This narrative review examines the research on gender in Physical Education Teacher Education (PETE) in Ibero-America. By describing the main characteristics of the studies, this review aimed to identify key issues addressed and reflect on the evolution of the gender perspective in PETE in this context. Keyword searches from six electronic databases were used to identify articles in Spanish, English, and Portuguese. Finally, 43 articles were selected, and five themes were identified: (1) Characteristics of the studies; (2) The need and usefulness of a gender perspective in PETE; (3) Gender policies and their influence on PETE; (4) Proposals for change; and (5) Barriers to change. In conclusion, this review highlights that although some isolated initiatives exist, and gender policies are being promoted in several countries, gender perspective in PETE is still lacking. This suggests the need for effective mechanisms to put gender policies into action.

Creating Gender-Based Violence (GBV) free environments remains a significant challenge in the fields of physical activity, sport, and higher education. This study examines the perceptions, experiences, and proposals of university teaching staff regarding GBV within a Physical Activity and Sport Sciences (PASS) programs. Three focus groups were conducted with 17 faculty members (eight women and nine men). Data was analyzed through a reflexive thematic analysis complemented by 7P model as an analytical framework. Findings show that while teaching staff can identify overt forms of violence such as sexual and physical abuse, and recognize the existence of structural and organizational inequalities within PASS programs. However, participants report significant uncertainty regarding how to intervene in GBV cases involving students, limited knowledge of institutional protocols, and insufficient procedural guidance. Across the dimensions of Policy, Prevention, Protection, Prosecution, Provision, Prevalence, and Partnerships, the results reveal uneven institutional development, with particular weaknesses in prevention strategies, dissemination of policies, reporting processes, and victim support mechanisms. Faculty discourses also highlight tensions between victim protection and the prioritization of alleged perpetrators’ rights. The study underscores the urgent need for comprehensive training programs for academic staff and students, clearer governance structures, and coordinated support systems to address GBV in sport-related higher education. By applying the 7P framework to the PASS context, this research contributes empirical evidence to inform more coherent, accountable, and gender-responsive institutional policies and practices.

Introduction: Gender inequalities persist in the labour market of graduates in Physical Activity and Sport Sciences (PASS), affecting occupational distribution and career development. Objective: This article aims to analyse patterns, gender differences and inequalities in the labour market of graduates in Physical Activity and Sport Sciences (PASS). Methodology: Data from studies conducted by the Catalan Sports Observatory were used, based on questionnaires administered to a representative sample of PASS graduates. Results: The results indicate a general masculinisation of the sports labour market in Catalonia, the presence of structural occupational segregation, and higher levels of multi-employment among men than among women, particularly when dependent children are present. Discussion: Although no gender differences are observed in working conditions for comparable positions, patterns of horizontal and vertical segregation associated with social and cultural factors—such as gender stereotypes and the unequal distribution of care responsibilities—are identified, which may influence career trajectories and contribute to the gender pay gap. Conclusions: Gender inequalities in the sports labour market are explained not only by working conditions but also by structural occupational segregation and sociocultural factors that continue to shape professional opportunities.

Introducción: La incorporación de la perspectiva de género en la formación inicial del profesorado continúa siendo un desafío en Educación Física. En este contexto, la autoeficacia percibida constituye una dimensión relevante para comprender cómo el futuro profesorado interpreta su preparación para abordar la igualdad de género en la práctica educativa. Objetivo: Analizar la autoeficacia percibida del alumnado chileno de Pedagogía en Educación Física para la práctica de la igualdad de género y examinar diferencias según género y formación específica en género. Metodología: Se desarrolló un estudio cuantitativo mediante la aplicación de la escala de autoeficacia docente para la práctica de la igualdad de género a 129 estudiantes de ocho programas acreditados de Pedagogía en Educación Física en Chile. Se realizaron análisis descriptivos, correlacionales e inferenciales. Resultados: El alumnado presentó niveles moderados-altos de autoeficacia percibida en las tres dimensiones evaluadas. Los puntos más elevados se observaron en la aplicación de una pedagogía de género y en el desarrollo de actitudes favorables hacia la igualdad. Quienes habían recibido formación específica en género obtuvieron puntajes significativamente superiores en la escala global. Discusión: Los hallazgos coinciden con investigaciones previas que destacan la relevancia de la formación específica en género para fortalecer prácticas docentes más críticas y coeducativas. Conclusiones: La formación específica en género constituye un elemento clave para fortalecer la autoeficacia percibida del futuro profesorado de Educación Física y promover prácticas pedagógicas más críticas, reflexivas y orientadas a la igualdad.

The presence of trans* teachers pose a challenge to the educational system by questioning traditional cisgender discourses. In this sense, knowledge and understanding of the experiences of trans* teachers are key to facilitating the transformation of the educational system and solving the difficulties they experience on a daily basis. Thus, the objective of this article is to understand the dilemmas that entering a school poses for Lo, a non-binary primary school teacher. To do so, three semi-structured interviews were conducted that were analyzed inductively-deductively. Regarding the results, it is noteworthy that for Lo, the support of the school management became essential to be able to make his identity visible, and to be, ultimately, himself within the educational community. Likewise, the complicity - to a greater or lesser degree - of the rest of the teaching staff and the support of the students also facilitate the creation of a safe environment. All in all, the conclusion is that the safety of trans* teachers is a key aspect both for their visibility and for their teaching. Both factors also enable an education that is politically committed to diversity. In this sense, it is necessary to consider the responsibility of the entire educational community to transform school settings into inclusive spaces for the LGBTQ+ community. This fact should also motivate public policies in this direction.

Given that female football remains predominantly male-dominated, this study investigates the relationship between sexist beliefs, gender relations, and perceived motor skills among male and female footballers. The aim is to evaluate the effectiveness of a predictive model for these factors and determine whether it varies by gender. The study sampled 5,065 students (48.9% male, 51.1% female) from eight countries across four continents, with an average age of 13.43 years. The Brief Scale of Attitudes towards Gender Equality in Football in the School Environment (EBAIGFU) was used for assessment. The findings revealed that the predictive model showed a good fit across all samples, with significant effects from perceived motor competence. Notably, two strong direct effects were observed in the women’s model, compared to one in the men’s one. The results underscore the importance of supporting perceived competence to improve gender equity and reduce discriminatory attitudes in youth football.

La presencia de docentes trans* supone un desafío para el sistema educativo al cuestionar los tradicionales discursos cisgénero. En este sentido, el conocimiento y comprensión de las experiencias del profesorado trans* son claves para facilitar la transformación del sistema educativo y solventar las dificultades que experimentan en el día a día. Así, el objetivo de este artículo es conocer los dilemas que la entrada en un centro escolar le supone a Lo, un profesor no binario de primaria. Para ello, se han realizado tres entrevistas semi-estructuradas que se analizaron inductiva-deductivamente. En cuanto a los resultados, destaca que para Lo, el apoyo de la dirección de la escuela se tornó fundamental para poder visibilizar su identidad, y ser, al fin y al cabo, él mismo dentro de la comunidad educativa. Igualmente, la complicidad – en mayor o menor grado – del resto del claustro y el arrimo del alumnado facilitan también la creación de un entorno seguro. Con todo, se concluye que la seguridad del profesorado trans* es un aspecto clave tanto para su visibilidad como para desarrollar su labor docente. Ambos factores, además, permiten una educación políticamente comprometida con la diversidad. En este sentido, se hace necesario plantear la responsabilidad que tiene toda la comunidad educativa en transformar los contextos escolares en espacios inclusivos para la comunidad LGTBIQ+. Este hecho, además, debería motivar políticas públicas en esta dirección. Abstract The presence of trans* teachers pose a challenge to the educational system by questioning traditional cisgender discourses. In this sense, knowledge and understanding of the experiences of trans* teachers are key to facilitating the transformation of the educational system and solving the difficulties they experience on a daily basis. Thus, the objective of this article is to understand the dilemmas that entering a school poses for Lo, a non-binary primary school teacher. To do so, three semi-structured interviews were conducted that were analyzed inductively-deductively. Regarding the results, it is noteworthy that for Lo, the support of the school management became essential to be able to make his identity visible, and to be, ultimately, himself within the educational community. Likewise, the complicity - to a greater or lesser degree - of the rest of the teaching staff and the support of the students also facilitate the creation of a safe environment. All in all, the conclusion is that the safety of trans* teachers is a key aspect both for their visibility and for their teaching. Both factors also enable an education that is politically committed to diversity. In this sense, it is necessary to consider the responsibility of the entire educational community to transform school settings into inclusive spaces for the LGBTQ+ community. This fact should also motivate public policies in this direction.

The growing visibility of the LGTBI collective and the claim for their rights have drawn the attention of the academic community, shedding light on a still discriminatory reality; for lesbian, bisexual, and gay teachers experience their sexual orientation and its visibility problematically. The aim of the article is to compile and interpret the experiences of lesbian, bisexual, and gay teachers to make their teaching experiences visible. To do this, 19 Primary and Secondary teachers were interviewed in depth. The inductive analysis yields results in accordance with the international literature on the matter: giving visibility to sexual orientation is decisive in the teacher’s perception while at work. Although ‘coming out’ implies liberation and gives teachers the possibility of being a model for other colleagues and students, many factors lead lesbians, bisexual, and gays not to make their sexual orientation known, especially to the students and their families. The fear of discrimination, the type of educational centre, the relationship with the rest of the teaching staff and with families, or the wish not to reveal intimate details about their lives lead some teachers not to disclose their sexual orientation. As such, it is concluded that it is necessary to improve initial and ongoing teacher training programs to provide educators with the necessary tools to develop educational materials and proposals that make diversity visible and fight against LGTBI-phobic attitudes and behaviors. Furthermore, the involvement of heterosexual teachers and the publication of additional research on the matter is also deemed under a positive light. La creciente visibilidad del colectivo LGTBI y la reivindicación de sus derechos han llamado la atención de la comunidad académica, cuyos datos apuntan a una realidad todavía discriminatoria. Así, docentes lesbianas, bisexuales y gais experimentan de forma problemática su orientación sexual y la visibilidad de esta. El objetivo del artículo pasa por recopilar e interpretar las experiencias de las profesoras lesbianas y bisexuales, y los profesores gais, para visibilizar su realidad como docentes. Para ello, se entrevistaron en profundidad 19 docentes de educación Primaria y Secundaria. El análisis inductivo arroja resultados acordes con la literatura internacional al respecto, en la cual destaca el hecho de dar o no visibilidad a la orientación sexual como elemento nuclear. Así, aunque ‘salir del armario’ suponga una liberación y dé la posibilidad de ser un referente en el centro educativo y para el alumnado, muchos factores llevan a lesbianas, bisexuales y gais a no visibilizar su orientación, sobre todo con el alumnado y sus familias. El miedo a la discriminación, el tipo de centro y la relación con el resto de profesorado, la relación con las familias o la simple voluntad de mantener en la intimidad su orientación llevan a algunos y algunas docentes a seguir ‘en el armario’. Como conclusión, se propone mejorar la formación inicial y permanente del profesorado, de manera que adquiera las herramientas necesarias para desarrollar materiales y propuestas educativas que visibilicen la diversidad y que luchen contra actitudes y conductas LGTBIfóbicas. Además, se hace necesaria la involucración del profesorado heterosexual y más investigación al respecto.

This article aims to understand the role of sport and physical activity (SPA) in the development of a participation and harmony model (PHM)—an innovative work methodology in Catalonian prisons. With this objective and thanks to the collaboration of practitioners and academics, a 2.5-year ethnographic study was carried out. The results show, on the one hand, the importance and need for SPA in men's prisons, given how it enables inmates to become involved in the PHM. On the other hand, the findings confirm that the PHM allows the establishment of a suitable context that encourages physical activity as a developmental tool. This study shows that physical activity and sports, when combined with an appropriate socio-pedagogical approach, have the potential to engage inmates in their own reintegration process and the programs developed within prisons.

The growing visibility of the LGTBI collective and the claim for their rights have drawn the attention of the academic community, shedding light on a still discriminatory reality; for lesbian, bisexual, and gay teachers experience their sexual orientation and its visibility problematically. The aim of the article is to compile and interpret the experiences of lesbian, bisexual, and gay teachers to make their teaching experiences visible. To do this, 19 Primary and Secondary teachers were interviewed in depth. The inductive analysis yields results in accordance with the international literature on the matter: giving visibility to sexual orientation is decisive in the teacher's perception while at work. Although 'coming out' implies liberation and gives teachers the possibility of being a model for other colleagues and students, many factors lead lesbians, bisexual, and gays not to make their sexual orientation known, especially to the students and their families. The fear of discrimination, the type of educational centre, the relationship with the rest of the teaching staff and with families, or the wish not to reveal intimate details about their lives lead some teachers not to disclose their sexual orientation. As such, it is concluded that it is necessary to improve initial and ongoing teacher training programs to provide educators with the necessary tools to develop educational materials and proposals that make diversity visible and fight against LGTBI-phobic attitudes and behaviors. Furthermore, the involvement of heterosexual teachers and the publication of additional research on the matter is also deemed under a positive light.

This article aims to analyse the social benefits of sports practice for prison inmates. With this objective, and thanks to the collaboration of practitioners and academics, a two-and-a-half-year ethnographic study was conducted in a Catalonian prison. The main findings show that through physical activity and sports it is possible to establish bonds, foster cohesion, break prejudices among inmates, and even promote solidarity with other groups. Thus, inmates consider physical activity and sports essential in a prison. However, data also reflect that sports practice can create a hostile environment. The conclusions emphasize the potential of physical activity and sports as a tool for resocialization among inmates, though it is crucial for these practices to have a pedagogical intent.

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.

While there are only a few studies analysing the experiences of lesbian coaches in sport worldwide, there is a lack of social scientific knowledge about the experiences of lesbian coaches in Spain. This paper explores a novel conceptual framework that combines stigma and agency to analyse the experiences of lesbian coaches, and the extent to which they reproduce stigma and/or build agency to challenge the status quo and foster social change. Drawing on sixteen semi-structured interviews with lesbian coaches in Spain, four central themes were identified. These are (1) double discrimination based on gender and sexual orientation, (2) feelings of fear, (3) dealing with stigma, and (4) agentic responses and the potential for positive social change. The research highlights a continuum of experiences of lesbian coaches that are multifaceted and complex in nature, and often coexist between the reproduction of stigma and/or transformation through agency. Our research provides new insights into the nature and prevalence of discrimination regarding sexual orientation that aims to help sport organizations develop specific strategies and programmes to foster inclusivity.

Las políticas de género en el deporte pretenden impulsar la presencia de mujeres en cargos directivos de organizaciones deportivas. En este contexto, a partir de los datos de tres amplias encuestas realizadas en Chile durante la última década, este artículo tenía dos objetivos: comparar la presencia de mujeres y hombres en los cargos directivos de diferentes tipos de organizaciones deportivas; y analizar las diferencias en el perfil de mujeres y hombres en los puestos de máxima responsabilidad en cada organización. Los resultados mostraron una significativa infrarrepresentación femenina en los cargos directivos y de liderazgo. El estudio constató que las organizaciones deportivas chilenas poseen una segregación vertical, siendo pocas las que cuentan con un equilibrio entre mujeres y hombres, de modo que a pesar de que se hayan incorporado mujeres en las juntas directivas, existe una predominancia masculina. La investigación releva la necesidad de medidas para la aplicación efectiva de políticas de género en el deporte.

Gender policies in sports aim to promote the presence of women in management positions in sports organizations. In this context, from the data of three wide surveys conducted in Chile during the last decade, this article had two objectives: to compare the presence of women and men in boards of directions in different types of sports organizations; and to analyze differences in profiles between women and men in high-responsibility positions in each organization. The results showed a significant under-representation of women in management and leadership positions. The study found that Chilean sports organizations are vertically segregated, with a few having a balance between women and men, so despite the incorporation of women on boards of directors, there is still male predominance. The research highlights the need for measures for an effective application of gender policies in sports.

Picking teams in Physical Education seems to perpetuate itself as a neglected, automatically reproduced, and thoughtless process. So at least it is clear from the very scarce literature in Spanish on the matter. Therefore, the aims of this article are to put the state of the art on the table, problematizing picking teams and surfacing the hidden curriculum that this procedure contains. For this, a review of the literature has been carried out in Dialnet and Web of Science databases and completed manually. The search terms have been 'formacion de grupos' or 'agrupamientos' and 'Educacion Fisica' in Spanish, and in English the words 'the formation of groups' or 'picking teams' and 'Physical Education'. The few results of the search shows only 4 studies, included in the present review, and 26 studies have been manually added, confirm the academic neglect of this procedure. In addition, the documents confirm negative and recurring effects, especially in the less skilled students and in many of the female students. However, some proposals are made explicit that, among other things, relativize stigmatization and come closer to the postulates of social justice.

La profesión de entrenador/a se caracteriza por entornos exigentes que afectan al equilibrio entre vida laboral y personal. Por ello, es necesario examinar los retos a los que se enfrentan las y los entrenadores a la hora de compaginar sus obligaciones profesionales con sus intereses familiares y/o personales. Este estudio pretendía conocer mejor las diferentes experiencias de conflicto entre vida laboral y personal a las que se enfrentan las y los entrenadores y cómo perciben el apoyo en materia de conciliación que les ofrecen sus entidades deportivas. El estudio se basó en entrevistas semiestructuradas con una muestra de siete entrenadores y ocho entrenadoras que trabajan en España. Los resultados mostraron que la profesión de entrenador/a afectaba negativamente a su vida personal y social. Los y las entrenadoras solían dar prioridad a su profesión, en la que pueden continuar gracias al apoyo de familia y amistades. Principalmente, en el caso de los hombres, gracias al apoyo de las esposas; y en el caso de las mujeres, gracias al apoyo de amistades y abuelos o abuelas. Las entidades por su parte, ponen en marcha medidas para conciliar la vida laboral y la familiar, tales como ofrecer apoyo personal y financiero, ajustar los horarios y condensar las sesiones de entreno. Estos resultados pueden ayudar a identificar mejor estrategias que permitan reducir el conflicto entre la vida laboral y la personal de los entrenadores y las entrenadoras.

BackgroundIn this globalized world with a predominantly Eurocentric/androcentric approach to physical education (PE) teaching, there is a need to broaden school curricula from a critical, decolonizing approach. Capoeira is a manifestation of Afro-Brazilian popular culture combining dance, fight, and play that has historical links to slavery. Because it is removed from the hegemonic culture of sport and physical activity, it can be used to develop critical pedagogy through movement and corporeality. Teachers, however, must be equipped with the necessary skills and knowledge to implement this critical approach in their curricula. A team of researchers at the National Institute of Physical Education of Catalonia (INEFC) developed a continuing professional development (CPD) course to introduce PE teachers to the history and potential of capoeira as a socio-critical pedagogical tool.PurposeTo explore the opportunities and challenges that capoeira brings as a pedagogical tool for addressing social issues as perceived by PE teachers who took a CPD course on capoeira (Capoeira-CPDC).MethodologyThis study was divided into two phases: an initial phase analyzing the TTC on capoeira as a pedagogical tool for PE taken by 12 PE teachers and a second phase analyzing the transfer of knowledge by a primary and a secondary school teacher from the same school who participated in the course. Data were collected via participative and non-participative observation with analysis of diary entries made by the lead researcher-teacher educator, the 12 teachers who participated in the Capoeira-CPDC in phase 1, and the two teachers who incorporated capoeira into their PE classes in phase 2; answers to the course feedback form; and transcripts from a semi-structured interview held with the two teachers who taught capoeira.ResultsThe Capoeira-CPDC and subsequent incorporation of capoeira into primary and secondary school PE classes showed a wide array of benefits and limitations that this practice can offer in terms of addressing social justice, interculturality, and coeducation issues. The socio-critical pedagogical model employed in the Capoeira-CPDC, which focused on both the technical aspects of capoeira and the historical and cultural significance of the movements involved, fostered active-reflective thinking among the participating teachers. Certain challenges, however, were observed in the second phase of the study, in particular difficulties dealing directly with the subject of slavery in PE classes, a romantic-assimilation-based vision of physical activity and sport as an intercultural tool, and gender-role stereotyping by teachers.ConclusionThis study highlights the potential of capoeira as a pedagogical tool for addressing social justice, interculturality, and coeducation issues from a socio-critical approach. It also highlights potential difficulties in the classroom and the importance of addressing social justice issues in PE teacher CPD courses and facilitating tools to work on cultural diversity and gender belief systems.

The sport coaching profession is characterized by demanding environments that affect work-life balance. Accordingly, there is a need to examine the challenges coaches face in balancing their professional duties with their family and/or personal interests. This study aimed to gain a better understanding of the different experiences of work-life conflict that Spanish coaches face and how they perceive the support provided by their sport organizations in terms of work-life balance. The study was based on semi-structured interviews with a sample of seven male and eight female coaches in Spain. The results showed that the coaching profession had a negative impact on their personal and social lives, and coaches often prioritized their work. Family and friends' support (mainly wives for men and friends and grandparents for women) allowed coaches to continue in the profession. Organizations also implement actions to balance work and family/personal spheres, such as offering personal and financial support, adjusting schedules, and condensing training sessions. These results can help professionals better identify strategies to reduce work-life conflict among sport coaches.