La profesionalización de los educadores deportivos en prisiones europeas / Professionalization of Sport Educators in European Prisons

J. Devís-Devís, D. Martos-García, A. Valencia-Peris, C. Peiró-Velert

Resumen


Actualmente, las actividades físicas y deportivas forman parte del paisaje de las prisiones y se les adjudica un papel (re)educativo. Sin embargo, se desconoce cómo se desarrollan dichas actividades y la profesionalización del personal encargado de las mismas. En este estudio se administró un cuestionario a 341 profesionales de prisiones, ubicadas en cinco países europeos, con el objetivo de indagar en el rol que juega la formación especializada en deportes y el diseño instruccional en la profesionalización de estos educadores. Los resultados indican que la formación deportiva especializada es mayor en los profesionales con menos años de experiencia y, especialmente, en aquellos con estudios superiores. Un gran porcentaje de los educadores planifican los principales elementos del diseño instruccional, aunque la mitad aún mantiene los objetivos en mente. Utilizan principalmente la estrategia metodológica de instrucción directa y formas verbales de evaluación. Se concluye que los educadores noveles con mayor nivel de estudios muestran mayor grado de profesionalización.

PALABRAS CLAVE: diseño instruccional, formación profesional, prisión, deporte, años de experiencia, nivel de estudios.

ABSTRACT

Sport is nowadays part of the prison landscape and it receives a (re)educational role. Nevertheless, it is unknown how are they developed and the professionalization features of the staff in charge of these activities. Therefore, a sample of 341 professionals from prisons located in five European countries responded to a survey conducted to explore the role that specialized sportive training and instructional design play in the professionalization of sport educators. The results indicate that the specialized sports training is higher among professionals with less years of experience and, especially, among those with higher-university studies. Larger percentage of educators plan the main elements of design, however, half of them still kept in mind the objectives. They mainly use direct instruction methodological strategies and oral forms of assessment. The paper concludes that those educators with less years of experience and more level of education show higher degree of professionalization.

KEY WORDS: instructional design, professional training, prison, correctional education, sport, years of experience, level of studies.


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DOI: http://dx.doi.org/10.15366/rimcafd2017.66.001

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