Didactic experience of rhythmic gymnastics in Chilean school Physical Education

Abstract

Introduction: In Chile, education is governed by the Ministry of Education's curriculum framework and guidelines (2013), which establish minimum learning objectives. Rhythmic gymnastics (RG) is a means of achieving these objectives; however, it is rarely taught in physical education classes due to teachers’ lack of knowledge, prejudices about flexibility requirements, and the cultural gender stigma that labels it as a “women’s sport,” limiting its practice and teaching. Historically, RG has reproduced stereotypes that exclude men, perpetuating inequalities. Incorporating a gender perspective involves questioning and transforming these conceptions, allowing all people to access, participate, and develop without restrictions based on cultural prejudices or historical stigmatization.

Objective: This didactic experience aimed to report teachers’ opinions after participating in a theoretical-practical course involving 25 school educators who engaged in the practice and teaching of RG through an inclusive, gender-neutral methodology.

Methodology: It was applied a semi-structured interview, wisch was analyzed based on dimensions and categories.

Discussion: Participants evaluated the experience as highly satisfactory, recognizing the sport’s richness and motivational value in allowing students to choose music collaboratively and respectfully.

Conclusions: They concluded that the methodology is easily replicable in school contexts and that the course provided them with the confidence to implement it.