Physical Education Students’ Opinion on Rhythmic Gymnastics and Its Relation to Gender

Abstract

The gender perspective (GP) aims to generate social change by questioning the stereotypes and roles assigned to individuals and addressing biases and related issues. In Chile, it has been promoted through public policies (Law No.21.369). For this reason, the Physical Education, Sports, and Recreation Pedagogy program at a state university has adjusted its curricular activities. Rhythmic gymnastics (RG), a sport traditionally considered exclusive to women and previously taught only to “them”, must now be taken by all people, regardless of their gender. This research, project funded by the Metropolitan University of Chile DIUMCE01-2024-EFA, analyzes the opinions of 50 students about RG in their curriculum and its relationship with GP prior to taking the course. The study follows a qualitative case study approach, applying semantic content analysis with emergent categories to the responses. The student body presents a favorable attitude toward the curricular activity, expressing interest in applying it within their professional field. They state that sports should be practiced without gender differentiation. They recognize that there are social biases linked to gender stereotypes. On the other hand, the lack of knowledge of RG implies prejudices, such as feeling uncoordinated, inflexible, and uncomfortable when working on corporal expression.

Keywords

• physical education
• rhythmic gymnastics
• gender perspective
• initial teacher education
• higher education