Estereotipos asociados al cuerpo humanoanálisis de aplicaciones móviles usadas en la educación físico-deportiva

  1. José Díaz-Barahona
  2. Teresa Valverde Esteve
  3. Irene Moya-Mata
Revista:
Pixel-Bit: Revista de medios y educación

ISSN: 1133-8482

Ano de publicación: 2022

Número: 64

Páxinas: 79-103

Tipo: Artigo

DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: Pixel-Bit: Revista de medios y educación

Resumo

nstitutions and educators are massively and uncritically integrating digital curricular materials in their teaching praxis. This article aims to uncover whetherhealth and fitness APP images convey or legitimize stereotypes linked to bodies, focusing on gender, race, somatotype and physical activity practice.We also analyse whether these apps are adequate for the recommended age or whether they are designed by physical education professionals.For that purpose, we designed a descriptive, comparative study based on content analysis on a sample of 373 images from 128 apps selected through a PRISMA review and a pilot test. Our results report that bodies reproduce a series of stereotypes: of gender, age, race or linked to physical activity. A further conclusion is that the reviewed apps are not designed by specialist professionals or institutions.This article can orient and raise awareness among the educational community on how gender biases, sociocultural elements, values, and stereotypes are legitimized by the digital tools that we currently use in our classrooms

Referencias bibliográficas

  • App Annie (Ed) (2021). State of mobile 2021. https://bit.ly/3vAzP6I
  • Aznar, I., Cáceres, M.P., Trujillo, J.M., & Romero, J.M. (2019). Impacto de las apps móviles en la actividad física un meta-análisis. Retos, 36, 52-57. https://doi.org/10.47197/retos.v36i36.66628
  • Bice, M.R., Ball, J.W., & McClaran, S. (2016). Technology and physical activity motivation. International Journal of Sport and Exercise Psychology, 14(4), 295-304. https://doi.org/10.1080/1612197X.2015.1025811
  • Bourdieu, P. (1998). La domination masculine. Éditions de Seuil.
  • Caeiro, M., Ordoñez, F., Callejón, M., & Castro, E. (2020). Diseño de un instrumento de evaluación de aplicaciones digitales (Apps) que permiten desarrollar la competencia artística. Pixel-Bit. Revista de Medios y Educación, 58, 7-25. https://doi.org/10.12795/pixelbit.74071
  • Casey, A., Goodyear, V.A., & Armour, K.M. (2016). Articulating “pedagogies of technology” through thirteen “pedagogical cases”. In Casey, A., Goodyear, V.A., & Armour, K.M. (Eds), Digital Technologies and Learning in Physical Education: Pedagogical cases, (pp. 247-257). Routledge
  • Crescenzi-Lanna, L., Valente, R., & Suárez-Gómez, R. (2019). Aplicaciones educativas seguras e inclusivas: La protección digital desde una perspectiva ética y crítica. Comunicar, 61, 93-102. https://doi.org/10.3916/C61-2019-08
  • Creswell, J.W. (2008). Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications. http://bit.ly/2WJTFuM
  • Díaz-Barahona, J., Molina-García, J., & Monfort-Pañego, M. (2019). Estudio de las actitudes y el interés de los docentes de primaria de educación física por las TIC en la Comunidad Valenciana. Retos, 35, 267-272. https://doi.org/10.47197/retos.v0i35.63355
  • Díaz-Barahona, J. (2020). Retos y oportunidades de la tecnología móvil en la educación física. Retos, 37, 763-773. https://doi.org/10.47197/retos.v37i37.68851
  • Dickerson, J., Winslow, J., & Lee, C.Y. (2013). Teacher training and technology: Current uses and future trends. En Wang, V. (Ed.). Handbook of Research on Technologies for Improving the 21st Century Workforce: Tools for Lifelong Learning, 243-256. IGI Global.
  • Ditrendia (Ed) (2020). Informe Mobile en España y en Mundo. https://bit.ly/3i4OOBJ
  • Felini, D. (2015). Beyond today’s video game rating systems: A critical approach to PEGI and ESRB, and proposed improvements. Games and Culture, 10(1), 106-122. https://doi.org/10.1177/1555412014560192
  • Filgueira, J.M. (2016). Apps para adquisición de hábitos saludables dentro de la Educación Física. Revista de educación física: renovar la teoría y práctica, 34(4), 22- 31.
  • Fleiss, J.L., & Cohen, J. (1973). The equivalence of weighted kappa and the intraclass correlation coefficient as measures of reliability. Educational and psychological measurement, 33(3), 613-619. https://doi.org/10.1177/001316447303300309
  • Frau-Meigs, D. (2012). Transliteracy as the new research horizon for media and information literacy. Media Studies, 3(6).
  • González-Palomares, A., Táboas-Pais, M.I., & Rey-Cao, A. (2017). La cultura corporal en función del género: Análisis de los libros de texto de educación física de secundaria publicados durante la ley orgánica de educación. Educación XX1, 20(1), 141-162. https://doi.org/10.5944/educXX1.13980
  • Goodyear, C.K., & Quennerstedt, M. (2019). Young people’s uses of wearable healthy lifestyle technologies; surveillance, self-surveillance and resistance. Sport, Education and Society, 24(3), 212-225. https://doi.org/10.1080/13573322.2017.1375907
  • Guimaraes, R., & García, M. (2014). Análisis de libros de texto en Brasil y en España: una introducción al tema en el área de Educación Física. Movimiento, 20(2), 659-685. http://www2.fe.usp.br/~gpef/teses/botelho_02.pdf
  • Haegele, J., & Zhu, X. (2019). Body image and physical education: Reflections of individuals with visual impairments. European Physical Education Review, 25(4), 1002–1016. https://doi.org/10.1177/1356336X18789436
  • Heinemann, K. (2003). Introducción a la metodología de la investigación empírica en las ciencias del deporte. Barcelona, Paidotribo.
  • Hoechsmann, M., & Poyntz, S.R. (2012). Media literacies: A critical introduction. Wiley-Blackwell.
  • Kerner, C., & Goodyear, V.A. (2017). The Motivational Impact of Wearable Healthy Lifestyle Technologies: A Self-determination Perspective on Fitbits With Adolescents. American Journal of Health Education, 48(5), 287-297. https://doi.org/10.1080/19325037.2017.1343161
  • Kim, B.Y., Sharafoddini, A., Tran, N., Wen, E.Y., & Lee, J. (2018). Consumer Mobile Apps for Potential Drug-Drug Interaction Check: Systematic Review and Content Analysis Using the Mobile App Rating Scale (MARS). JMIR mHealth and uHealth, 6(3), e74. https://doi.org/10.2196/mhealth.8613
  • Lambert, K. (2020). Re-conceptualizing embodied pedagogies in physical education by creating pre-text vignettes to trigger pleasure ‘in’ movement. Physical Education and Sport Pedagogy, 25(2), 154–173. https://doi.org/10.1080/17408989.2019.1700496
  • Landis, J.R., & Koch, G.G. (1977). The measurement of observer agreement for categorical data. Biometrics, 159-174. https://doi.org/10.2307/2529310
  • Lupton, D. (2014). Data assemblages, sentient schools and digitized health and physical education (response to Gard). Sport, Education and Society, 20(1), 122-132. https://doi.org/10.1080/13573322.2014.962496
  • Martínez-Bello, V., Cabrera, Y., Díaz-Barahona, & Bernabé-Villodre, M., (2021). Bodies in the early childhood education classroom: a Bourdieusian analysis of curricular materials, Sports, Education and Society, 26(1), 29-44. https://doi.org/10.1080/13573322.2019.1690442
  • McHugh, M.L. (2012). Interrater reliability: the kappa statistic. Biochemia medica, 22(3), 276-282. https://pubmed.ncbi.nlm.nih.gov/23092060/
  • Moher, D., Liberati, A., Tetzlaff, J., Altman, D.G., & The PRISMA Group (2009). Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. PLoS Medicine, 6(7), 1–6. https://doi.org/10.1371/journal.pmed.1000097
  • Moya, I., Ros, C., Bastida, A., & Menescardi, C. (2013). Estereotipos de sexo y raza en las imágenes de los libros de texto de educación física en primaria. Retos, 23, 14-18. https://doi.org/10.47197/retos.v0i23.34560
  • Moya-Mata, I., Martín, J., Ruiz, L., & Ros, C. (2018). Diseño, fiabilidad y validez de una herramienta para el análisis de las imágenes de los libros de texto de Educación Física. Retos, 34, 240-246. https://doi.org/10.47197/retos.v0i34.59497
  • Moya-Mata, I., Ruiz, L., Martín, J., Pérez, P.M., & Ros, C. (2017). La representación de la discapacidad en las imágenes de los libros de texto de Educación Física: ¿inclusión o exclusión? Retos, 32, 88–95. https://doi.org/10.47197/retos.v0i32.52191
  • Moya-Mata, I., Ruiz-Sanchis, L., Martín-Ruiz, J., & Ros, C. (2019). La actividad física representada en los libros de texto de educación física en educación primaria. Movimento, 25, 1-13. https://doi.org/10.22456/1982-8918.89296
  • Neuendorf, K.A. (2009). Reliability for content analysis. En A. B. Jordan, D. Kunkel, J. Manganello & M. Fishbein (eds.), Media messages and public health: a decisions approach to content analysis (pp. 67-87). Routledge.
  • Neuendorf, K.A. (2011). Content analysis: A methodological primer for gender research. Sex Roles, 64(3-4), 276-289. https://doi.org/10.1007/s11199-010-9893-0
  • Piñuel, J.L. (2002). Epistemología, metodología y técnicas del análisis de contenido. Estudios de Sociolingüística, 3(1), 1-42.
  • Rich, E., & Miah, A. (2017). Mobile, wearable and ingestible health technologies: towards a critical research agenda. Health Sociology Review, 26(1), 84-97. https://doi.org/10.1080/14461242.2016.1211486
  • Rodríguez, J., Sanmiguel-Rodríguez, A., & Álvarez-Seoane, D. (2018). Revisión bibliográfica en el contexto español sobre investigaciones relacionadas con los libros de texto y materiales didácticos en educación física. Retos, 34, 363-370. https://doi.org/10.47197/retos.v0i34.65902
  • Shilling, C. (2012). The body and social theory. Sage. https://bit.ly/3fymg2b
  • Stoyanov, S.R., Hides, L., Kavanagh, D.J., Zelenko, O., Tjondronegoro, D., & Mani, M. (2015). Mobile app rating scale: a new tool for assessing the quality of health mobile apps. JMIR mHealth and uHealth, 3(1), 27. https://doi.org/10.2196/mhealth.3422
  • Traxler, J. (2016). Inclusion in an age of mobility. Research in Learning Technology, (24), 1-13. https://doi.org/10.3402/rlt.v24.31372
  • Varea, V., & González-Calvo, G. (2020). Touchless classes and absent bodies: teaching physical education in times of Covid-19. Sport, Education and Society, 1-15. https://doi.org/10.1080/13573322.2020.1791814
Fonte de datos: Dialnet