Benefits of hybridising the activist approach and teaching games for understanding to empower girls in physical education

Abstract

ABSTRACTThe aim of this work was to design and implement an effective hybridisation of two pedagogical models that would serve to overcome gender-related barriers to participation in games, based on a co-educational intervention and paying a special attention on the boys’ influence for the girls’ participation. First, we describe the process of creating the hybrid pedagogical model combining the activist approach (Oliver & Kirk [2015]. Girls, gender and physical education: An activist approach. Routledge.) and teaching games for understanding (Bunker & Thorpe [1982]. A model for the teaching of games in secondary schools. Bulletin of Physical Education, 18, 5–8). We then present its 11-week implementation in a physical education class of 20 pupils in the 5th grade of primary school. Finally, we analysed the achievement of the objectives established, whereby the qualitative information gathered from interviews, focus groups, and the participants’ observation diaries, is complemented with the quantitative evaluation of game performance. The whole group worked together to modify our actions, allowing the girls to participate more actively, what reflected a significant improvement of the girls’ involvement in the game.KEYWORDS: Hybridisationactivist approachteaching games for understandinggirls Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by Ministerio de Ciencia e Innovación/Agencia Estatal de Investigación/10.13039/501100011033 y los fondos “FEDER Una manera de hacer Europa ”: [grant number PID2021-122886OB-C21].Notes on contributorsMarcos SeldasMarcos Seldas is Associate Professor in physical education pedagogy within the Universidad de Castilla-La Mancha. He specialises in the physical education and vulnerable situations. His current research is looking at using some pedagogical models to improve the situation of various contexts with difficulties.Luis M. García LópezLuis M. García López is Full Professor in physical education pedagogy within the Faculty of Education, University of Castilla-La Mancha. He specialises in research and teaching on topics of sport pedagogy and social justice. Specifically, his line of research has focused on understanding activist and salutogenic approaches within physical education and community programmes.