017.257-276
Barragán-Saldaña, E. A., Carabajo-Romero, I. R., & Quinto Ochoa, D. E. (2018). Pedagogía Crítica. Revista Científica Mun-do de la Investigación y el Conocimiento, 2(3), 465-478. 10.26820/recimundo/2.(3).julio.2018.465-478
Blázquez, D., & Barrachina, J. (2017). Métodos de enseñanza en educación física: Enfoques innovadores para la enseñanza de com-petencias. INDE.
Brannon, E. E., & Cushing, C. C. (2015). A Systematic Review: Is There an App for That? Translational Science of Pediat-ric Behavior Change for Physical Activity and Dietary Interventions. Journal of Pediatric Psychology, 40(4), 373–384. https://doi.org/10.1093/jpepsy/jsu108
BojkowskiInt, L. (2022). Psychological Femininity and Masculinity and Motivation in Team Sports. International Journal of Environmental Research and Public Health, 19(23), 15767. https://doi.org/10.3390/ijerph192315767
Buchón, L., Molina, P., & Martínez-Baena, A. (2017). Estudios de género en las revistas españolas de ciencias de la activi-dad física y del deporte (2006-2015). Apunts Educación Física y Deportes, 130, 7–17. https://doi.org/10.5672/apunts.2014-0983.es.(2017/4).130.01
Bull, F. C., Al-Ansari, S. S., Biddle, S., Borodulin, K., Buman, M. P., Cardon, G., Carty, C., Chaput, J.-P., Chastin, S., Chou, R., Dempsey, P. C., DiPietro, L., Ekelund, U., Firth, J., Friedenreich, C. M., Garcia, L., Gichu, M., Jago, R., Katzmarzyk, P. T., … Willumsen, J. F. (2020). World Health Organization 2020 guidelines on physical activity and sedentary behaviour. British Journal of Sports Medicine, 54(24), 1451–1462. https://doi.org/10.1136/bjsports-2020-102955
Burgueño, R., Cueto-Martín, B., Morales-Ortiz, E., & Medina-Casaubón, J. (2019). Influencia de la educación deportiva sobre la respuesta motivacional del alumnado de bachillerato: Una perspectiva de género (Influence of sport education on high school students’ motivational response: A gender perspective). Retos, 37, 546–555. https://doi.org/10.47197/retos.v37i37.70880
Chan-Vianna, A., Luz, D., & Mourão, L. (2010). Educação Física, gênero e escola: Uma análise da produção acadêmica. Movimento, 16(2), 149–166.
Christensen, J. H., Elsborg, P., Melby, P. S., Nielsen, G., & Bentsen, P. (2021). A Scoping Review of Peer-Led Physical Activity Interventions Involving Young People: Theoretical Approaches, Intervention Rationales, and Effects. Youth & Society, 53(5), 811–840. https://doi.org/10.1177/0044118X20901735
Chu, T. L. (Alan), & Zhang, T. (2018). Motivational processes in Sport Education programs among high school students: A systematic review. European Physical Education Review, 24(3), 372–394. https://doi.org/10.1177/1356336X17751231
Cuevas, R., García-López, L. M., & Serra-Olivares, J. (2016). Sport education model and self-determination theory: Anin-tervention in secondary school children. Kinesiology, 48(1), 30–38. https://doi.org/10.26582/k.48.1.15
Demetriou, Y., Vondung, C., Bucksch, J., Schlund, A., Schulze, C., Knapp, G., Coen, S. E., Puil, L., Phillips, S. P., & Reimers, A. K. (2019). Interventions on children’s and adolescents’ physical activity and sedentary behaviour: Protocol for a systematic review from a sex/gender perspective. Systematic Reviews, 8(1), 65. https://doi.org/10.1186/s13643-019-0963-2
Eccles, J. S., & Wigfield, A. (2002). Motivational Beliefs, Values, and Goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153
Eisenberg, N., Fabes, R., & Spinrad, T. (2006). Prosocial Development. In W. Damon, R. Lerner, & N. Eisenberg (Eds.), Handbook of Child Psychology. Social, Emotional and Personality Development (pp. 701–778). John Wiley.
Evangelio, C., Sierra-Díaz, M. J., González-Víllora, S., & Fernández-Rio, F. J. (2018). The Sport Education Model in Ele-mentary and Secondary Education: A Systematic Review. Movimento (ESEFID/UFRGS), 24(3), 931. https://doi.org/10.22456/1982-8918.81689
Felis-Anaya, M., Martos-Garcia, D., & Devís-Devís, J. (2018). Socio-critical research on teaching physical education and physical education teacher education: A systematic review. European Physical Education Review, 24(3), 314–329. https://doi.org/10.1177/1356336X17691215
Fernández, E., Camacho, M. J., Vázquez, B., Blández, J., Mendizábal, S., Rodríguez, M. I., Sánchez, F., Sánchez, M., & Sierra, M. A. (2010). Guía PAFIC, para la promoción de la actividad física en chicas. Instituto de la Mujer del Ministerio de Igualdad. http://www.csd.gob.es/csd/estaticos/myd/CarreraMujer/GUIA_PAFiC.pdf
García-González, L. (Ed.). (2021). Cómo motivar en educación física: Aplicaciones prácticas para el profesorado desde la evidencia científica. Servicio de Publicaciones. Universidad de Zaragoza. https://doi.org/10.26754/uz.978-84-18321-22-1
García-López, L. M., & Calderón, A. (2021). Educación Deportiva. In Á. Pérez-Pueyo, D. Hortigüela-Alcalá, & J. Fernán-dez-Río (Eds.), Modelos pedagógicos en Educación Física: Qué, Cómo, Porqué y Para Qué (Universidad de León, pp. 94–121). http://hdl.handle.net/10612/13251
González-Cutre, D. (2017). Estrategias didácticas y motivacionales en las clases de educación física desde la teoría de la autodeterminación. Revista de Educación, Motricidad e Investigación, 8, 44. https://doi.org/10.33776/remo.v0i8.3268
González-Cutre, D., Romero-Elías, M., Jiménez-Loaisa, A., Beltrán-Carrillo, V. J., & Hagger, M. S. (2020). Testing the need for novelty as a candidate need in basic psychological needs theory. Motivation and Emotion, 44(2), 295–314. https://doi.org/10.1007/s11031-019-09812-7
Guthold, R., Stevens, G. A., Riley, L. M., & Bull, F. C. (2020). Global trends in insufficient physical activity among ado-lescents: A pooled analysis of 298 population-based surveys with 1·6 million participants. The Lancet Child & Adolescent Health, 4(1), 23–35. https://doi.org/10.1016/S2352-4642(19)30323-2
Hastie, P. A. (1998). The Participation and Perceptions of Girls Within a Unit of Sport Education. Journal of Teaching in Physical Education, 17(2), 157–171. https://doi.org/10.1123/jtpe.17.2.157
Hastie, P. A., & Casey, A. (2014). Fidelity in models-based practice research in sport pedagogy: A guide for future investi-gations. Journal of Teaching in Physical Education, 33(3), 422–431. https://doi.org/10.1123/jtpe.2013-0141
Hayes, G., Dowd, K. P., MacDonncha, C., & Donnelly, A. E. (2019). Tracking of Physical Activity and Sedentary Behav-ior From Adolescence to Young Adulthood: A Systematic Literature Review. Journal of Adolescent Health, 65(4), 446–454. https://doi.org/10.1016/j.jadohealth.2019.03.013
Hellison, D. R. (2011). Teaching personal and social responsibility through physical activity (3rd ed). Human Kinetics.
Hsu, M. S. H., Rouf, A., & Allman-Farinelli, M. (2018). Effectiveness and Behavioral Mechanisms of Social Media Inter-ventions for Positive Nutrition Behaviors in Adolescents: A Systematic Review. Journal of Adolescent Health, 63(5), 531–545. https://doi.org/10.1016/j.jadohealth.2018.06.009
Hynynen, S.-T., van Stralen, M. M., Sniehotta, F. F., Araújo-Soares, V., Hardeman, W., Chinapaw, M. J. M., Vasankari, T., & Hankonen, N. (2016). A systematic review of school-based interventions targeting physical activity and sedentary behaviour among older adolescents. International Review of Sport and Exercise Psychology, 9(1), 22–44. https://doi.org/10.1080/1750984X.2015.1081706
Knowles, A., Wallhead, T. L., & Readdy, T. (2018). Exploring the Synergy Between Sport Education and In-School Sport Participation. Journal of Teaching in Physical Education, 37(2), 113–122. https://doi.org/10.1123/jtpe.2017-0123
Kriemler, S., Meyer, U., Martin, E., van Sluijs, E. M. F., Andersen, L. B., & Martin, B. W. (2011). Effect of school-based interventions on physical activity and fitness in children and adolescents: A review of reviews and systematic update. British Journal of Sports Medicine, 45(11), 923–930. https://doi.org/10.1136/bjsports-2011-090186
Lochbaum, M., Jean-Noel, J., Pinar, C., & Gilson, T. (2017). A meta-analytic review of Elliot’s (1999) Hierarchical Model of Approach and Avoidance Motivation in the sport, physical activity, and physical education literature. Journal of Sport and Health Science, 6(1), 68–80. https://doi.org/10.1016/j.jshs.2015.07.008
López-Postigo, L., Burgueño, R., González-Fernández, F. T. & Morente-Oria, H. (2021). El Edublog en Educación Física como herramienta para la coeducación, el compromiso y la intención de ser físicamente activo. Espiral. cuadernos del pro-fesorado, 14(28), 1-8.
McHale, F., Ng, K., Taylor, S., Bengoechea, E., Norton, C., O’Shea, D., & Woods, C. (2022). A Systematic Literature Review of Peer-led Strategies for Promoting Physical Activity Levels of Adolescents. Health Education & Behavior, 49(1), 41–53. https://doi.org/10.1177/10901981211044988
Medina-Casaubón, J., & Burgueño, R. (2017). Influencia de una Temporada de Educación Deportiva sobre las Estrategias Motivacionales en Alumnado de Bachillerato: Una Visión Desde la Teoría de la Auto-Determinación. E-Balonmano.Com: Revista de Ciencias Del Deporte, 13(2), 153–166.
Méndez-Giménez, A., & Martínez-de-Ojeda, D. (2016). El Efecto de la Tutorización en el Proceso de la Formación Perma-nente del Profesorado: Estudio de Caso Longitudinal en Educación Deportiva. Ágora Para La Educación Física y El Deporte, 18(2), 133–150.
Mitra, D. (2018). Student voice in secondary schools: The possibility for deeper change. Journal of Educational Administration, 56(5), 473–487. https://doi.org/10.1108/JEA-01-2018-0007
Mooney, A., & Gerdin, G. (2018). Challenging gendered inequalities in boys’ physical education through video-stimulated reflections. Sport, Education and Society, 23(8), 761–772. https://doi.org/10.1080/13573322.2018.1488682
Owen, M., Kerner, C., Taylor, S., Noonan, R., Newson, L., Kosteli, M.-C., Curry, W., & Fairclough, S. (2018). The Feasibility of a Novel School Peer-Led Mentoring Model to Improve the Physical Activity Levels and Sedentary Time of Adolescent Girls: The Girls Peer Activity (G-PACT) Project. Children, 5(6), 67. https://doi.org/10.3390/children5060067
Pan, Y.-H., Huang, C.-H., Lee, I.-S., & Hsu, W.-T. (2019). Comparison of Learning Effects of Merging TPSR Respective-ly with Sport Education and Traditional Teaching Model in High School Physical Education Classes. Sustainability, 11(7), 2057. https://doi.org/10.3390/su11072057
Pereira, J., Hastie, P., Araújo, R., Farias, C., Rolim, R., & Mesquita, I. (2015). A comparative study of students’ track and field technical performance in sport education and in a direct instruction approach. Journal of Sports Science & Medicine, 14(1), 118–127.
Pritchard, T., McCollum, S., Sundal, J., & Colquit, G. (2014). Effect of the Sport Education Tactical Model on Coeduca-tional and Single Gender Game Performance. The Physical Educator, 71(1), 132–154.
Puente-Maxera, F., Mahedero-Navarrete, M. P., Méndez-Giménez, A., & Martínez de Ojeda, D. (2020). Educación De-portiva, Roles y Vulnerabilidad. Influencia en la Responsabilidad e Interculturalidad. Revista Internacional de Medicina y Ciencias de La Actividad Física y Del Deporte, 20(80), 487–503. https://doi.org/10.15366/rimcafd2020.80.001
Puente-Maxera, F., Méndez-Giménez, A., Martínez de Ojeda Pérez, D., & Liarte Belmonte, J. P. (2018). El modelo de Educación Deportiva y la orientación. Efectos en la satisfacción con la vida, las inteligencias múltiples, las necesidades psicológicas básicas y las percepciones sobre el modelo de los adolescentes. SPORT TK-Revista EuroAmericana de Ciencias Del Deporte, 115–128. https://doi.org/10.6018/sportk.343021
Richards, K. A. R., & Hemphill, M. A. (2018). A Practical Guide to Collaborative Qualitative Data Analysis. Journal of Teaching in Physical Education, 37(2), 225–231. https://doi.org/10.1123/jtpe.2017-0084
Richardson, M., & Oslin, J. L. (2003). Creating an Authentic Dance Class Using Sport Education. Journal of Physical Educa-tion, Recreation & Dance, 74(7), 49–55. https://doi.org/10.1080/07303084.2003.10609238
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.
Saldaña, J. (2009). The coding manual for qualitative researchers. Sage.
Schlund, A., Reimers, A. K., Bucksch, J., Brindley, C., Schulze, C., Puil, L., Coen, S. E., Phillips, S. P., Knapp, G., & Demetriou, Y. (2021). Do Intervention Studies to Promote Physical Activity and Reduce Sedentary Behavior in Children and Adolescents Take Sex/Gender Into Account? A Systematic Review. Journal of Physical Activity and Health, 18(4), 461–468. https://doi.org/10.1123/jpah.2020-0666
Siedentop, D., Hastie, P. A., & Van der Mars, H. (2019). Complete guide to sport education (Third Edition). Human Kinetics.
Trainor, A. A., & Graue, E. (2014). Evaluating Rigor in Qualitative Methodology and Research Dissemination. Remedial and Special Education, 35(5), 267–274. https://doi.org/10.1177/0741932514528100
Vlasic, J., Oreb, G., & Katović, D. (2012). Dance Attitude Differences Between Female and Male Students. Ovidius Univer-sity Annals, Series Physical Education and Sport/ Science, Movement and Health, 12(2), 417–421.
Wallhead, T. L., Garn, A. C., & Vidoni, C. (2014). Effect of a Sport Education Program on Motivation for Physical Educa-tion and Leisure-Time Physical Activity. Research Quarterly for Exercise and Sport, 85(4), 478–487. https://doi.org/10.1080/02701367.2014.961051
Woods, C., Powell, C., Saunders, J. A., O’Brien, W., Murphy, M. H., & Duff, C. . . . (2019). The Children’s Sport Partici-pation and Physical Activity Study 2018: Final Report (Sport Ireland). https://www.sportireland.ie/sites/default/files/2019-10/csppa-2018-finalreport_1.pdf
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.
