Girls Do Not Sweat: the Development of Gender Stereotypes in Physical Education in Primary School

Cárcamo, Carolina; Moreno, Amparo; Barrio, Cristina del

doi:10.1007/s42087-020-00118-6

Cited by 20 publications

(16 citation statements)

References 58 publications

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“…The gender difference reported in the current study, with males presenting higher physical self-efficacy compared to females, is in line with the literature [10,13,25]. It is possible that gender stereotypes in physical activity [26] could lead to a greater involvement in physical activity by males, which could ultimately promote the development of more confidence in their own ability.…”

Section: Discussionsupporting

confidence: 89%

Validity of the Perceived Physical Ability Scale for Children: An Actigraphic Study

Tonetti

Carissimi

Fabbri

et al. 2021

IJERPH

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This study aimed to provide evidence of the validity of the Perceived Physical Ability Scale for Children against an external-objective criterion of the 24 h motor activity pattern assessed through actigraphy. A total of 107 children (60 females; mean age 10.25 ± 0.48) were originally enrolled. Children wore the actigraph model Actiwatch AW64 (Cambridge Neurotechnology Ltd., Fenstanton, UK) for seven days, 24 h per day, around the non-dominant wrist. At the beginning of the actigraphic recording, participants filled in the Perceived Physical Ability Scale for Children. Functional Linear Modeling was used to examine variation in the 24 h motor activity pattern according to the total score in the Perceived Physical Ability Scale for Children. Higher physical self-efficacy was significantly related to greater levels of motor activity in the afternoon. Overall, this pattern of results supports the validity of the Perceived Physical Ability Scale for Children against the external-objective criterion of the 24 h motor pattern. The Perceived Physical Ability Scale for Children could represent a promising endpoint for studies assessing the effectiveness of physical activity promotion interventions.

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Section: Discussionsupporting

confidence: 89%

Validity of the Perceived Physical Ability Scale for Children: An Actigraphic Study

Tonetti

Carissimi

Fabbri

et al. 2021

IJERPH

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“…Carcamo [ 67 ] reports that boys/girls have a dominant gender narrative that makes femininity subordinate to masculinity, thereby encouraging binary gender beliefs and practices reaching the conclusion the need to make boys and girls more aware of gender equality, make changes to the activities and to how the physical spaces are used and provide equal teaching and learning experiences to reduce a divide still present in physical-sports education [ 61 ]. The PE curriculum alone was insufficient to dismantle the deeply rooted negative cultural influences of community-based sports that influenced equity and inclusion.…”

Section: Analysis Of Resultsmentioning

confidence: 99%

A Systematic Review of Co-Educational Models in School Handball

Arias

Soto

Ferreira

2021

IJERPH

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This study aims to address the characteristics presented by the co-educational models that have been put into practice in school handball, showing a general overview, after providing a systematic review of the literature on the topic published over the last ten years on co-educational paradigms in the practice of handball as a school sport. For the description and recording of the process of selection and filtering of documentary sources to be analyzed, use was made of the PRISMA flowchart. After the elimination of duplicates and entries not compliant with the criteria for time limits and type of document, the final sample surveyed was composed of thirty academic articles. The results considered (n = 26) showed a presentational pattern divisible into three segments or groups. These were: technical and sporting aspects of handball, highlighting the benefits of this sport in schools relative to other options (n = 7), co-education (n = 8), and results based on differences between the sexes (n = 11). Co-education stresses significant improvements in skills, together with perceived effort, enjoyment, and participation. These lead to improvements in the social climate and group cohesion, thanks to the practice of sports. Handball within schools, seen from a co-educational angle, should be approached with an eye to its predisposition for the development of social and civic skills. These include respect for the rules of a game, teamwork and solidarity, fair play, commitment, and responsibility. This paper lays out precisely and exhaustively the lines of investigation undertaken in the area of co-education, and, more specifically, how this is handled within the practicing of a confrontational team sport like handball.

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“…Despite this, children and adolescents regularly withdraw from organised sport due to a range of intrapersonal, interpersonal, and environmental factors (Eime et al, 2020). Furthermore, in many Western countries, girls are more likely to discontinue organised sport throughout their adolescence in comparison to boys (Zarrett et al, 2020;Carcamo et al, 2021). A recent study in the USA investigating girls complete exit from sports participation (as opposed to girls disengaging from one sport but taking up another) found that not only are dropout rates higher among girls, but girls are more likely to never engage, or currently be playing sports in comparison to boys (Zarrett et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Girls and Young Women in Community Sport: A South Australian Perspective

Drummond

Elliott

et al. 2022

Front. Sports Act. Living

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Girls' and young women's engagement and disengagement in physical activity has been well documented in Western culture. Sport plays a pivotal role in the development of behaviours that promote physical activity, particularly through commitment to team and individual goal attainment, socialisation, and feelings of belonging and self-identity. Community sport in Australia is the dominant pathway into state, national, and elite international competition. The importance of community sport in the lives of girls and young women cannot be overstated, irrespective of individual long-term sporting goals. Indeed, the dropout rate of girls in sports, like many other western cultures is significant and is certainly disproportionate to the numbers of boys who drop out. The present study aims to examine the intrapersonal, interpersonal, and environmental influences on community sporting pathways for girls and young women. Using a mixed-methods design, we include survey data from 2,189 high-school students (aged 12–18 years) and focus group and individual interview data from a subset of 37 high-school students, parents, and teachers, across metropolitan Adelaide, South Australia. The study included an examination of sporting practises and insights of male sport participants from the same age groups to juxtapose the findings and provide a more comprehensive understanding of girls' and young women's community sporting involvement. Parents and teachers were also included within the participant cohort to provide a comprehensive perspective. The results highlight the challenges that girls face with respect to engagement and disengagement in sport and particular points throughout their adolescent years. Recommendations are provided to help mitigate potential attrition of girls in sport in the future.

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Girls Do Not Sweat: the Development of Gender Stereotypes in Physical Education in Primary School

Cited by 20 publications

References 58 publications

Validity of the Perceived Physical Ability Scale for Children: An Actigraphic Study

Validity of the Perceived Physical Ability Scale for Children: An Actigraphic Study

A Systematic Review of Co-Educational Models in School Handball

Girls and Young Women in Community Sport: A South Australian Perspective

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