The aim of the study was to analyse the scientific literature to identify the influence that fear of falling has on the sporting performance of female climbers, by means of a systematic review (PRISMA) in Web of Science, Scopus and PubMed. Out of 542 articles identified, 15 were selected. The results show how anxiety caused by fear of falling directly influences performance. Psychological strategies for improvement, such as working on self-confidence and self-efficacy, are highlighted. In addition, gender differences are addressed, and discrimination and sexualisation of female climbers are discussed.
The aim of this study was to know and understand the meanings attributed by six women from the rural environment of Alava to physical activity in leisure time (PALT) during childhood and adolescence, as well as in adulthood. Through a narrative investigation, a semi-fictional story was constructed to obtain a deeper understanding of how PALT in childhood and adolescence impacted the adult life of these rural women, highlighting that certain events such as being a mother, factors associated with the rural environment or interactions in educational and sports contexts have shaped the construction of their identity.
This study explores pedagogical innovations in teaching basketball in Physical Education classes using the Sport Education model. The intervention took place at a public school in Confresa-MT, with 6th-grade students of Elementary School, over 24 classes. The experience promoted students' technical-tactical, conceptual, and attitudinal development. The results demonstrate the model's potential to make sports teaching more meaningful, inclusive, and formative, highlighting the importance of adopting innovative approaches, promoting democratic inclusion and active student engagement, overcoming challenges through an emancipatory intervention.
The study analyzed the role of practical components in Physical Education teacher training curricula in Brazil through interviews with seven educators from public institutions in São Paulo. Results were categorized as: i) allocation of space, reserved schedule slots, and relative independence of practice; and ii) application of knowledge, influenced by academicization. Criticisms highlight the marginalization of practical components, revealing gaps and imbalance in curricular structuring. These issues are tied to the hegemonic paradigm shaping curricula and related policies. The findings underscore the need for greater integration and balance to address the marginal status of practical components in education.
From an autoethnography based on participant observation, field diary and the lived experience of social actors, the aim of this work was to present the strangeness and approximations resulting from the inclusion of a beginner practitioner in a karate academy in the Western Cariri region of the state of Ceará, Brazil. The identities of karate practitioners are constructed by specific sociocultural dispositions that direct participants to have cohesion among themselves; in this context, traditional sociocultural aspects of karate are fundamental for the differentiation of these participants in relation to people who practice other martial arts.
The objective of this study was to analyze the impact of naturalizing schoolyards, comparing them with the previous traditional model. Nineteen teachers from nine of the twelve schools participating in the Vitoria-Gasteiz City Council's "Schoolyard Naturalization Program" participated in this study. Results show that naturalizing schoolyards has multiple benefits for the teaching-learning process (7.63 ± 1.89), environmental awareness (7.11 ± 1.52), the type of games and physical activity (7.32 ± 0.67), socialization (6.58 ± 1.64), conflict reduction (6.32 ± 1.92), and nutrition (6.05 ± 1.87). 94.73% of teachers preferred the naturalized schoolyard over the traditional one, highlighting its potential as an educational resource (4.26 ± 0.73). In conclusion, the playground naturalization program has had a positive impact, encouraging continued and intensified efforts to naturalize school programs.
This study examines the impact of the Ludotechnical Model applied to paddle surf, over eight Physical Education sessions, on the satisfaction of basic psychological needs, motivation, and the intention to be physically active. A mixed methods design was employed, involving 87 secondary school students aged between 13 and 15. Results show significant improvements in autonomy, competence, relatedness, and identified motivation, especially among girls. Play emerged as a key pedagogical element, fostering a safe emotional environment, meaningful learning, and the transfer of skills to recreational contexts. The study concludes that the Ludotechnical Model promotes the development of psychosocial variables and sports adherence, highlighting the value of a playful and innovative approach to promote an active and healthy lifestyle among adolescents.
Physical inactivity is more prevalent in women, especially after motherhood due to their new social and family responsibilities. This study analyzes the opportunities and barriers faced by mothers in Gipuzkoa/Guipúzcoa regarding physical activity. Based on their testimonies, through three discussion groups with 12 mothers aged 29 to 42, motivations such as fun, disconnection, well-being, and social support were identified. However, barriers such as lack of time, support, confidence, and gender roles, were more prominent. Empowering women and offering activities tailored to their interests and needs could improve their participation in physical activity.
The aim of this study was to analyze Brazilian scientific production based on Norbert Elias's sociological theory on gender and sport. An integrative literature review was used as a methodological resource. The results indicate that in the field of sport, gender dynamics were constructed based on masculine archetypes, mainly based on attributes linked to aggressiveness and violence. However, Elias's theories contribute to the discussion by showing how power relations are being resolved through the cohesion of minority groups, a fact that reinforces the pressure on social groups that hold greater power.
Cooperative Learning (CL) has been recognized as one of the most established pedagogical models in Physical Education. This study aimed to investigate the implementation of this methodology in PE lessons at the primary education level. Eight primary education teachers (four women and four men) from different Vizcaya (Spain) schools participated. Five of them had training in CL. A qualitative study was conducted through semi-structured interviews. Results show that although all teachers use CL, there are significant variations in its application frequency and focus. Teachers acknowledge the social benefits of CL, such as improved interpersonal relationships and group cohesion. However, they face significant barriers, including students' lack of social skills, resistance from some families, and a prevailing competitive culture. Additionally, effective implementation of CL is hindered by terminological confusion and inconsistency in applying specific techniques. It is concluded that for more effective implementation, teachers must follow structured proposals and receive continuous training and support from other colleagues.
The objective of this study was to analyze the impact of naturalizing schoolyards, comparing them with the previous traditional model. Nineteen teachers from nine of the twelve schools participating in the Vitoria-Gasteiz City Council's "Schoolyard Naturalization Program" participated in this study. Results show that naturalizing schoolyards has multiple benefits for the teaching-learning process (7.63 +/- 1.89), environmental awareness (7.11 +/- 1.52), the type of games and physical activity (7.32 +/- 0.67), socialization (6.58 +/- 1.64), conflict reduction (6.32 +/- 1.92), and nutrition (6.05 +/- 1.87). 94.73% of teachers preferred the naturalized schoolyard over the traditional one, highlighting its potential as an educational resource (4.26 +/- 0.73). In conclusion, the playground naturalization program has had a positive impact, encouraging continued and intensified efforts to naturalize school programs.
From an autoethnography based on participant observation, field diary and the lived experience of social actors, the aim of this work was to present the strangeness and approximations resulting from the inclusion of a beginner practitioner in a karate academy in the Western Cariri region of the state of Cear & aacute;, Brazil. The identities of karate practitioners are constructed by specific sociocultural dispositions that direct participants to have cohesion among themselves; in this context, traditional sociocultural aspects of karate are fundamental for the differentiation of these participants in relation to people who practice other martial arts.
The study analyzed the role of practical components in Physical Education teacher training curricula in Brazil through interviews with seven educators from public institutions in S & atilde;o Paulo. Results were categorized as: i) allocation of space, reserved schedule slots, and relative independence of practice; and ii) application of knowledge, influenced by academicization. Criticisms highlight the marginalization of practical components, revealing gaps and imbalance in curricular structuring. These issues are tied to the hegemonic paradigm shaping curricula and related policies. The findings underscore the need for greater integration and balance to address the marginal status of practical components in education.
Physical inactivity is more prevalent in women, especially after motherhood due to their new social and family responsibilities. This study analyzes the opportunities and barriers faced by mothers in Gipuzkoa/Guip & uacute;zcoa regarding physical activity. Based on their testimonies, through three discussion groups with 12 mothers aged 29 to 42, motivations such as fun, disconnection, well-being, and social support were identified. However, barriers such as lack of time, support, confidence, and gender roles, were more prominent. Empowering women and offering activities tailored to their interests and needs could improve their participation in physical activity.
This study explored women's experiences of Leisure-Time Physical Activity (LTPA) during childhood and adolescence in rural areas of the province of Araba/& Aacute;lava with the aim understanding how these experiences influence their lifestyles in adulthood. Through a narrative investigation, a semi-fictional story was constructed to obtain a deeper understanding of LTPA in childhood and adolescence impacted the adult life of these women, highlighting certain events-i.e., being a mother-, factors associated with the rural environment or interactions in educational and sports contexts had shaped the construction of their identity.
This study explores pedagogical innovations in teaching basketball in Physical Education classes using the Sport Education model. The intervention took place at a public school in Confresa-MT, with 6th-grade students of Elementary School, over 24 classes. The experience promoted students' technical-tactical, conceptual, and attitudinal development. The results demonstrate the model's potential to make sports teaching more meaningful, inclusive, and formative, highlighting the importance of adopting innovative approaches, promoting democratic inclusion and active student engagement, overcoming challenges through an emancipatory intervention.
The aim of this study was to analyze Brazilian scientific production based on Norbert Elias's sociological theory on gender and sport. An integrative literature review was used as a methodological resource. The results indicate that in the field of sport, gender dynamics were constructed based on masculine archetypes, mainly based on attributes linked to aggressiveness and violence. However, Elias's theories contribute to the discussion by showing how power relations are being resolved through the cohesion of minority groups, a fact that reinforces the pressure on social groups that hold greater power.
Cooperative Learning (CL) has been recognized as one of the most established pedagogical models in Physical Education. This study aimed to investigate the implementation of this methodology in PE lessons at the primary education level. Eight primary education teachers (four women and four men) from different Vizcaya (Spain) schools participated. Five of them had training in CL. A qualitative study was conducted through semi-structured interviews. Results show that although all teachers use CL, there are significant variations in its application frequency and focus. Teachers acknowledge the social benefits of CL, such as improved interpersonal relationships and group cohesion. However, they face significant barriers, including students' lack of social skills, resistance from some families, and a prevailing competitive culture. Additionally, effective implementation of CL is hindered by terminological confusion and inconsistency in applying specific techniques. It is concluded that for more effective implementation, teachers must follow structured proposals and receive continuous training and support from other colleagues.
This study examines the impact of the Ludotechnical Model applied to paddle surf, over eight Physical Education sessions, on the satisfaction of basic psychological needs, motivation, and the intention to be physically active. A mixed methods design was employed, involving 87 secondary school students aged between 13 and 15. Results show significant improvements in autonomy, competence, relatedness, and identified motivation, especially among girls. Play emerged as a key pedagogical element, fostering a safe emotional environment, meaningful learning, and the transfer of skills to recreational contexts. The study concludes that the Ludotechnical Model promotes the development of psychosocial variables and sports adherence, highlighting the value of a playful and innovative approach to promote an active and healthy lifestyle among adolescents.
La educación puede entenderse como un espacio de emancipación; sin embargo, los discursos neoliberales han calado de forma estructural en el sistema educativo, limitando su función democrática. En el contexto de la Educación Física, dichos discursos se han reforzado, entre otros, en simbiosis con la cultura machista y los discursos del rendimiento. Con la intención de desarrollar una Educación Física basada en valores democráticos y de justicia social, el propósito de este artículo es recuperar la memoria sobre las pedagogías feministas. Con este objetivo, se aporta una propuesta de ocho principios prácticos para guiar acciones pedagógicas feministas en nuestra materia.
