Materiales y recursos didácticos contra la discriminación y la exclusión en el deporte en edad escolar
-
1
Universidade de Santiago de Compostela
info
ISSN: 1989-466X, 1699-2105
Year of publication: 2017
Volume: 35
Issue: 3
Pages: 85-104
Type: Article
More publications in: Educatio siglo XXI: Revista de la Facultad de Educación
Abstract
This article presents some results obtained from the implementation of a European project focused on the prevention of discrimination and violence in grassroots sport. The reasons from which the preoccupation with violence and discrimination emerges are stated together with the theoretical framework used. To respond to this reality, the methodological approach used centered on the Deming Wheel. The results of the project are materialized in the development of didactic materials, resources and online training, which have been created based on the needs detected in the different collaborating countries. The analysis of the different European contexts, training itself and the feedback sent by the recipients highlight the need to analyze, work and learn about the different types of discrimination (direct and indirect) that can take place in grassroots sport. It also highlights the possibilities offered by a multimedia and connected space where the exchange of experiences and points of view is encouraged. In this way materials and training are enriched and carried out in six languages. The importance of the role of coaches, teachers and families in the eradication and prevention of violence and discrimination in sport is emphasized
Funding information
Este proyecto ha recibido financiamiento del programa Erasmus + y ha sido co-financiado por la UEFunders
Bibliographic References
- Bailey, R. (2006). Physical education and sport in schools: A review of benefits and outcomes. Journal of school health, 76(8), 397-401.
- Blain, N. (2002). Beyond’Media Culture’: Sports as Dispersed Symbolic Activity. Sport in Society, 5(3), 228-254.
- Boixadós, M., Valiente, L., Mimbrero, J., Torregrosa, M. y Cruz, J. (1998). Papel de los agentes de socialización en deportistas en edad escolar. Revista de Psicología del Deporte, 7 (2), 295-310.
- Carmen, L. de (1996). El análisis y la secuenciación de los contenidos educativos. Barcelona: ICE/Horsori.
- Cecchini, J.A., Méndez-Giménez, A. y Fernández-Río, J. (2014). Meta-percepciones de competencia de terceros significativos, competencia percibida, motivación situacional y orientaciones de deportividad en jóvenes deportistas. Revista de Psicología del Deporte, 23, 2, 285-293
- Cere, R. (2002). ‘Witches of Our Age’: Women Ultras, Italian Football and the Media. Sport in Society, 5(3), 166-188.
- Coakley, J. (2006). The good father: Parental expectations and youth sports. Leisure Studies, 25(2), 153-163.
- Conroy, D. E. y Coatsworth, J .D. (2007). Assessing autonomy-supportive coaching strategies in youth sport. Psychology of Sport and Exercise, 8, 671-684.
- Deming, W.E. (1989). Calidad, productividad y competitividad: la salida de la crisis. Madrid: Ediciones Díaz de Santos.
- Díaz, M.Z., y Ramírez, J.V. (2004). El papel educativo y la responsabilidad de los entrenadores deportivos. Una investigación sobre las instrucciones a escolares en fútbol de competición. Revista de Educación, (335), 163-188.
- Ennis, C.D. (1999). Creating a culturally relevant curriculum for disengaged girls. Sport, Education and Society, 4(1), 31–49.
- Ennis, C.D., Cothran, D.J., Davidson, K.S., Loftus, S.J., Owens, L., Swanson, L. & Hopsicker, P. (1997). Implementing curriculum within a context of fear and disengagement. Journal of Teaching in Physical Education, 17, 58–72.
- Etxeberría Balerdi, F. (2001). Violencia escolar. Revista de Educación. Madrid, (326), 119-144. Gutiérrez, M. (1998). Desarrollo de valores en la educación física y el deporte. Apunts.
- Educación Física y Deportes, 51, 100-108. Hellison, D. (1995). Teaching responsibility through physical activity. Champaign, IL:
- Human Kinetics. Keegan, R., Spray, C., Harwood, C. y Lavallee, D. (2010). The motivational atmosphere in youth sport: Coach, parent, and peer influences on motivation in specializing sport participants. Journal of Applied Sport Psychology, 22(1), 87105.
- Kirk, D., y MacPhail, A. (2003). Social positioning and the construction of a youth sports club. International review for the sociology of sport, 38(1), 23-44.
- Leo, F. M., Sánchez, P. A., Sánchez, D., Amado, D. y García-Calvo, T. (2009). Influence of the motivational climate created by coach in the sport commitment in youth basketball players. Revista de Psicología del Deporte, 18(supl), 375-378.
- López-Rupérez, F. (1994). La gestión de calidad en educación. Madrid: Editorial La Muralla.
- MacPhail, A., Kirk, D. y Eley, D. (2003). Listening to young people’s voices: Youth sports leaders’ advice on facilitating participation in sport. European Physical Education Review, 9(1), 57-73.
- MEC (1989). Diseño curricular base. Educación primaria. Madrid: Ministerio de Educación y Ciencia.
- Miller, B.W., Roberts, G.C. y Ommundsen, Y. (2005). Effect of perceived motivational climate on moral functioning, team moral atmosphere perceptions, and the legitimacy of intentionally injurious acts among competitive youth football players. Psychology of Sport and Exercise, 6, 461-477.
- Moen, R.D. y Norman, C.L. (2011). Circling Back: Clearing Up Myths About the Deming Cycle and Seeing How It Keeps Envolving. Quality Progress, 22-28.
- Gimeno, F., Sáenz, A., Ariño, J.V. y Aznar, M. (2007). Deportividad y violencia en el fútbol base: un programa de evaluación y de prevención de partidos de riesgo. Revista de Psicología del Deporte, 16(1), 103-118.
- Pelegrín, A. (2005). Detección y valoración de la incidencia de las actitudes antideportivas durante la competición. Cuadernos de Psicología del Deporte, 5(1-2), 133-142.
- Pintrich, P. (2000b). The role of goal orientation in self-regulated learning. En M. Boekaerts, P.R. Pintrich, y M. Zeidner (Eds.), Handbook of self-regulation (pp. 452-502). San Diego, CA: Academic Press.
- Rosado, A., Palma, N., Mesquita, I. y Moreno, M.P. (2007). Percepción de los jugadores de fútbol, de distinto nivel, sobre sus entrenadores. Revista de Psicología del Deporte, 16(2), 151-165.
- Ruiz, L.M., Rodríguez, P., Martinek, T., Schilling, T., Durán, L.J., & Jiménez, P. (2006). El Proyecto Esfuerzo: un modelo para el desarrollo de la responsabilidad personal y social a través del deporte. Revista de educación, 341, 933-958.
- Siedentop, D. (Ed.) (1994). Sport education: quality PE through positive sport experiences. Champaign, IL: Human Kinetics.
- Smoll, F.L. (1986). Coach-parent relationships: enhancing the quality of the athlete’s sport experience. En J. M. Williams (Ed.), Applied sport psychology (pp.47-58). Palo Alto, California: Mayfield.
- Timken, G.L., Mars, H., Jiménez-Silva, M., Watson, D.L. y Ebbeck, V. (2014). Teresa: My life, my education, my future. En K. Armour (Ed.). Pedagogical Cases in Physical Education and Youth Sport (pp. 76-88). NY: Routledge. DOI: 10.4324/9780203795927
- Vazou, S., Ntoumanis, N. y Duda, J.L. (2006). Predicting young athletes’ motivational indices as a function of their perceptions of the coachand peer-created climate. Psychology of Sport and Exercise, 7, 215-233.
- Weinberg, R. y Gould, D. (2010). Fundamentos de Psicología del Deporte y el Ejercicio Físico. Madrid: Editorial Médica Panamericana.