Gendered Career Choices: Paths Toward Studying a Degree in Physical Activity and Sport Science.

Drawing on Social Cognitive Career Theory (SCCT), we examined factors affecting interest in pursuing a degree in Physical Activity and Sport Science (PASS) among Spanish teenage students. Although women were awarded 55.1% of all bachelor degrees in Spain in 2017-2018, female enrollment in PASS degrees is decreasing and currently stands below 20% across the country. To better understand the under-representation of women in this field, 4146 students (50.2% girls; mean age = 16.82 years; SD = 0.837) participated in a survey designed to measure a series of SCCT constructs: interest in studying a PASS degree, career outcome expectations, goal representations, and perceived social supports. With these data, we tested a set of path analysis models to explain gender differences in interest in studying a degree in PASS. These models tested the assumption that interest in PASS would mediate the paths from outcome expectations and social supports to goal representations. Model 1 assumed that interest would partially mediate the path from outcome expectations to goal representations, Model 2 assumed complete mediation, and Model 3 assumed absence of mediation. All models were tested separately for boys and girls. Our results provide information on how male and female students set personal goals based on expected career outcomes and show that this process is affected by gender stereotypes. The lack of interest by young women in studying a degree in PASS (only 7.8% of girls expressed this interest compared with 19.0% of boys), together with the gender differences observed in perceived social supports, outcome expectations, and goal representations, have several important theoretical and practical implications. The present research suggests that interventions that foster positive outcome expectations and social support are necessary to increase interest in studying PASS among teenage girls.

La discapacidad en la enseñanza pública: estudio exploratorio de los libros de texto de educación física de Brasil / Disability in public education: an exploratory study in physical education textbooks in Brazil

El objetivo del estudio es mostrar cómo se representa y configura la participación de las personas con discapacidad en las prácticas corporales a través de las fotografías de los libros de texto de Educación Física. El estudio es de tipo empírico, descriptivo y comparativo entre los libros analizados. La muestra fue de 929 fotografías de libros publicados en Brasil entre los años 2006 y 2012 para la Educación Física en la Enseñanza Fundamental y Media. La técnica de investigación fue el análisis de contenido mediante un instrumento de observación elaborado ad hoc. La prueba piloto, la consulta a expertos/as y la prueba intercodificadores son los criterios científicos que avalan el instrumento. Para el análisis estadístico se utilizó el software SPSS 19.0. Se realizó un análisis univariante y bivariante y se aplicó el test Ji-cuadrado de Pearson con un nivel de significación en el 5%. La representación de las personas con discapacidad en las imágenes de los libros de texto de Educación Física es prácticamente invisible y está sesgada. Las personas con discapacidad aparecen representadas en prácticas deportivas realizadas en contextos competitivos de máximo nivel de profesionalidad. La participación de este colectivo está limitada a determinadas prácticas corporales no inclusivas y alejadas de ámbitos educativos o utilitarios. Las mujeres con discapacidad son mínimamente representadas en las imágenes de los libros de texto. Los tipos de deficiencias mostradas en las imágenes se alejan del estereotipo tradicional que asocia la discapacidad al uso de la silla de ruedas.

Abstract The aim of this study is to show how people with physical disabilities are represented and how their participation is configured in Physical Education textbook images. The study is empiric, descriptive and comparative among analyzed books. The sample consisted of 929 photographs from Physical Education textbooks, published from 2006 to 2012 and used on basic and high school teaching in Brazil. The method used was to analyze the content through the elaboration of an ad hoc coding scheme. The trial test, consultation with experts, and intercoder reliability tests are the demarcation criteria used to support the observation tool. The software SPSS 19.0 was used for statistic analysis. Univariate and bivariate analysis were performed and the Pearson Chi-square test with a significance level of 5% was applied. The representation of disabled people in Physical Education textbooks images is virtually invisible and biased. People with physical disabilities are represented on high-performance competitive sport contexts. The participation of this group is limited to specific non-inclusive physical activities and distant from educational or useful scopes. Physically disabled women are scarcely represented on textbooks images. The kinds of disability shown on those images are far from the traditional stereotype that associate disability with the use of a wheelchair.

Estereótipos de gênero nas imagens dos livros didáticos de educação física do Brasil / Estereotipos de género en las imágenes de los libros didácticos de educación física de Brasil / Gender stereotypes in images of physical education textbooks in Brazil

Este estudo analisa se existem estereótipos de gênero nas imagens de livros didáticos da Educação Física brasileira. Foram analisadas 929 fotografias de livros publicados entre 2006 e 2012 e destinados a estudantes do ensino fundamental e médio. Para a análise de conteúdo se utilizou uma adaptação ad hoc de um instrumento empregado em investigações precedentes. Os resultados mostram um ligeiro predomínio da representação de homens frente à de mulheres e muitas imagens de grupos mistos de homens e mulheres. As imagens reproduzem parcialmente os padrões hegemônicos que vinculam o tipo de prática corporal com o gênero. Os homens se associam com os esportes enquanto as mulheres se vinculam às atividades de fitness e condicionamento físico. O âmbito competitivo e os esportes de elite são accessíveis tanto para homens como para mulheres e não existe vinculação do uso do espaço esportivo em função do gênero.

This study examines whether or not Brazilian Physical Education textbooks contain images of gender stereotypes. It looked at 929 photographs of textbooks published between 2006 and 2012 to be used by Basic and Secondary Education students. Content analysis was conducted through an ad hoc adaptation of an instrument used in previous studies. Results show a slight predominance of the male representation over female, and many images of mixed groups. Images partially reproduce hegemonic patterns linking physical activity with gender. Men are associated to sports while women are linked to fitness activities. The competitive environment and elite sports are accessible to both men and women and there is no relation between gender and the use the sports space.

Este estudio analiza si existen estereotipos de género en las imágenes de los libros didácticos de Educación Física brasileños. Se analizaron 929 fotografías de libros publicados entre 2006 y 2012 destinados a estudiantes de Enseñanza Fundamental y Media. Para el análisis de contenido se utilizó una adaptación ad hoc de un instrumento empleado en investigaciones precedentes. Los resultados muestran un ligero predominio de la representación de hombres frente a la de mujeres y muchas imágenes de grupos mixtos de ambos sexos. Las imágenes reproducen parcialmente los patrones hegemónicos que vinculan el tipo de actividad física con el género. Los hombres son asociados a los deportes, mientras que las mujeres son vinculadas a las actividades de fitness y preparación física. El ámbito competitivo y los deportes de élite son accesibles tanto para hombres como para mujeres y no existe vinculación del uso del espacio deportivo en función del género.

El deporte como mecanismo propagandístico de identidad nacional en España / O esporte como mecanismo propagandístico de identidade nacional na Espanha / Sport as a national identity propaganda mechanism in Spain

El objetivo de este trabajo fue identificar el uso del deporte como mecanismo propagandístico de identidad nacional en los programas de los partidos políticos que presentaron candidatura a las elecciones generales de 2011 en España. Para ello, se analizó el contenido de estos textos. Los resultados del análisis constataron que ocho programas electorales utilizan el deporte en su discurso programático como estrategia para reforzar la identidad cultural de un territorio y patrocinar la nación. Sobre todo, son los partidos nacionalistas los que más uso hacen de este discurso, circunscribiéndolo al independentismo.

This work looks into the use of sport as a mechanism of national identity propaganda in political parties’ programs in Spain’s 2011 general elections. The study is based on content analysis of those programs. Results indicate that the election programs used sport to reinforce territorial cultural identity and strengthen the idea of nation. Nationalist parties were the ones to use that discourse most often, placing it under within Independentism.

O objetivo deste trabalho foi o de identificar o uso do esporte como mecanismo propagandístico de identidade nacional nos programas dos partidos políticos que apresentaram candidaturas nas eleições gerais de 2011 na Espanha. Para isso, foram analisados os conteúdos desses programas. Os resultados da análise constataram que oito programas eleitorais utilizam o esporte em seu discurso programático como estratégia para reforçar a identidade cultural de um território e patrocinar a nação. Sobretudo, são os partidos nacionalistas os que mais fazem uso desse discurso, circunscrevendo-o ao independentismo.

Diferencias de género percibidas por el alumnado en la interacción visual y táctil de las tareas de expresión corporal / Student's perceptions of gender differences with regards to the visual and tactile interaction involved in corporal expression activities / Diferenças de gênero percebidas pelos estudantes na interação visual e tátil das tarefas de expressão corporal

Este artículo examina las diferencias de género percibidas por el alumnado en la interacción visual y táctil de las tareas de expresión corporal. Se realizó un análisis de contenido de los diarios de prácticas de 34 alumnos/as - 22,26±2,87 años- de la Universidad de Zaragoza -España-. El tratamiento de la información se realizó con el software NVIVO 8. Los resultados son que las tareas de mayor implicación emocional suscitan una mayor percepción de las diferencias de género; las mujeres son percibidas como más expresivas que los hombres; existe una preferencia visual por el sexo opuesto; y los hombres sienten miedo por tocar a las mujeres. Se concluye que la intervención didáctica que incorpora la interacción táctil y visual debe secuenciar las tareas de menor a mayor compromiso emocional e incorporar consignas para facilitar la ruptura con las atribuciones de género que coartan la expresividad

This paper examines university student's perceptions of gender differences with regards to the visual and tactile interaction involved in corporal expression activities. The study is based on a content analysis of the work experience diaries of 34 students (22.26±2.87 years) from the University of Zaragoza (Spain). Data was processed using the NVIVO 8 software. Results showed: i) activities that require a higher level of emotional involvement engender a higher perception of gender differences; ii) women are perceived as more expressive than men; iii) there is a visual preference for the opposite sex; and iv) men are fearful of touching women. Results lead to the conclusion that didactic intervention that involves tactile and visual interaction should be sequenced in tasks of lesser to greater emotional commitment and incorporate actions and instructions that facilitate the rupture of gender attributions that impede expression. Keywords: Gender identity. Nonverbal communication. Physical education and training

Este artigo examina as diferenças de gênero percebidas pelos estudantes na interação visual e tátil das tarefas de expressão corporal. Foi realizada uma análise contendo os diários de práticas de 34 alunos e alunas entre -22,26±2,87 anos- da Universidade de Zaragoza - Espanha. O tratamento da informação se realizou com o software NVIVO 8. Os resultados são que as tarefas de maior implicação emocional geram uma maior percepção das diferenças de gênero; as mulheres são percebidas como mais expressivas; existe uma preferência visual pelo sexo oposto; e os homens sentem medo por tocar as mulheres. Conclui-se que as tarefas de intervenção educacional que incorporam a interação tátil e interação visual devem ser programadas a fim de aumentar progressivamente o envolvimento emocional, e incorporar estratégias para facilitar a quebra com atribuições coercitivas de gênero que restringem a expressividade

Deshibición, espontaneidad y codificación percibida por el alumnado de expresión corporal / Lack of inhibition, spontaneity and codification as perceived by the student of corporal expression / Desinibição, espontaneidade e codificação percebida pelos alunos de expressão corporal

Este artículo examina las percepciones del alumnado en cuanto a la desinhibición, la espontaneidad y la codificación de las tareas en la disciplina de expresión corporal. La muestra fue de 18 personas - 24,46±2,22 años-; alumnos/as de la Universidad de Vigo (España). Se realizó análisis de contenido de los diarios de prácticas del alumnado. El tratamiento de la información se realizó con el software de análisis cualitativo NVIVO 8. Los resultados mostraron que: la interacción visual y táctil inhibe el compromiso expresivo, las consignas basadas en metáforas facilitan el movimiento espontáneo y la codificación del gesto favorece la transmisión de mensajes

This article aims to identify student's perceptions regarding the lack of inhibition, spontaneity and codification of the tasks associated with corporal expression. The study sample comprised 18 students (24.46 ± 2.22 years old) of corporal expression at the University of Vigo (Spain). A content analysis of the student's logbooks was undertaken. Data was processed using the NVIVO 8 software. Results showed that visual and tactile interaction inhibits expressive commitment, instructions based on metaphors facilitate spontaneous movement and codification of gestures favours the transmission of messages

Este artigo examina as percepções a respeito da desinibição, espontaneidade, e a codificação de alunos e alunas nas tarefas da disciplina de expressão corporal. A amostra foi composta por 18 pessoas -24,46 ± 2,22 anos-, alunos/ as da Universidade de Vigo (Espanha). Análise dos dados foi realizada pela técnica de análise de conteúdo dos diários de práticas dos alunos/as. Para o tratamento dos dados foi utilizado o software de análise qualitativa NVIVO8. Os resultados mostraram que: a interação visual e tátil inibe o compromisso expressivo, os slogans com base em metáforas facilitam o movimento espontâneo e a codificação do gesto favorece a transmissão de mensagens

Disability in physical education textbooks: an analysis of image content.

The aim of this paper is to show how images of disability are portrayed in physical education textbooks for secondary schools in Spain. The sample was composed of 3,316 images published in 36 textbooks by 10 publishing houses. A content analysis was carried out using a coding scheme based on categories employed in other similar studies and adapted to the requirements of this study with additional categories. The variables were camera angle, gender, type of physical activity, field of practice, space, and level. Univariate and bivariate descriptive analyses were also carried out. The Pearson chi-square statistic was used to identify associations between the variables. Results showed a noticeable imbalance between people with disabilities and people without disabilities, and women with disabilities were less frequently represented than men with disabilities. People with disabilities were depicted as participating in a very limited variety of segregated, competitive, and elite sports activities.

Calidad de vida percibida por las personas mayores. Consecuencias de un programa de estimulación cognitiva a través de la motricidad «Memoria en movimiento» / Quality of life perceived by the elderly. Results of the «Memory in movement» program wich provide cognitive stimulation using motricity

Introducción. Este artículo presenta los resultados de evaluación de la calidad de vida relacionada con la salud percibida por las personas mayores participantes en el programa de estimulación cognitiva a través de la motricidad denominado «Memoria en movimiento». Material y métodos. Se utiliza el método de análisis de contenido sobre los testimonios obtenidos de entrevistas en profundidad a las que se aplica un sistema de categorías elaborado ad hoc. La muestra está constituida por 32 participantes con una media de edad de 69,92±4,98. Para el tratamiento de la información se utiliza el software QSR NVivo 8. Resultados. Los resultados muestran que el 48% de los personas mayores percibe mejoras en sus capacidades de memorización; un 47%, en la atención y la concentración, y un 10%, en la satisfacción con la vida tras su paso por el programa. Están especialmente preocupados por la pérdida de memoria –así lo manifiesta el 65,62%– y acuden a los programas de estimulación cognitiva con el objetivo de mejorar esta capacidad. Durante las sesiones, las personas participantes mantienen sentimientos de diversión, vitalidad y energía. Conclusiones. Los programas de estimulación cognitiva que incorporan las actividades corporales unidas a un claro componente lúdico y social mejoran las capacidades psicosociales de los participantes y abren una línea importante de intervención debido a su buena aceptación(AU)

Introduction. This article presents the results of evaluation of health related quality of life in a group of elderly people who were engaged in the program of cognitive stimulation «Memory in movement». Materials and methods. A content analysis was conducted to determine the type of experience that the subjects stated in the context of an interview. The statements were classified into categories created ad hoc. The sample consisted of 32 participants with a mean age of 69.92±4.98years. The software QSR NVivo-8 was used for data processing. Results. The results show that the 48% of the elderly perceive some improvements in their memorisation abilities, 47% in attention and concentration, and 10% in the satisfaction with life after being in the program. They are especially worried about the loss of memory –stated by the 65.62%– and they came to the cognitive stimulation program with the aim of improving this capacity. The feelings that participants reported having experienced during the program have to do with fun, vitality and energy. Conclusions. Programs on cognitive stimulation that incorporate some physical activities, together with a clear playful and social component, improve the psychic and social capacities and they open an important line of intervention due to their good acceptance by the elderly(AU)

[Quality of life perceived by the elderly. Results of the "Memory in movement" program which provide cognitive stimulation using motricity]. / Calidad de vida percibida por las personas mayores. Consecuencias de un programa de estimulación cognitiva a través de la motricidad «Memoria en movimiento¼.

INTRODUCTION: This article presents the results of evaluation of health related quality of life in a group of elderly people who were engaged in the program of cognitive stimulation «Memory in movement¼. MATERIALS AND METHODS: A content analysis was conducted to determine the type of experience that the subjects stated in the context of an interview. The statements were classified into categories created ad hoc. The sample consisted of 32 participants with a mean age of 69.92±4.98years. The software QSR NVivo-8 was used for data processing. RESULTS: The results show that the 48% of the elderly perceive some improvements in their memorisation abilities, 47% in attention and concentration, and 10% in the satisfaction with life after being in the program. They are especially worried about the loss of memory -stated by the 65.62%- and they came to the cognitive stimulation program with the aim of improving this capacity. The feelings that participants reported having experienced during the program have to do with fun, vitality and energy. CONCLUSIONS: Programs on cognitive stimulation that incorporate some physical activities, together with a clear playful and social component, improve the psychic and social capacities and they open an important line of intervention due to their good acceptance by the elderly.

Los libros de texto como herramientas para la promoción de una práctica físico-deportiva en igualdad: Análisis comparativo de la representación racial entre los libros publicados durante la vigencia de la LOGSE y la LOE / Textbooks as tools for promoting physical activity and sport in equality: comparative analysis of racial representation in textbooks published during LOGSE and LOE

El objetivo del trabajo es conocer si los libros de texto de Educación Física siguen perpetuando modelos estereotipados en función de la raza. Los resultados del análisis de los libros publicados durante la vigencia de la Ley Orgánica 1/1990, de 3 de octubre, de Ordenación General del Sistema Educativo .–LOGSE.– revelaron un tratamiento diferenciado en función de la raza, tanto por la omisión de la diversidad racial, como por el tipo de actividades que practican. Se presenta un análisis comparativo de las imágenes de los libros de texto de EF de la ESO editados bajo los marcos legislativos LOGSE y LOE .–Ley Orgánica 2/2006, de 3 de mayo, de Educación.–. Se analizaron 3316 imágenes publicadas durante el periodo LOGSE y 539 imágenes del período LOE. Actualmente se están codificando más imágenes (..) (AU)

The aim of the work is to know if the textbooks of Physical Education models stereotyped depending on the race continue perpetuating. The results of (..) (AU)