Elastic band jumping as a coeducational practice in Physical Education: Perceptions and transformation of gender roles in Secondary Education
DOI:
https://doi.org/10.47197/retos.v83.119678Keywords:
Coeducation, gender roles, gender stereotypes, Physical Education, secondary education, traditional gameAbstract
Introduction: Physical Education can contribute both to reproducing and challenging inequalities related to gender roles and stereotypes. The pedagogical resignification of traditionally feminized movement practices constitutes an underexplored coeducational strategy in Secondary Education.
Objective: To analyze the experiences, perceptions, and interactions generated during the implementation of a learning situation based on the traditional elastic band jumping game with students in Secondary Education, focusing on participation and cooperation in mixed-gender groups, relationships between girls and boys, and the questioning of gender stereotypes and roles associated with this movement practice.
Methodology: A descriptive-exploratory qualitative study was conducted with 21 Secondary Education students. Data were collected through systematic observation and open-ended questionnaires and analyzed using inductive thematic analysis.
Results: The findings revealed improvements in participation, cooperation, and relationships between girls and boys. Although some preferences for working with same-sex friends persisted, students challenged the perception that elastic band jumping is exclusively a girls’ activity and positively valued the learning situation for its cooperative, creative, and inclusive nature
Discussion: The findings were consistent with previous research and extend the existing literature by examining the pedagogical resignification of a historically feminized movement practice in Secondary Education.
Conclusions: Elastic band jumping represents a valuable pedagogical resource for promoting coeducational experiences that foster more equitable participation, more egalitarian relationships between girls and boys, and critical reflection on gender roles and stereotypes in Physical Education.
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