http://hdl.handle.net/10256/1518 Sun, 29 Jun 2025 14:15:49 GMT 2025-06-29T14:15:49Z http://hdl.handle.net/10256/26959 Addressing gender disparities in youth sport coaching: A narrative review of European programmes (FEMCoach project) Dias, Vanessa Oliveira; Calleja-González, Julio; Arede, Jorge; Pinto, Graça; Cunha, Leonardo; Avelar Rosa, Bruno; Douka, Stella; López Ros, Víctor; Font Lladó, Raquel; Leite, Nuno Gender inequality has a significant impact on the sporting world, with a range of implications and consequences. In coaching, women are confronted with a significant challenge in addressing inequity throughout their careers. To gain a deeper insight into the under-representation of women in sports coaching, within the context of the Female Sport Coaching Training Programme (FEMCoach) project, the educational support available to coaches was investigated. To identify and synthesise the current scientific evidence concerning the educational programmes and syllabi offered to female youth sports coaches in Europe. A Boolean combination of keywords was used to search the databases of PubMed, Scopus, and Web of Science. Under the Preferred Reporting Items for Systematic Reviews and Meta- Analyses (PRISMA) statement, inclusion and exclusion criteria were developed. Given the heterogeneity of the final studies included, a narrative review methodology was deemed the most appropriate. A total of 225 potential records were identified, dating from the earliest entries to 30/02/24. Six articles were included: three qualitative and three that employed a mixed-methods approach. Different experiences of women with sport were reported and analysed. The review highlights a critical need for educational programmes specifically designed for women coaches. These programmes should address the unique biological and socioeconomic challenges faced by women coaches, equipping them to respond with clarity and objectivity. Future studies should prioritise identifying and implementing effective strategies to challenge and disrupt cultural norms that sustain gender disparities, with the ultimate goal of promoting greater inclusion and equitable representation in coaching roles Thu, 19 Jun 2025 00:00:00 GMT http://hdl.handle.net/10256/26959 2025-06-19T00:00:00Z http://hdl.handle.net/10256/26956 Analysing gender disparities in youth sports coaching: an international survey (FEMCoach project) Dias, Vanessa Oliveira; Calleja-González, Julio; López Ros, Víctor; Font Lladó, Raquel; Arede, Jorge; Cunha, Leonardo; Douka, Stella; Avelar Rosa, Bruno; Pinto, Graça; Leite, Nuno Introduction: The issue of gender inequality has a significant impact on the sporting world, with a range of implications and consequences. In the field of coaching, women are confronted with inequity throughout their careers, which frequently has a detrimental impact. To gain a deeper insight into the under-representation of women in sport coaching, framing the Female Sport Coaching Training Programme (FEMCoach) project, an investigation was carried out to examine coaches' educational support. After reviewing the scientific literature, a survey was developed aiming to analyse the needs of women youth sports coaches in practice to design coaching educational programmes that promote gender equity in youth sports. Methods: The present study collected and analyzed survey data from 463 coaches (45% women and 55% men) from 24 different countries, sports, and competitive levels. Coaches completed a 40-question online survey, divided into seven topics: (1) sociodemographic data, (2) the inclusion environment for sports practice, (3) coach professional activities, (4) menstrual cycle, hormonal contraception and pregnancy/childcare, (5) barriers for females in sport, (6) coaches' courses, and (7) gender differences. Results: Some differences were found between women and men coaches' perceptions regarding barriers or stigmas that women face in practice. Most women's [80% (±5%)] and approximately half of men's [54% (±5%)] believe that women coaches sometimes face discrimination and/or mistrust and most of the women's [78% (±6%)] and the majority of men's [64% (±5%)] recognize dfferent opportunities for coaches between genders. Considering the presence of topics related to female biology in the coaches' education process, the majority of women [72% (±5%)] and men [63% (±5%)] considered that they were not approached enough, as agreed by most of the coaches, women [92% (±3%)] and men [87% (±4%)], that coach education programmes should be more expanded to cover it. In open-ended questions, coaches agreed that educational programmes can promote gender equality and mentioned a lack of content related to equity, identity and female biology. Discussion: Finally, accepting the limitations, this survey study provides relevant contextual information and practical applications for coaching educational programmes targeting women coaches and athletes, and insights for governing bodies and institutions to foster gender equality in coaching Wed, 07 May 2025 00:00:00 GMT http://hdl.handle.net/10256/26956 2025-05-07T00:00:00Z http://hdl.handle.net/10256/26910 ¿Dónde está? Un cuento para el estudio del pensamiento borroso en educación primaria. Viladevall i Valldeperas, Queralt; Alsina, Àngel; Ferrer Comalat, Joan Carles The aim of this article is to gather information about the knowledge that 6 to 8-year-old students have regarding partiality in non-binary situations through the presentation of the story Where is he? Based on the reading of the story, two exploratory activities were conducted to evaluate the students' level of understanding of partiality and the quantifiers related to it: 'nothing', 'something', 'quite a bit', and 'a lot'. The results seem to indicate that children of these ages have a good command of using these terms in non-binary contexts. Additionally, the story can also be used to review the first five ordinal numbers and to establish a one-to-one correspondence between different levels of fun and various facial expressions of laughter; El objetivo de este artículo es recabar información sobre el conocimiento que tienen los alumnos de 6 a 8 años acerca de la parcialidad en situaciones no binarias mediante la presentación del cuento ¿Dónde está? A partir de la lectura del cuento, se realizaron dos actividades exploratorias para evaluar el nivel de comprensión que los alumnos poseen de la parcialidad y de los cuantificadores relacionados con ella: 'nada', 'algo', 'bastante', y 'muchísimo'. Los resultados parecen indicar que los niños de estas edades tienen un buen dominio del uso de estos términos en contextos no binarios. Además, el cuento también puede servir para repasar los primeros cinco números ordinales y para establecer una relación uno a uno entre diferentes niveles de diversión y expresiones faciales de risa Tue, 01 Apr 2025 00:00:00 GMT http://hdl.handle.net/10256/26910 2025-04-01T00:00:00Z http://hdl.handle.net/10256/26897 Desarrollo profesional del profesorado de matemáticas de Educación Infantil y Primaria: contribuciones de un curso de formación continua sobre el sentido algebraico Pincheira Hauck, Nataly; Alsina, Àngel; Acosta Inchaustegui, Yeni The objective of this article is to investigate the professional development of early childhood and primary eduction mathematics teachers based on the design and implementation of a continuing education programme on algebraic sense. This programme is structured in eight monthly two-hour sessions, in which activities and challenges are presented in line with the main curricular lines (relations, patterns, change, algebraic language and computational thinking) and is implemented based on the realist-reflexive training model. A qualitative methodology based on a multiple case study was adopted, with the participation of 13 in-service early childhood and primary education teachers. Data collection is carried out through participant observation, recording the teachers' interactions and reflections. These data are analysed using the technique of content analysis with a deductive approach, based on previously defined categories related to self-regulation markers emerging from the literature. The results reveal that the programme has promoted: a) processes of deconstruction of teachers' previous experiences, beliefs and disciplinary and pedagogical knowledge about algebraic meaning that can hinder professional development; and b) processes of co-construction and reconstruction about the nature of algebraic sense, showing an evolution in the critical understanding of this meaning. This evolution was evidenced in the transformation of a perception centred on symbolism towards a functional conception that prioritizes generalization and mathematical reasoning in the early stages of education. It is concluded that the in-service training programme proved to be effective in boosting teachers' professional development by providing participants with practical and theoretical tools that enhance the teaching of algebra at basic levels; El objetivo de este artículo es indagar en torno al desarrollo profesional del profesorado de matemáticas de infantil y primaria a partir del diseño e implementación de un curso de formación continua sobre el sentido algebraico. Dicho curso se estructura en ocho sesiones mensuales de dos horas, en las que se presentan actividades y retos alineados con las principales líneas curriculares (relaciones, patrones, cambio, lenguaje algebraico y pensamiento computacional) y se implementa a partir del modelo de formación realista-reflexivo. Se adopta una metodología cualitativa basada en un estudio de casos múltiples, donde participan 13 docentes de infantil y primaria en activo. La recogida de datos se lleva a cabo mediante observación participante, registrando las interacciones y reflexiones de los docentes. Estos datos se analizan utilizando la técnica de análisis de contenido con un enfoque deductivo, basado en categorías previamente definidas y relacionadas con marcas de autorregulación que emergen de la literatura. Los resultados revelan que el curso ha promovido: a) procesos de deconstrucción de experiencias, creencias y conocimientos disciplinares y didácticos previos de los docentes sobre el sentido algebraico que pueden obstaculizar el desarrollo profesional; y b) procesos de co-construcción y reconstrucción sobre la naturaleza del sentido algebraico, observándose una evolución en la comprensión crítica de este sentido. Dicha evolución se evidenció en la transformación de una percepción centrada en el simbolismo hacia una concepción funcional que prioriza la generalización y el razonamiento matemático en las primeras etapas educativas. Se concluye que el curso de formación continua demostró ser eficaz para impulsar el desarrollo profesional docente, al dotar a los participantes de herramientas prácticas y teóricas que potencian la enseñanza del álgebra en niveles básicos Fri, 25 Apr 2025 00:00:00 GMT http://hdl.handle.net/10256/26897 2025-04-25T00:00:00Z