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Abstract

This review wants to provide a summary of selected literature from the past 10 years on gender equity in P.E. It aims at providing an overview of the current research, while suggesting viable solutions to encourage girls to take a more active role in sport and physical activity. To ensure the respect of gender identity in education, the quality of teaching is crucial. Therefore, we argue that there is greater need for research in the field of gender equity in PE. While much research focused on how gender reproduced though pedagogical practice in PE, this review aims at analyzing how to challenge it and identify good practices. The analysis of the didactic process pointed out five dimensions (design, methodological, reflexive, organizational, relational). For each dimension, the critical aspects for education to gender equity have been identified, together with the effective practice and strategy to promote gender equity and equal education in PE. Methods and techniques useful for PE teachers were highlighted to give teachers the right tools to orientate students to sports, limit early sport dropouts and valorise the practice of all sports equally, as disciplines for both men and women.

How Can Physical Inactivity in Girls Be Explained? A Socioecological Study in Public, Subsidized, and Private Schools

“…In line with this issue, Mayorga et al [ 36 ] suggested that unequal treatment is one of the barriers perceived by teenagers when doing physical activity, subsequently influencing their habits as adults. Moreover, Sánchez et al [ 37 ] stated that the role played by teachers and their behavior concerning gender is conditioned by the influence of other factors, such as socioeconomic, environmental, family, or cultural variables.…”

Contributing to SDG Targets 4.5 and 5.5 during Physical Education Sessions: The Effect of a Collective Sports Intervention on Gender Attitudes

“…In some example studies, many school subjects aimed to implement SD in their classes in terms of environmental resources in natural sciences [24] or promoting ecological habits in plastic and visual education [25]. On the other hand, as far as the social dimension is concerned, in some cases, didactic interventions are carried out in the area of citizenship and human rights, which is related to social and civic values and aims to make students aware of the gender inequalities that exist today and the struggle that women have been waging for years to eradicate these inequalities to understand the concepts of patriarchy, equality, and co-education and to put the latter two into practice [26]. On the other hand, didactic units (DDUU) implement active methodologies, placing the students at the center of their own learning, such as cooperative play, with the recreation of real situations in which to integrate attitudes of equality [27].…”