Physical activity practiced by incarcerated women: A systematic review.

Our aim doing this systematic review was to identify and analyze studies about women prison inmates' engagement in sport and physical activities (SPAs). The review was conducted in three areas - SPAs, prison and women - and based on information obtained from different databases. Through a selection process, we singled out 33 empirical and review studies, the quality of which was analyzed. From our analysis, we learn that the benefits women prison inmates derive from SPAs are considerable, although they also reveal that obstacles exist to be overcome if their levels of participation are to rise.

Faggot! Dyke! Experiences of Lesbian, Gay and Bisexual Physical Education Teachers and their Strategies in the Face of Homophobia.

The growing visibility of the LGBTQ community and the demand for their rights, also in the educational context, have led, among other things, to a higher focus on the experiences of teachers and the role they play when facing homophobia and promoting diversity and respect. In this sense, lesbian, gay and bisexual (LGB) teachers could experience their sexual orientation and its visibility as a problem. However, specific knowledge about these experiences is limited, also in Physical Education (PE). This study explores these experiences through data collected from 24 in-depth interviews with Primary and Secondary LGB PE teachers in Spain. The results align with the international literature, highlighting that disclosing their sexual orientation is a key aspect of participants' experience. Although teachers agree on the advantages of "coming out of the closet," LGB PE teachers define their strategies based on contextual elements such as fear of the families' reaction, the type of school, or the training received. They develop strategies such as ignoring homophobic acts, reacting against them, or using them educationally. Overall, homophobia in the educational context affects them emotionally. As a conclusion, it is essential to improve training, engage allies, and involve the entire educational community in the fight against homophobia.

International consensus statement on the design, delivery and evaluation of sport-based interventions aimed at promoting social, psychological and physical well-being in prison.

OBJECTIVE: To develop an international consensus statement to advise on designing, delivering and evaluating sport-based interventions (SBIs) aimed at promoting social, psychological and physical well-being in prison. DESIGN: Modified Delphi using two rounds of survey questionnaires and two consensus workshops. PARTICIPANTS: A multidisciplinary panel of more than 40 experts from 15 international jurisdictions was formed, including representation from the following groups and stakeholders: professionals working in the justice system; officials from sport federations and organisations; academics with research experience of prisons, secure forensic mental health settings and SBIs; and policy-makers in criminal justice and sport. RESULTS: A core research team and advisory board developed the initial rationale, statement and survey. This survey produced qualitative data which was analysed thematically. The findings were presented at an in-person workshop. Panellists discussed the findings, and, using a modified nominal group technique, reached a consensus on objectives to be included in a revised statement. The core research team and advisory board revised the statement and recirculated it with a second survey. Findings from the second survey were discussed at a second, virtual, workshop. The core research team and advisory board further revised the consensus statement and recirculated it asking panellists for further comments. This iterative process resulted in seven final statement items; all participants have confirmed that they agreed with the content, objectives and recommendations of the final statement. CONCLUSIONS: The statement can be used to assist those that design, deliver and evaluate SBIs by providing guidance on: (1) minimum levels of competence for those designing and delivering SBIs; (2) the design and delivery of inclusive programmes prioritising disadvantaged groups; and (3) evaluation measures which are carefully calibrated both to capture proposed programme outcomes and to advance an understanding of the systems, processes and experiences of sport engagement in prison.

Pedagogía crítica para la concienciación en torno a la discriminación de género y la emancipación de las chicas en educación física / Pedagogía crítica para a conscientização em torno a discriminação de gênero e a emancipação das meninas em educação física / Critical pedagogy to raise awareness about gender discrimination and girls' emancipation in physical education

Resumen: Este estudio pone encima de la mesa las posibilidades y limitaciones de la pedagogía crítica como herramienta de concienciación del alumnado de Educación Física en torno a las desigualdades de género. La innovación educativa constaba de 8 sesiones en las que se trabajaba el fútbol a través del aprendizaje cooperativo y los pretextos críticos encaminados a la reflexión. La investigación tomó un cariz etnográfico. Los resultados constataron cambios muy significativos en los chicos y sobretodo en las chicas, en aspectos actitudinales y relacionales. La mayoría de ellas pasaron del conformismo inicial a explicitar sus quejas y tomar las riendas de los grupos cooperativos. Esto nos hace albergar esperanzas sobre el potencial emancipador de la propuesta.

Resumo: No estudo que apresentamos, as possibilidades da pedagogia crítica como uma ferramenta para aumentar a conscientização dos estudantes de Educação Física sobre as desigualdades de gênero são postas na mesa. A inovação educacional consistiu em oito sessões de futebol por meio de aprendizado cooperativo e pretextos críticos voltados à reflexão. A pesquisa leva um olhar etnográfico. Os resultados mostraram mudanças muito significativas nas meninas em aspectos atitudinais e relacionais. Passaram do conformismo inicial para explicitar suas queixas e tomar as rédeas dos grupos cooperativos. Isso nos dá esperança para o potencial emancipador da proposta.

Abstract: This study intends to shed light on critical pedagogy's potential as a tool for raising Physical Education students' awareness about gender inequalities. Eight football lessons were taught using cooperative learning and critical pretexts to encourage reflection. The research used ethnographic techniques. The findings show some changes on girls' attitudinal and relational behaviour. Most of them gave up their initial conformism and started voicing their complaints and taking control of cooperative groups. These facts made us hopeful regarding the emancipatory possibilities of the proposition.

"Ver, oír, callar y aburrirse" en el trabajo de campo de una prisión: un relato autoetnográfico / "Ver, ouvir, calar e... Se entediar" no trabalho de campo de uma prisão: a história autoetnografica / "See, hear, remain silent and bored" in the fieldwork of a prison: an autoethnografic story

Como modalidad de investigación narrativa, la autoetnografía enfatiza la parte más personal del proceso de investigación. En este artículo, el relato autoetnográfico se utiliza para reflexionar sobre el trabajo de campo de un estudio etnográfico previo desarrollado en el polideportivo de una prisión de máxima seguridad española. Los datos recogidos en aquella ocasión han sido reexaminados ahora para explicitar críticamente los pasos dados. De este modo, se ponen de manifiesto tanto los dilemas éticos enfrentados, las complejas relaciones sociales que el proceso de investigación encerró, así como la falibilidad de las decisiones tomadas(AU)

Como uma forma de pesquisa narrativa, autoetnografía enfatiza a parte mais pessoal do processo de investigação. Neste artigo, a história autoetnografica é usada para refletir sobre o trabalho de campo de um estudo etnográfico anterior realizado no pavilhão desportivo de uma prisão espanhola de segurança máxima. Os dados recolhidos nesse momento são re-analisados para fazer crítica explícita das decisões tomadas. Assim, eles revelam os dilemas éticos enfrentados, as relações sociais complexas que surgem durante o processo de pesquisa e a falibilidade das decisões tomadas(AU)

As a type of narrative inquiry, autoethnography emphasizes the more personal side of the research process. In this paper, the autoethnographic story is used to reflect upon a previous ethnographic study carried out in the sports hall of a maximum security Spanish prison. Data gathered in the ethnographic study are re-analyzed to make critically explicit the decisions taken. Therefore, ethical dilemmas and complex social relations arise during the research process, while fallibility of decisions taken are highlighted(AU)

La percepción del alumnado universitario de educación física sobre la evaluación formativa: ventajas, dificultades y satisfacción / A percepção de estudantes universitários de educação física sobre a avaliação formativa: vantagens, dificuldades e satisfação / Physical education students' perception on formative evaluation: advantages, difficulties and satisfaction

Resumen: El objetivo de este estudio es conocer cómo percibe el alumnado de Formación Inicial del Profesorado de Educación Física la aplicación de un modelo de evaluación formativa, centrándonos en las ventajas, dificultades y grado de satisfacción. El estudio se realizó con una muestra de 136 estudiantes de la Facultad de Magisterio. Se aplicó la Escala CMEFIEF y se realizaron estadísticos descriptivos e inferenciales. Los resultados muestran un alto grado de satisfacción y una valoración alta de ventajas, como ofrecer alternativas a todo el alumnado y facilitarle un aprendizaje útil y activo; mientras que las mayores dificultades están relacionadas con las exigencias respecto a la implicación del alumnado. (AU)

Resumo: O objetivo deste estudo é conhecer como os estudantes de formação inicial para professores de Educação Física percebem a aplicação de um modelo de avaliação formativa, enfocando as vantagens, dificuldades e satisfação deste modelo. O estudo foi realizado com uma amostra de 136 estudantes da Faculdade de Educação. A escala CMEFIEF foi aplicada e foram realizadas estatísticas descritiva e inferencial. Os resultados mostram um alto grau de satisfação do aluno e alta valorização dos benefícios, como oferecer alternativas para todos os alunos e proporcionar uma aprendizagem útil e ativa; enquanto as maiores dificuldades estão relacionadas com os requisitos relativos à participação dos estudantes. (AU)

Abstract: This study aims to know how Physical Education studies during initial training perceive the implementation of a model of formative evaluation, focusing on advantages, difficulties and level of satisfaction. The study was conducted with a sample of 136 students from the School of Education. The CMEFIEF Scale was applied and descriptive and inferential statistics were conducted. The results show a high level of satisfaction and high appreciation for benefits such as offering alternatives to all students and promoting useful and active learning, while the most important difficulties are related to requirements regarding students' involvement. (AU)