Fachbeirat: Geschlecht – (k)ein Thema für die Psychomotorik?

Gramespacher, Elke; Voß, Anja; Rayling, Sabine

doi:10.2378/mot2020.art15d

Cited by 1 publication

(3 citation statements)

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“…Studies on the motor development of young children, by contrast, usually describe gender as a binary-coded difference (e.g., Junaid & Fellowes, 2006;Rose, 2012;Adler, 2015;Eyre, Walter, & Duncan, 2018). These tendencies can also be found in empirical studies and practicerelated projects on psychomotor development (Gramespacher, Rayling, & Voss, 2020). But these studies are considered to be limited because they do not include social, environmental and/or cul-tural factors (cf.…”

Section: Theoretical and Empirical Relationships Between Gender And Movement In Early Childhood Movement Researchmentioning

confidence: 99%

“…Whereas these studies attempt productively to move away from genderstereotypical conceptions, these conceptions still dominate inthe recentresearchand practice-based literature on psychomotor development. Gramespacher et al (2020) show in their document analysis that the gender-related conceptions in psychomotor development tend to transport stereotypical images and that studies focusing on diversity and heterogeneity are still widely left out of account in the context of psychomotor development.…”

Section: Theoretical and Empirical Relationships Between Gender And Movement In Early Childhood Movement Researchmentioning

confidence: 99%

“…The analysis of didactic concepts, e.g., on psychomotor skills, indicates that gender-specific concepts are still preferred (e.g., Gramespacher et al, 2020). There are no concepts for overcoming gender stereotypes in early childhood physical education .…”

Section: Gender As a Necessary Dimension In Early Childhood Movement Educationmentioning

confidence: 99%

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Gender in early childhood movement education—a necessary dimension!

Gramespacher

Voß

2020

Ger J Exerc Sport Res

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This contribution focuses on the connections between movement education, early childhood and gender. We argue that these connections should be investigated in future studies and, for example, be linked to current gender theoretical discourses. This is not only in order to productively introduce the findings for gender studies in sports science and movement education. Rather, the aim could also be to find out how the gender perspective can be productively introduced in the context of diversity-conscious movement education with and for children.

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Section: Theoretical and Empirical Relationships Between Gender And Movement In Early Childhood Movement Researchmentioning

confidence: 99%

Section: Theoretical and Empirical Relationships Between Gender And Movement In Early Childhood Movement Researchmentioning

confidence: 99%