Construir la propia identidad y la resiliencia social en espacios de género Vera Makeeva 1 , Dmitry Osipov 2 , Valentina Pyshkina 3 , Sergey Barkalov 4 , Evgeniya Shirokova 5 1 Russian University of Sports “GTSOLIFK”, Moscow, Russia. E-mail: 89151479832@mail.ru; ORCID ID: https://orcid.org/0000-0001-5969-4324. 2 Academy of the Federal Security Service of the Russian Federation, Orel, Russia. E-mail: 14041990osa@rambler.ru; ORCID ID: https://orcid.org/0000-0002-5915-8190. 3 Moscow State University of Sport and Tourism, Moscow, Russia. E-mail: taiss43@yandex.ru; ORCID ID: https://orcid.org/0000-0002-6092-7102. 4 Lukyanov Orel Law Institute of the Ministry of the Interior of Russia, Orel, Russia. E-mail: barkalov2009@mail.ru; ORCID ID: https://orcid.org/0000-0001-5417-5031. 5 Kaluga State University named after K. Tsiolkovski, Kaluga, Russia. E-mail: kaktus86@mail.ru; ORCID ID: https://orcid.org/0000-0001-9973-0414. Resumen. Este estudio examina cómo los programas estructurados de autoentre- namiento físico contribuyen al desarrollo de la resiliencia, la identidad y la adaptación social entre cadetes femeninas en instituciones dominadas por hombres. Mediante la integración de métodos de ﬁtness basados en Crossﬁt dentro de las academias de las fuerzas del orden, la investigación evalúa cómo un entrenamiento consistente y sensi- ble al género mejora no sólo la resistencia física y la fuerza, sino también la preparación psicológica y la integración social. Los resultados demuestran que el autoentrenamien- to físico desempeña un papel fundamental a la hora de mitigar la presión institucional, reforzar la cohesión del grupo y favorecer el equilibrio emocional en un entorno de alta exigencia. El enfoque de género adoptado en el estudio aborda los desequilibrios sisté- micos y propone un marco sostenible para mejorar la adaptación social, la aﬁrmación de la identidad y el bienestar en el contexto de la cultura de formación de las fuerzas del orden. Palabras clave: academias MIA, cadetes femeninas, entrenamiento físico profesional, resistencia física general, resistencia de fuerza y velocidad. Recibido: 26/03/2025 ~ Aceptado: 12/05/2025 INTERACCIÓN Y PERSPECTIVA Revista de Trabajo Social ISSN 2244-808X ~ Dep. Legal pp 201002Z43506 DOI: https://doi.org/10.5281/zenodo.16911040 Vol. 15 (3): 747 - 754 pp, 2025

748 Makeeva, Osipov, Pyshkina, Barkalov, Shirokova Interacción y Perspectiva. Revista de Trabajo Social Vol. 15(3): 2025 Building self identity and social resilience in gendered spaces Abstract. is study examines how structured physical self-training programs contribute to the development of resilience, identity, and social adaptation among female cadets in male-dominated institutions. By integrating Crossﬁt-based ﬁtness methods within law enforcement academies, the research evaluates how consistent and gender-responsive training improves not only physical endurance and strength but also psychological readiness and social integration. e ﬁndings demonstrate that physical self-practice plays a pivotal role in mitigating institutional pressure, reinforc- ing group cohesion, and supporting emotional balance in a high-demand environ- ment. e gender approach adopted in the study addresses systemic imbalances and proposes a sustainable framework for improving social adaptation, identity aﬃrma- tion, and well-being in the context of law enforcement training culture. Key words: MIA academies, female cadets, professional physical training, general physical endurance, strength and speed endurance. INTRODUCTION A personnel training for law enforcement agencies in educational institutions is mainly based on principles of masculinity mostly focused on male students’ speciﬁc characteristics. An educational process in those institutions is organized in the same way as in civil higher education institutions; however, there can be observed such diﬀerences as a more strict routine and a focus on physical and psychological training of cadets (Makeeva et al., 2018a; Aniskova, 2020; Makeeva et al., 2020; Panova et al., 2024). Modern research in the ﬁeld considers two approaches, such as a gender-role approach and a gender approach. e gender-role approach contributes to gender distinction: ac- tivities are divided between male and female, whereas the gender approach aims at adapting the educational system in accordance with psychological diﬀerences between male and female, as well as introducing new means and methods leading to the physical ﬁtness improvement based on indi- vidual characteristics of a person (Grier et al., 2015; Kim & Gerber, 2019; Shmeleva et al., 2019; Ra- spopova et al., 2020; Panova et al., 2021). Besides, regular monitoring and assessment of the results with the psychological support of professors helps to discover problems and adjust the educational approach as well as to solve successfully adaptation problems caused by stress emerging during the educational physical training process (Voloskov & Voloskov, 2017; Kodzokov, 2018; Bonkalo et al., 2021; Kustov & Dudchik, 2021). Due to the fact that the ﬁrst approach has the priority at the stage of professional activity but not at the stage of professional training, our primary concern is the gender approach, which can help inﬂuence social norms and cultural values as well as health and wellbeing, create equitable and judicious conditions of individual fulﬁllment regardless of the gender, this approach also allows us to shape certain patterns of behavior, to meet expectations, to give opportunities, to design programs which address needs and interests of the most vulnerable gender-based groups, in our case – female, who are physically weaker than male due to anatomical and physiological features of the female body. In the process of professional adaptation of female cadets in the MIA academies two main aspects are considered: adaptation to the service and to the educational process, since training condi-

Construir la propia identidad y la resiliencia social en espacios de género 749 Vol. 15(3) julio - diciembre 2025/ 747 - 754 tions in the predominantly male environment do not meet expectations of female cadets, on the one hand, and those of the educational institutions, on the other hand (Kuznetsova, 2016; Makeeva et al., 2018b). is is particularly true for physical training issues which have a signiﬁcant impact on the professional readiness of future MIA employees. erefore, the search for appropriate training methods and techniques supplementing the core physical training program is an urgent task and requires a complex approach which takes into consideration female morphological and functional capabilities (Makeeva et al., 2020; Kustov & Dudchik, 2021). As for the adaptation of educational standards and requirements to the level which corresponds to real female capabilities, they are set by the Ministry and followed by universities. Nevertheless, unlike civil universities where the physical training requirements are set once and are not changed annually, in MIA academies the requirements rise progressively from year to year which create hardships especially for female cadets. One of the reasons is the fact that female physical maturity is reached by the age of 16–18 and is accompanied by the completion of growth and other aspects which can provide a successful improvement of physical training. Meanwhile, psychological and emotional development can continue and vary due to individual characteristics. Besides, slowing down of natural processes of physical development gives precedence to such a training system which can contribute to the increase in physical readiness for work and a relevant approach leading to the achievement of such a goal as: an individual training program in accordance with physical capabili- ties and needs which can guarantee more comfortable conditions for education (Haddock et al., 2016; Ukrainsky & Vlasenko, 2017; Panova et al., 2021). e objective of the proposed physical self-training program is to improve the physical ﬁtness of female cadets by means of crossﬁt performing in the process of physical self-practice within the whole period of studying in the academy. METHODS AND ORGANIZATION OF THE RESEARCH e goal was achieved by using ﬁtness technology based on the Crossﬁt techniques imple- mented by female cadets in the process of self-practice supported by trainers counseling. e assess- ment of the result dynamics was carried out by tests such as 1000 м running, shuttle run, complex strength exercise (COE). In the experiment a group of female cadets (18 people), specializing in “Law enforcement, training proﬁle – Traﬃc police”, and a reference group of cadets (18 people), specializing in “Law enforcement, training proﬁle – Investigation”, have participated. e experimental group training process was based on the program including crossﬁt tech- niques such as cardiovascular exercises, basic strength exercises from weightlifting and gymnastics, as well as some exercises from martial arts practice. RESULTS AND DISCUSSION e tests results were processed by statistical analysis methods using the StatTechv. 4.8.0 (de- veloper -– “Statech”, LLC, Russia). e quantitative indicators were evaluated for compliance with normal distribution using the Shapiro–Wilk test.

750 Makeeva, Osipov, Pyshkina, Barkalov, Shirokova Interacción y Perspectiva. Revista de Trabajo Social Vol. 15(3): 2025 e quantitative indicators, whose sample distribution was consistent with normal rates, were described by means of arithmetic averages (M) and standard deviations (SD). Limits of 95% conﬁ- dence interval (95% DI) were given as a representativeness measure for the average values. In the absence of normal distribution, quantitative data were described by means of median (Me) and lower and upper quartiles (Q1 – Q3). One-way analysis of variance with repeated measurements was used to compare three or more related groups on a basis of a normally distributed quantitative sign. e statistical signiﬁcance of changes in the indicator in dynamics was estimated by Fischer’s F. e posteriori analysis was carried out using the pair Student’s t-test with Holm’s correction. e non-parametric Friedman’s test with a posteriori comparison by means of the Conover– Iman’s test with Holm’s correction was used to compare three or more dependent samples, whose distribution was diﬀerent from normal. Diﬀerences were considered statistically signiﬁcant at p <0,05. 1000 m running shows the body’s ability to resist fatigue when performing the proposed workload, thereby participating in the regulation of metabolic processes, involving large and small muscle groups, strengthening joints and ligaments. e result dynamics of female cadets’ tests in 1000 м running, speed and strength endurance is presented in Tables 1, 2 and 3, both for the experimental and reference groups. TABLE 1. Comparative analysis of the 1000 m running dynamics between the experimental and reference groups during the training period Groups Testing stages Year 1, semester 2 Year 2, semester 4 Year 3, semester 6 Year 4, semester 8 Me Q₁ – Q₃ Me Q₁ – Q₃ Me Q₁ – Q₃ Me Q₁ – Q₃ Experimental (n=18) 4,34 4,25 – 4,41 4,22 4,16 – 4,29 4,09 4,02 – 4,15 4,08 3,99 – 4,11 Reference (n=18) 4,30 4,25 – 4,34 4,17 4,15 – 4,22 4,11 4,04 – 4,18 4,12 4,05 – 4,18 A dynamics analysis of the female cadets’ results in the experimental group in the 1000 m running based on the Friedman’s test shows statistically signiﬁcant changes (p < 0,001). Analysis by years has shown that the group has had a positive dynamics of the results, which corresponds to the requirements of the academy. Meanwhile, the increase in the results of the second year of study compared to that one of the ﬁrst year constitutes 2,76% with a quartile spread from 4,25 to 4,4 (at p = 0,039). e third year dynamics compared to the second year makes up 3,08% with the spread from 4,16 to 4,29, and the fourth year dynamics compared to the third year makes up 0,2% with the spread 4,02 – 4,15. Despite the fact that in Year 4 the increase is minimal, the spread of the results between the cadets has decreased signiﬁcantly, which indicates an increase in their homogeneity within the group 4,02 – 4,15. A dynamics analysis of the results related to the baseline (year 1, semester 2) shows statistically signiﬁcant diﬀerences at p <0,001 for year 3 semester 4 and year 4 semester 8. us, the physical

Construir la propia identidad y la resiliencia social en espacios de género 751 Vol. 15(3) julio - diciembre 2025/ 747 - 754 condition of female cadets shows a steady trend of improvement of the running time from year to year at all stages of observation. In the reference group the change has also shown statistically signiﬁcant changes at all stages of observation. However, in the experimental group a more pronounced and stable dynamics of improvement in the running results compared to the reference group can be observed. In particular, the median in the experimental group has decreased signiﬁcantly at all stages of the experiment. is may indicate more eﬀective training methods, including the use of Crossﬁt techniques in the self-training process of female cadets in the experimental group. Performing the 10x10 shuttle run is a way of evaluating the development of the complex physi- cal qualities: leg muscles strength when running, coordination and sense of balance when changing direction of movement, maintaining speed within the 10 m section, and high-speed endurance when being repeated multiple times. In shuttle running, which reﬂects the level of speed endurance, the experimental and reference group dynamics is characterized by statistically signiﬁcant changes (p < 0.001) according to the Fisher’s test with repeated measurements. e comparative analysis between the groups presented in the Table 2 shows statistically signiﬁcant diﬀerences between them in favour of the experimental group. e group has shown a signiﬁcant decrease of time taken to complete the test in the second and fourth stages of training compared with the reference group. TABLE 2. Comparative analysis of the speed endurance dynamics between the experimental and reference groups during the training period Groups Year 1, semester 2 Year 2, semester 4 Year 3, semester 6 Year 4, semester 8 Experimental 28,61 ± 0,30 28,42 ±0,32 28,21 ± 0,31 27,95 ± 0,29 Reference 28,66 ± 0,50 28,47 ± 0,29 28,19 ± 0,53 28,24 ± 0,39 p p > 0,05 p > 0,05 p > 0,05 p < 0,05 Although the experimental group has shown worse results in Year 3 than the reference group, the total group data are more positive, which indicates a lower standard deviation rate in the experi- mental group. e use of complex strength exercise in physical training allows us to combine various types of physical workload in one exercise, which characterizes the level of development of diﬀerent groups of muscles, whereas performing tasks without interruption causes active cardiovascular and respira- tory system reaction. erefore, this test is used as a check-up exercise in assessing the overall level of physical readiness for professional activity. e analysis of complex strength exercise has shown dynamics in the experimental group re- sults with statistically signiﬁcant changes (p <0,001) based on Fisher’s test with repeated measure- ments. e results analysis in the reference group has shown statistically signiﬁcant changes (p = 0,001) according to Friedman’s test. e comparative analysis of the results between the groups is presented in the Table 3.

752 Makeeva, Osipov, Pyshkina, Barkalov, Shirokova Interacción y Perspectiva. Revista de Trabajo Social Vol. 15(3): 2025 TABLE 3. Comparative analysis of the strength endurance dynamics between the experimental and reference groups during the training period Groups Year 1, semester 2 Year 2, semester 4 Year 3, semester 6 Year 4, semester 8 Experimental 31,72 ± 1,81 32,39 ± 1,85 34,05 ± 1,43 35,27 ±1,84 Reference 31,83 ± 2,61 33,05 ± 1,55 34 ± 2,08 33,56 ± 1,38 p p > 0,05 p > 0,05 p > 0,05 p < 0,01 Performed analysis indicates a growing dynamics of results in the experimental group and an unsustainable trend with a broad spread of results in the reference group. Taking into account the fact that the female cadets’ level of physical ﬁtness is higher comparing with the level of female civil university students, it is a diﬃcult task to achieve the result growth. However, physical train- ing is a key point for future female employees in law enforcement agencies in the perspective. erefore, the analysis of the obtained data has highlighted the need not only for physical training as a part of cadets’ educational program (4 hours a week), but also for systematical practice during the whole academic year as well as the entire period of study. In addition, a competent approach to physical training is vital for successful performance of professional duties and healthcare in the long run. Our previous research indicates that systematic physical training leads to saving in the functioning of the cardiovascular system, reduction of mental energy expenditure (Makeeva et al., 2018b). But the crucial part of our research is a broader aspect revealing the professional significance of systematic exercise and especially self-practicing for a future MIA employee as far as it plays an important social (corresponding to the demands of the society), diagnostic (highlighting strength and weaknesses of the physical fitness), developmental (motivating ac- tivity) and educational (positive approach to healthcare) role (Osipov et al., 2017; Kyröläinen et al., 2018; Main et al., 2023). CONCLUSION Generally, the growth in endurance rates in the groups studied might be considered as positive dynamics. At the same time in the experimental group the dynamics observed has had a more sig- niﬁcant impact in the perspective of the eﬃcient professional activity on such thing as an increased level of activity and readiness for work, which in its turn leads to the ergothropic eﬀect of the pro- posed physical workload, which enhances metabolism and increases eﬃciency as well as contributes to a more successful adaptation to the environment, including service activities. In addition, the proposed workload was performed in accordance with female cadets’ capabilities without any psy- chological pressure increasing motivation to the systematic exercise. And hence in this regard the achieved physical ﬁtness meets not only the female cadets’ needs but also corresponds to the require- ments as well as provides the basis of personality structure formation according to the requirements of professional activity.

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