Emakumea Pilotariimpacto de un programa recreativo diseñado con y para mujeres pelotaris

  1. Uxue Fernández-Lasa 1
  2. Oidui Usabiaga
  1. 1 Facultad de Educación y Deporte, Departamento de Educación Física y Deportiva, Universidad del País Vasco / Euskal Herriko Unibertsitatea
Journal:
Apunts: Educación física y deportes

ISSN: 1577-4015,  2014-0983

Year of publication: 2019

Issue: 137

Pages: 129-141

Type: Article

DOI: 10.5672/APUNTS.2014-0983.ES.(2019/3).137.10 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Apunts: Educación física y deportes

Sustainable development goals

Abstract

This study aimed to evaluate the impact of the Emakumea Pilotari (female Basque pelota player) programme organised by the Gipuzkoan Federation of Basque Pelota on the participants. The data were extracted from an ethnography carried out in the 2011-12 season in which 28 women between the ages of 20 and 60 participated; from two discussion groups held in 2013 and 2016, where 12 women between the ages of 24 and 60 participated; and from documents related to the programme. After an inductive analysis, the results suggest that the opportunity to play Basque pelota in a safe and comfortable environment facilitates female Basque pelota players’ access to this sport, since it is “their time and their day”. The sense of group belonging and the opportunity to play with a more cooperative approach created greater adherence to the task among the participants, since their participation is aimed at both interpersonal relationships and the sport activity. The female Basque pelota players feel included in this programme, as they believe that it is tailored for them, and they emphasise that the proposed exercises make all participants able to enjoy it, regardless of their playing level. Designing and implementing sports-recreational programmes exclusively with and for women can significantly increase their level of participation and their group involvement

Bibliographic References

  • Allender, S., Cowburn, G., & Foster, C. (2006). Understanding participation in sport and physical activity among children and adults: A review of qualitative studies. Health Education Research, 21(6), 826-835. doi:10.1093/her/cyl063
  • Anguera Argilaga, M. T., & Hernández Mendo, A. (2005). Evaluación de programas de actividad física. En A. Hernández Mendo (Coord.), Psicología del Deporte (Vol. II). Metodología (pp. 151-199). Sevilla: Waunceulen.
  • Birrel, S. J. (2000). Feminist theories for sport. En J. Coakley & E. Dunning (Eds.), Handbook of Sports Studies (61-76). London: Sage. Bracey, G. W. (2006). Single sex education: No easy answer. Principal Leadership, 7(4), 52-55.
  • Bruening, E., Dover, K. M., & Clark, B. S. (2009). Preadolescent female development through sport and physical activity. Research Quarterly for Exercise and Sport, 80(1), 87-101.
  • Castejón Oliva, F. J. (2007). Evaluación de programas en ciencias de la actividad física. Madrid: Síntesis.
  • Channon, A., Dashper, K., Fletcher, T., & Lake, R. J. (2016). The promises and pitfalls of sex integration in sport and physical culture. Sport in Society, 19(8-9), 1111-1124. doi:10.1080/17430437.2016.1116167
  • Cortis, N. (2009). Social inclusion and sport: Culturally diverse women’s perspectives. Australian Journal of Social Issues, 44(1), 91-106. doi:10.1002/j.1839-4655.2009.tb00132.x
  • Culp, R. H. (1998). Adolescent girls and outdoor recreation: A case study examining constraints and effective programming. Journal of Leisure Research, 30(3), 356-379. doi:10.1080/00222216.1998.11 949838
  • Del Valle, T. (2001). Emakumeak Euskal Herrian: (erresistentziak eta hausturak). [Mujeres en el País Vasco: resistencias y rupturas]. Donostia-San Sebastián: Gaiak.
  • Domínguez, M., & Dávila, A. (2008). La práctica conversacional del grupo de discusión: jóvenes, ciudadanías y nuevos derechos. En L. Gordo & A. Serrano Pascual, Estrategias y prácticas cualitativas de investigación social (pp. 97-125). Madrid: Pearson-Prentice Hall.
  • Etxebeste, J. (2012). Á cloche-pied. Les jeux sportifs traditionnels et la socialisation des enfants basques. Sarrebruck: Editions Universitaires Européennes.
  • Fernandez-Lasa, U., Usabiaga, O., Castellano, J., Etxeberria, J. C., & Mendizabal, M. (2015). Emakumea Pilotari: erne al da hazia? En Emakunde (Ed.), Congreso internacional para el impulso de políticas de igualdad de mujeres y hombres. “Reflexiones y estrategias en contextos de crisis, redes e innovaciones” (Vol. 3, pp. 39-50). VitoriaGasteiz: Emakunde – Instituto Vasco de la Mujer.
  • Fernandez-Lasa, U., Usabiaga, O., Martos-García, D., & Castellano, J. (2015). Creating and maintaining social networks: Women’s participation in Basque pilota. RICYDE. Revista Internacional de Ciencias del Deporte, 40(11), 129-144. doi:10.5232/ricyde2015.04003
  • Fernandez-Lasa, U., Usabiaga, O., & Castellano, J. (2015). Emakume pilotariak: gure taldea, gure ordua [Las mujeres pelotaris: nuestro grupo, nuestra hora]. Uztaro, 93, 5-16.
  • Federación Guipuzcoana de Pelota Vasca. (2004). Proyecto Emakumea Pilotari. Creación. Donostia: documento no publicado.
  • Federación Guipuzcoana de Pelota Vasca. (2004). Memoria de presentación de Emakumea Pilotari. Donostia: documento no publicado.
  • Federación Guipuzcoana de Pelota Vasca. (2012). Balance de Emakumea Pilotari. Donostia: documento no publicado.
  • Federación Guipuzcoana de Pelota Vasca. (2017). Evolución de la participación en los cursos recreativos. Memoria del proyecto Emakumea Pilotari. Donostia: documento no publicado.
  • Flintoff, A., & Scraton, S. (2001). Stepping into active leisure? Young women’s perceptions of active lifestyles and their experiences of school physical education. Sport, Education and Society, 6, 5-21. doi:10.1080/713696043
  • Friese, S. (2012). Qualitative data analysis with ATLAS.ti. Londres: SAGE Publications Ltd.
  • Gehring, J. (2005). Researchers say girls thrive in single-sex gym classes. Education Week, 25(1), 13.
  • González-Abrisketa, O. (2005). Pelota Vasca: un ritual, una estética. Bilbao: Editores Muelle de Uribitarte.
  • Guba, E., & Lincoln, Y. (1994). Paradigmas en pugna en la investigación cualitativa. En N. Denzin & I. Lincoln, Handbook of Qualitative Research (pp. 105-117). Londres: Sage.
  • Gubby, L., & Wellard, I. (2015). Sporting equality and gender neutrality in korfball. Sport in Society, 19(8-9), 1171-1185. doi:10.1080/1 7430437.2015.1096261
  • Hall, M. A. (2003). The game of choice: Girls’ and women’s soccer in Canada. Soccer & Society, 4(2-3), 30-46. doi:10.1080/14660970 512331390815
  • Hargreaves, J. (2000). Heroines of sport: The politics of difference and identity. Londres: Routledge.
  • Hornibrook, T., Brinkert, E., Diana, P., Seimens, R., Mitten, D., & Priest, S. (1997). The benefits and motivations of all women’s programs. The Journal of Experiential Education, 20(3), 152-158. doi:10.1177/105382599702000307
  • Kemmis, S., & Stake, R. (1988). Evaluating curriculum. Victoria: Deakin University Press.
  • Kruisselbrink, L. D., Dodge, A. M., Swanburg, S. L., & MacLeod, A. L. (2004). Influence of same-sex and mixed-sex exercise settings on the social physique anxiety and exercise intentions of males and females. Journal of Sport & Exercise Psychology, 26, 616-622. doi:10.1123/jsep.26.4.616
  • Larneby, M. (2016). Transcending gender hierarchies? Young people and floorball in Swedish school sport. Sport in Society, 19(8-9), 1202-1213. doi:10.1080/17430437.2016.1159194
  • Lavega, P., Lagardera, F., March, J., Rovira, G., & Coelho Araújo, P. (2014). Efecto de la cooperación motriz en la vivencia emocional positiva: perspectiva de género. Movimento, 20(2), 593-618. doi:10.22456/1982-8918.38120
  • Little, D. E. (2002). Women and adventure recreation: reconstructing leisure constraints and adventure experiences to negotiate continuing participation. Journal of Leisure Research, 34(2), 157-177. doi:10.1 080/00222216.2002.11949967
  • Markula, P., & Silk, M. (Eds.). (2011). Qualitative Research for Physical Culture. London: Palgrave Macmillan. doi:10.1057/9780230305632
  • Marsh, H. W., & Peart, N. D. (1988). Competitive and cooperative physical fitness training programs for girls: Effects on physical fitness and multidimensional self-concepts. Journal of Sport & Exercise Psychology, 10(4), 390-407. doi:10.1123/jsep.10.4.390
  • McDermott, L. (2004). Exploring intersections of physicality and female-only canoeing experiences. Leisure Studies, 23(3), 283–301. doi:10.1080/0261436042000253039
  • Nespor, J. (2000). Anonymity and place in qualitative inquiry. Qualitative Inquiry, 6(4), 546-569. doi:10.1177/107780040000600408
  • Parry, D. C. (2014). My transformative desires: Enacting feminist social justice leisure research. Leisure Sciences, 36(4), 349-364. doi:1 0.1080/01490400.2014.916976
  • Pfister, G. (2010). Women in sport – Gender relations and future perspectives. Sport in Society, 13(2), 234-248. doi:10.1080/174304 30903522954
  • Puig, N., & Soler, S. (2003) Women and sport in Spain. En G. Pfister & I. Hartmann-Tews (Eds.), Women and sport: A crosscultural analysis (pp. 83-101). London: Routledge.
  • Roura Coma, G. (1999). Un programa de actividad física para mujeres adultas. Apunts. Educación Física y Deportes, 57, 100-104.
  • Taylor, J. (2014). The impact of the ‘Girls on the Move’ leadership programme on young female leaders’ self-esteem. Leisure Studies, 33(1), 62-74. doi:10.1080/02614367.2012.727459
  • Taylor, J., Hughes, A., & Koufaki, P. (2013). The impact of community-based physical activity projects on girls’ and young women’s engagement in physical activity: Findings from an evaluation of the ‘Girls on the Move’ programme. Managing Leisure, 18(1), 46-60. doi:10.1080/13606719.2012.742225
  • Urrutia, J. M., & Sagastizabal, J. (2009). Erraketistak – Las raquetistas. Durango: Museo de Arte e Historia de Durango.
  • Whittington, A., Mack E. N., Budbill, N. W., & McKenney, P. (2011). All-girls adventure programmes: What are the benefits? Journal of Adventure Education and Outdoor Learning, 11(1), 1-14. doi:10.1080/14729679.2010.505817
  • Whittington, A. (2006). Challenging girls’ constructions of femininity in the outdoors. Journal of Experiential Education, 28(3), 205-221. doi:10.1177/105382590602800304
Data source: Dialnet