Critical Feminist Service-Learning: A Physical Activity Program in a Woman's Prison.

In recent decades, increasing emphasis has been placed on the role of universities in ensuring inclusive and equitable quality education. Higher education strategies such as critical feminist service-learning (CFSL) can help achieve true university-community engagement to achieve social good while allowing students to develop academic competencies, values, and social responsibility. This study analyzes the impact of a university physical activity-based CFSL project implemented at a woman's prison. The study combined quantitative and qualitative research methods. Eighty-one students (24 women and 57 men) participated in the project over the 3 years in which it was run (2017-2018, 2018-2019, and 2019-2020). Aspects related to the four principles of CFSL were analyzed using data collected from questionnaires and reflective learning journals completed by the students and a semi-structured interview with the prison sports instructor. Our findings show that participating in the project brought about significant changes in students' beliefs and preconceptions about prisons, and helped them to develop their critical awareness. They also show that the project strengthened the collaborative relationship between the establishments and agents involved. In conclusion, CFSL is a powerful higher education strategy that can be used to show future educators and practitioners how sport and physical activity can drive social justice and contribute to the achievement of the United Nation's 2030 Sustainable Development Goals.

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.

El proceso Bolonia y sus efectos en el campo de las Ciencias de la Actividad Física y del Deporte en España / O processo Bolonha e seus efeitos no campo das ciências da atividade física e do esporte em Espanha / The Bologna process and its impact on the field of physical activity and sport sciences in Spain

Este texto analiza el proceso de incorporación del sistema universitario español al Espacio Europeo de Educación Superior (EEES), más conocido como "proceso de Bolonia", centrándose en la implantación del grado en Ciencias de la Actividad Física y del Deporte (CAFyD). Paraello, se toma como referencia la teoría del campo científico de Bourdieu, desde cuya perspectiva se analiza el proceso acaecido. A partir del análisis de contenido de los documentos vinculados al EEES, y de entrevistas semiestructuradas a once personas claves del proceso, analizadas con apoyo del software NVivo 9.2®, los resultados indican dos aspectos especialmente relevantes: por una parte, una perspectiva positiva ante el proceso de Bolonia, si bien la distancia entre el modelo tradicional español y el nuevo modelo que se propone, así como la escasez de recursos, llevan a un modelo propiamente español y a la imposibilidad de aplicar las consignas del EEES, como sería deseable; y, por otra parte, la necesidad de las CAFyD por afirmarse en el sistema universitario, que lleva a iniciar el proceso con gran rapidez y de forma estricta, mediante la elaboración del Libro Blanco, por miedo a que el grado pudiera llegar a no ser reconocido

Este texto analisa o processo de incorporação do sistema universitário espanhol ao Espaço Europeu de Educação Superior (EEES), mais conhecido como "processo Bolonha", enfocando a implantação do grau em Ciências da Atividade Física e do Desporto (CAFyD). Para isso, toma-se como referência a teoria de campo científico de Bourdieu, de cuja perspectiva analisa-se o processo em foco. A partir da analise de conteúdo dos documentos vinculados ao EEES e de entrevistas semi-estruturadas a onze pessoas chaves do processo, analisados com apoio do software NVivo 9.2®, os resultados indicam dois aspectos especialmente relevantes: por uma parte, uma perspectiva positiva frete ao processo de Bolonha, se bem que a distância entre o modelo tradicional espanhol e o novo modelo que se propõe, assim como a escassez de recursos, resultam em um modelo propriamente espanhol e a uma impossibilidade de aplicar os princípios do EEES como seria desejável; e por outra parte, a necessidade das CAFyD de afirmar-se no sistema universitário induz iniciar o processo com grande rapidez e de forma objetiva mediante a elaboração do LB, por medo de que esta graduação pudesse não ser reconhecida

This paper examines the process of incorporation of the Spanish university system to the European Higher Education Area (EHEA), known as "Bologna process". We focus on implementation of the Degree on Physical Activity and Sport Sciences (PASS). We examine that process from Bourdieu's theory of scientific field. Data obtained through content analysis of documents related to the EHEA and semi-structured interviews with eleven key actors in the process were analyzed with the support of NVivo 9.2® software. Results indicate two particularly relevant aspects. Firstly, a positive attitude towards the Bologna process, even though the distance between the Spanish traditional model and the new one, as well the scarcity of resources, result in an actual Spanish model and hamper the application of EHEA principles as desirable. Secondly, the PASS's need to assert themselves within the university system leads this discipline to start the process very quickly and strictly through the development of the White Paper, out of the fear that the university degree would not be recognized