Contributing to SDG Targets 4.5 and 5.5 during Physical Education Sessions: The Effect of a Collective Sports Intervention on Gender Attitudes
In recent years, the sustainability of the planet has been undermined. Education is the basis for raising awareness and is the engine for achieving attitudinal change among citizens. In terms of the social dimension, gender inequality is increasing, with it being common among children, and co-educat...
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-03-01
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| Series: | Societies |
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| Online Access: | https://www.mdpi.com/2075-4698/13/3/73 |
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| author | Lucía Martínez Olalla García-Taibo Alberto Ferriz-Valero Salvador Baena-Morales |
| author_facet | Lucía Martínez Olalla García-Taibo Alberto Ferriz-Valero Salvador Baena-Morales |
| author_sort | Lucía Martínez |
| collection | DOAJ |
| description | In recent years, the sustainability of the planet has been undermined. Education is the basis for raising awareness and is the engine for achieving attitudinal change among citizens. In terms of the social dimension, gender inequality is increasing, with it being common among children, and co-education aims to address this. Likewise, physical activity favors education and gender issues. Therefore, studying how physical education (PE) affects gender stereotypes can be analyzed in depth. This research analyzed whether a co-educational PE intervention improved students’ gender beliefs, eliminated inequalities in universal education, and promoted women’s full participation. For this purpose, 91 primary school pupils (42 females) completed the research. The mean age was 11.5 ± 0.7 years. A quasi-experimental, pre–post study was carried out with a control group and an experimental group. The sample was distributed by convenience among the pupils, using two instruments already used in other research studies: attitudes towards gender equality among primary school pupils and data collection on the internalization of gender stereotypes. For three weeks, the experimental group carried out a didactic intervention of four sessions of “Colpbol”, among others. In turn, the control group followed the PE sessions without methodological variations. To analyze the normality of the results, the Shapiro–Wilk test was used and was confirmed to be non-parametric. To measure the effect of the intervention, the Mann–Whitney and Wilcoxon U tests were used. The statistics showed that the improvement in the experimental group was slightly more significant than in the control group after the intervention, with a significance of 0.022 for the social behavior variable, with a significance of 0.05. These results show the relationship between PE, sustainable development, and gender equality, linking to SDG 4 and 5 and contributing to targets 4.5 and 5.5. |
| first_indexed | 2024-03-11T05:54:11Z |
| format | Article |
| id | doaj.art-3c459d7d8c364407ba62fad220a6bee8 |
| institution | Directory Open Access Journal |
| issn | 2075-4698 |
| language | English |
| last_indexed | 2024-03-11T05:54:11Z |
| publishDate | 2023-03-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Societies |
| spelling | doaj.art-3c459d7d8c364407ba62fad220a6bee82023-11-17T13:51:25ZengMDPI AGSocieties2075-46982023-03-011337310.3390/soc13030073Contributing to SDG Targets 4.5 and 5.5 during Physical Education Sessions: The Effect of a Collective Sports Intervention on Gender AttitudesLucía Martínez0Olalla García-Taibo1Alberto Ferriz-Valero2Salvador Baena-Morales3EDUCAPHYS Research Group, Department of General and Specific Didactics, Faculty of Education, University of Alicante, 03690 Alicante, SpainDepartment of Physical Education and Sport, Pontifical University of Comillas, CESAG-Mallorca, 07013 Palma de Mallorca, SpainEDUCAPHYS Research Group, Department of General and Specific Didactics, Faculty of Education, University of Alicante, 03690 Alicante, SpainEDUCAPHYS Research Group, Department of General and Specific Didactics, Faculty of Education, University of Alicante, 03690 Alicante, SpainIn recent years, the sustainability of the planet has been undermined. Education is the basis for raising awareness and is the engine for achieving attitudinal change among citizens. In terms of the social dimension, gender inequality is increasing, with it being common among children, and co-education aims to address this. Likewise, physical activity favors education and gender issues. Therefore, studying how physical education (PE) affects gender stereotypes can be analyzed in depth. This research analyzed whether a co-educational PE intervention improved students’ gender beliefs, eliminated inequalities in universal education, and promoted women’s full participation. For this purpose, 91 primary school pupils (42 females) completed the research. The mean age was 11.5 ± 0.7 years. A quasi-experimental, pre–post study was carried out with a control group and an experimental group. The sample was distributed by convenience among the pupils, using two instruments already used in other research studies: attitudes towards gender equality among primary school pupils and data collection on the internalization of gender stereotypes. For three weeks, the experimental group carried out a didactic intervention of four sessions of “Colpbol”, among others. In turn, the control group followed the PE sessions without methodological variations. To analyze the normality of the results, the Shapiro–Wilk test was used and was confirmed to be non-parametric. To measure the effect of the intervention, the Mann–Whitney and Wilcoxon U tests were used. The statistics showed that the improvement in the experimental group was slightly more significant than in the control group after the intervention, with a significance of 0.022 for the social behavior variable, with a significance of 0.05. These results show the relationship between PE, sustainable development, and gender equality, linking to SDG 4 and 5 and contributing to targets 4.5 and 5.5.https://www.mdpi.com/2075-4698/13/3/73sustainabilitygender equalityemotionscooperationstereotypesphysical education |
| spellingShingle | Lucía Martínez Olalla García-Taibo Alberto Ferriz-Valero Salvador Baena-Morales Contributing to SDG Targets 4.5 and 5.5 during Physical Education Sessions: The Effect of a Collective Sports Intervention on Gender Attitudes Societies sustainability gender equality emotions cooperation stereotypes physical education |
| title | Contributing to SDG Targets 4.5 and 5.5 during Physical Education Sessions: The Effect of a Collective Sports Intervention on Gender Attitudes |
| title_full | Contributing to SDG Targets 4.5 and 5.5 during Physical Education Sessions: The Effect of a Collective Sports Intervention on Gender Attitudes |
| title_fullStr | Contributing to SDG Targets 4.5 and 5.5 during Physical Education Sessions: The Effect of a Collective Sports Intervention on Gender Attitudes |
| title_full_unstemmed | Contributing to SDG Targets 4.5 and 5.5 during Physical Education Sessions: The Effect of a Collective Sports Intervention on Gender Attitudes |
| title_short | Contributing to SDG Targets 4.5 and 5.5 during Physical Education Sessions: The Effect of a Collective Sports Intervention on Gender Attitudes |
| title_sort | contributing to sdg targets 4 5 and 5 5 during physical education sessions the effect of a collective sports intervention on gender attitudes |
| topic | sustainability gender equality emotions cooperation stereotypes physical education |
| url | https://www.mdpi.com/2075-4698/13/3/73 |
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