Physical Education Students’ Opinion on Rhythmic Gymnastics and Its Relation to Gender

Abstract

The gender perspective (GP) aims to generate social change by questioning the stereotypes and roles assigned to individuals and addressing biases and related issues. In Chile, it has been promoted through public policies (Law No.21.369). For this reason, the Physical Education, Sports, and Recreation Pedagogy program at a state university has adjusted its curricular activities. Rhythmic gymnastics (RG), a sport traditionally considered exclusive to women and previously taught only to “them”, must now be taken by all people, regardless of their gender. This research, project funded by the Metropolitan University of Chile DIUMCE01-2024-EFA, analyzes the opinions of 50 students about RG in their curriculum and its relationship with GP prior to taking the course. The study follows a qualitative case study approach, applying semantic content analysis with emergent categories to the responses. The student body presents a favorable attitude toward the curricular activity, expressing interest in applying it within their professional field. They state that sports should be practiced without gender differentiation. They recognize that there are social biases linked to gender stereotypes. On the other hand, the lack of knowledge of RG implies prejudices, such as feeling uncoordinated, inflexible, and uncomfortable when working on corporal expression.

1. Introduction

In Chile, in response to Law No. 21.369 which regulates sexual harassment, violence, and gender discrimination in higher education, the need to work on the gender perspective (GP) in educational plans and programs has become evident (Congreso Nacional de Chile, 2021). This initiative seeks to generate social change in the face of the several problems, biases, and stereotypes that categorize people according to socially established behaviors or characteristics, defining the roles of “men” and “women” (Cala & Barberá, 2009).

Studies have shown that higher education institutions often indirectly and unconsciously encourage the replication of biases or stereotypes that affect the initial development of teachers in training, replicating segregating or violent behaviors with their students in their professional future (Devís et al., 2005). The incorporation of GP in the training of PE teachers is still a subject in question, especially in a socio-cultural context that sustains the existence of feminine body movements vs. masculine body movements, even stipulated according to gender roles (Lleixà et al., 2020). In this sense, Matus et al. (2021) point out that there are stereotypes that categorize physical activity according to gender roles, affecting the development of the student body.

Physical activities and skills such as flexibility exercises are associated with women and strength with men, as well as artistic expressions because they do not fit within the stipulations of hegemonic masculinity (Sánchez et al., 2020). According to Castro (2023), in physical education (PE), there persist narratives and practices that marginalize diverse identities and corporealities, reproducing what is defined as the “gender status quo”. It is known that social gender stereotypes are characterized by ideas regarding the characteristics that men or women should have, which include roles, personal traits, economic status, behaviors, and social demands, identifying the feminine being with the passive/weak and the masculine being with power/strength (Butler, 1990; Fine, 2010; Gili et al., 2020). Throughout history, the construction of feminine and masculine identities has been shaped according to different expressive-motor and sporting activities, replicating and perpetuating gender stereotypes and biases. Such is the case of the ballet from the Romantic period, which focused on the corporeal characteristics of its performers (Robles & Toro, 2020), artistic gymnastics by designating specific beams according to the gender of the performer, including the artistic component only in the female specialty (Plaza, 2019), without forgetting to mention rhythmic gymnastics (RG) when it was developed in its beginnings as a sport that worked the femininity of its performers according to their “role” in society (Reyno & Meirone, 2024).

In the sports field, a hegemonic structure is manifested that is based on a dichotomous and opposing vision of genders, dividing them into masculine and feminine (Ordoñez, 2011). This perspective excludes not only many women but also men who do not conform to the dominant ideal of masculinity. Another aspect worth mentioning corresponds to the responsibility of the sports press by ignoring men who participate in sports traditionally considered feminine (Piedra, 2017), contributing to the perpetuation of a vision centered on hegemonic masculinity and reinforcing stereotypes. According to Fine (2010), these conceptions can affect the self-image and performance of individuals, limiting their opportunities and development.

RG is one of the curricular activities that PE teachers must undertake during training at different universities in Chile. It is worth noting that RG can be a valuable means for developing physical literacy, allowing students to improve both motor skills and health (Suherman et al., 2018). Additionally, as a sport that includes elements of dance, RG contributes to the development of rhythmic education (Echeverría-Caranqui et al., 2021), spatial awareness, and body expression, as well as the use of various apparatuses such as the rope, hoop, ball, clubs, and ribbon (Gamonales et al., 2020). Moreover, as with performing arts, it integrates expressive body movements, body plasticity, technical skill, musical receptiveness, musicality, and emotions, among other elements (Morgado et al., 2022). From its origins until 2018, in some state universities, it was taught exclusively for future female PE teachers, while men attended soccer in parallel (Reyno & Meirone, 2024). In both cases, these people did not have the opportunity to learn the benefits of both sports during their training. Currently, due to educational laws, the social movement of 2018, and the subsequent curriculum updates, the teaching of this sport must be mixed (Pastor-Vicedo et al., 2019). All of the above benefits the accreditation processes of the different institutions, but at the same time presents a challenge when carrying it out. Therefore, the interest arises in detecting the opinions and thoughts of the student body who are facing this new challenge, considering the relevance of GP in their teacher training and future professional development.

For all of the above, the objective of this work was to analyze the opinion of Physical Education students when taking the rhythmic gymnastics curricular activity and its relationship with the gender perspective.

2. Materials and Methods

This research fits into the qualitative paradigm, being of an exploratory, descriptive nature with an emergent design approach, and elaborates on the information collected. It is a cross-sectional collective case study (Creswell & Poth, 2016) suitable, in this case, for delving into the opinions and perceptions of university students about the curricular activities of RG and GP.

2.1. Sample

The sample is purposive and is composed of 50 students (23 women and 27 men) with an average age of 21.3 of the 2021 generation of Physical Education, Sports, and Recreation Pedagogy at a Chilean state university, who were taking the RG curricular activity in mixed modality for the first time. The student body participated voluntarily in the study and was informed of the confidentiality and anonymity of their responses, obtaining prior informed consent. The consent and the instrument applied were previously approved by the ethics committee of the Universidad de Santiago de Chile in the ethics report No. 261/2024.

2.2. Instrument

A semi-structured written interview was used for data collection. Five open-ended questions were elaborated on, and the students expressed their opinions about their perceptions of the RG curricular activity and its link with the GP. The interview included two sociodemographic questions (age, gender) followed by the following questions:

• What are your expectations of the RG curricular activity, and how do you think you will feel about it?
• Now that you must study and perform this sport, considering your opinion in relation to gender, do you think you will have any particular difficulty in practicing it?
• Do you consider that RG is gender specific?
• Did you think about negative/discriminatory situations or opinions regarding the gender of the people who perform RG when you learned that you had to take the curricular activity?
• Is the opinion of your family, friends, and peers important to you in relation to your practice of this sport?

2.3. Procedure

Semantic content analysis was used because it is a non-intrusive technique, accepts unstructured material, is sensitive to contexts, and can cover a large amount of information (Krippendorff & Wolfson, 1990). The qualitative data were analyzed, establishing the first connections between the objectives of the study and the concepts emerging from the responses of those who participated in the questions posed. The coding process was carried out by four researchers based on emerging categories with their respective codes.

The procedure was carried out using the TYPEFORM online form. Once answered, the responses were recorded and transferred for analysis and coding. Each researcher independently analyzed the information collected in several readings. After completing this phase, they met to brainstorm the data and create a coding map with a jointly agreed-upon categorization. Concordances of the information obtained were recorded, then discrepancies were discussed, and any doubts or classifications that were not precise were clarified. To carry out the coding, information was extracted from three emerging categories: visions and challenges related to the curricular activity rhythmic gymnastics (VCR); influence of their peers and close ones linked to rhythmic gymnastics (IPC); and perception and construction of gender (PCG).

After this process, the main theme and the categories with their respective codes emerged (

Table 1. Themes and emerging categories of the research.

Emerging Theme Expectations, Challenges and Gender in Rhythmic Gymnastics
Category 1 Visions and challenges related to the curricular activity Rhythmic Gymnastics (VCR)	Category 2 Influence of their peers and close ones, linked to Rhythmic Gymnastics (IPC)	Category 3 Perception and Construction of Gender in Rhythmic Gymnastics (PCG)
Codes - Pedagogical Perspective (VPP) - Motivation and enjoyment (MYE) - Disinterest (DES) - Personal challenges (CPE)	Codes - Peer opinion not important (PSI) - Peer opinion important but not limiting (PIN) - Useful for improvement (UFI) - Affects negatively (ANE)	Codes - Gender Denial (DGE) - Social bias (BSO) - Gender-related Banter (BCB) - Cultural Association (CUA) - Recognition of Change (RDC) - Non-Discriminatory Thinking (NDT)

).

3. Results

After the analysis of the interviews, three categories were identified, which indicate the opinions of the student body about taking the rhythmic gymnastics curricular activity (RG). The emerging theme transversal to the categories was “expectations, challenges, and gender in RG”. This theme explains that taking a curricular activity that is traditionally stereotyped toward the female gender means the student body faces an unfamiliar situation.

3.1. Category 1: “Visions and Challenges Related to the RG Curricular Activity” (VCR)

It is defined as the intersection between expectations and the challenges anticipated to achieve them. This dimension captures both long-term aspirations (visions), such as pedagogical perspectives, motivation, enjoyment, and others. It also includes the obstacles that people expect to face on their way to those goals (the expected challenges), which can be related to the physical, emotional, and gender perceptions of the student body.

In this category, we highlight four codes that are described below:

Code 1.1. Pedagogical perspective (VPP). The student body mentions that they know little or nothing about RG but that they expect to acquire basic or advanced knowledge of the sport. They hope to apply what they have learned in a practical way in their professional teaching career.

E.g., “I hope to learn what is necessary to have the basic tools to teach a RG class at school” (VPP, M 5, L 5).

E.g., “My expectation with this course is to be able to acquire the necessary skills to be able to teach this discipline in schools. I think I will like it, and it will be a great challenge for me (VPP, H 3, L 3) since I am totally unfamiliar with this discipline, I know almost nothing about it, only the typical things I saw some time ago in the Olympic Games”.

Code 1.2. Motivation and enjoyment (MYE). Students express their intention to do their best to overcome obstacles and learn. They also indicate that they like this sport or sports in general, which increases their expectations of enjoying the curricular activity.

E.g., “I am sure I will like this course; I am very excited” (MYE, M 35, L 3-4).

E.g., “Yes, I will like it, it is one of the subjects that attracts my attention, but I know that it will be a great challenge for me that I hope with effort I can unlock and learn from it” (MYE, M 34, L 34-35).

Code 1.3. Disinterest (DES). Some students mention that they do not have high expectations because they are not very interested in RG.

E.g., “The truth is that my expectations are low, I don’t like gymnastics very much, it makes me uncomfortable because I am very embarrassed when I try to express myself to other people” (DES, H33, L 26-28).

Code 1.4. Personal challenges (CPE). The student body expresses a challenge understood as the achievement of external objectives, commitment, and dedication to a new experience that takes them out of their comfort zone. In addition, they consider it as personal growth and a development of resilience, in this case, to overcome fears and insecurities, both physical and emotional.

E.g., “However, it is a challenge for me to show myself to other people, but if it’s just me it’s different” (DES, M10, L 14-15).

E.g., “My expectation is one of curiosity, it’s something new for me, as I didn’t have the right training in school. I think I do, and I look at it as a challenge” (DES, H 38, L 38-39).

E.g., “I feel that I will not like it very much, because it is a challenge for me and even more so when it involves flexibility in between, which is still developing and evolving” (CPE, H, 27, L 3-5).

Table 2. Visions and challenges related to the curricular activity Rhythmic Gymnastics (VCR).

Codes Referring to “Expectations, Challenges and Gender in RG”	FA	Frequency in % (n = 128)
Pedagogical Perspective (VPP)	45	35.2%
Motivation and enjoyment (MYE)	45	35.2%
Disinterest (DES)	4	3.0%
Personal Challenges (CPE)	34	26.6%

records the absolute frequency of each code and the percentage associated with the category “Expectations, Challenges, and Gender in RG”. Motivation and enjoyment are observed in 35.2% of the cases, as well as pedagogical perspectives.

3.2. Category 2: Influence of Peers and Close Ones, Linked to RG (IPC)

This category covers both the student’s internal perception of RG and the impressions they receive from their close environment. This allows exploring how these opinions affect their experience and confidence when practicing the sport. Four codes are highlighted in this category, which are detailed below:

Code 2.1. Peer opinion not important (PSI).

Here are grouped responses from students who indicate that they are not concerned about what others think about their participation in sports, focusing more on their own internal criteria and motivation.

E.g., “No, I don’t think that should be important in terms of sport performance, so it doesn’t matter what they think” (PSI, H 28, L 70-73).

Code 2.2. Peer opinion important, but not limiting (PIN).

In this case, students recognize that the opinions of others are relevant but do not affect them in a decisive way or limit their sports practice. They value the perspective of others but do not allow it to interfere with their participation.

E.g., “I don’t really let the opinions of others modify my decisions, but all comments are welcome if they are respectful” (PIN, M 43, L 26-28).

Code 2.3. Useful for improvement (UFI).

Here are the cases in which the student body considers that feedback from other people is fundamental to improve in sports. This category highlights social influence as a positive resource for personal and sporting progress.

E.g., “Yes, since I use the comments of the people around me in a way that helps me to improve, whether in performance, intensity, speed or simply to motivate me” (LIA, H 15, L 39–41).

Code 2.4 Affects negatively (ANE).

These responses reflect that other’s opinion generates negative effects, such as insecurity or pressure, which may influence the students’ perception of their own performance or participation in RG.

E.g., “We always live with what others will say, if they will think I am doing well or if I am wrong in relation to an exercise” (ANE, H 26, L 26).

Table 3. Influence of peers and close ones related to rhythmic gymnastics (IPC).

Codes Referring to “Influence of Their Peers and Close Ones, Linked to RG (IPC)	FA	Frequency in % (n = 54)
Peer opinion not important (PSI)	22	40.7%
Peer opinion important, but not limiting (PIN)	7	13.0%
Useful for improvement (UFI)	17	31.5%
Affects negatively (ANE).	8	14.8%

records the absolute frequency of each code and the percentage associated with the category “Influence of peers and close ones, linked to RG”. It is detected that the opinion of peers is not important in 40.7% of the cases, and therefore does not influence practice and learning RG.

3.3. Category 3. Perception and Construction of Gender in Rhythmic Gymnastics (PCG)

This category reflects both traditional views and student body perceptions of what is currently occurring. Six codes stand out, covering gender denial, social bias, gender-related banter, cultural association, recognition of change, and non-discriminatory thoughts about gender in RG.

Code 3.1. Gender denial (DGE). Responses that assert that RG is not gendered, just like other sports, and that anyone, regardless of gender, can practice it.

E.g., “No…, it can be practiced by anyone regardless of gender” (DGE, H 5, L 21-24).

Code 3.2. Social bias (BSO). Responses that mention that historically, RG has been associated with the female gender but recognize that this is a social construct that should change.

E.g., “No, it shouldn’t, but I can’t help imagine a woman practicing rhythmic, and I feel like that’s what society has instilled in me” (BSO, M, 31, L 16,17).

E.g., “I believe that, in society it has always been said that rhythmic gymnastics is for women and soccer is for men, you just have to watch cartoons, and you can always see that women appear in RG and men in soccer, if it is the other way around it is seen as something weird” (BSO, H 39, L 39-40).

Code 3.3. Gender-related banter (BCB). The student body mentions having been the object of comments or teasing related to their participation in RG. This category shows the negative aspect of social influence, where external opinion generates critical judgments or mockery that can affect the students’ experience.

E.g., “Not particularly, but within my circle, there are many jokes when they know, for example, that I must take this course. “You’re going to have a good time” in a sarcastic way, that’s not for men, etc. Anyway, in the tennis circle there are a lot of involutions with respect to gender issues, so I wasn’t surprised either” (BCB. H 43, L 43-44).

Code 3.4. Cultural association (CUA). Responses that consider that, although in practice, it is seen as a feminine activity, this is due to cultural constructs and not an inherent limitation of the discipline.

E.g., “Culturally in our country it is, I don’t know if it is the same in Europe or Asia, but in practice it isn’t, it should not be an issue” (CUA, H3, L 45-48).

Code 3.5. Recognition of change (RDC). Responses mentioning that, although in the past it has been associated mostly with women, nowadays, it is beginning to be more accepting of men’s participation.

E.g., “I don’t think so, it doesn’t just respond to a particular gender. I believe that today it encompasses a larger number of the society. In the past, RG was strongly linked to the feminine. The massification of this sport has managed to gradually break down barriers about who can practice this sport. I believe that nowadays male and female RG are assimilated, and there is no great bias as there used to be” (RDC H 29, L 29-32).

Code 3.6. Gender non-discriminatory thinking (NDT) refers to mental processes that involve the elaboration and organization of ideas, images, memories, and perceptions. In this case, they refer specifically to reflections on gender-discriminatory behaviors about sports.

E.g., “No, since I had a different thought since middle school and elementary school that we are all capable of doing this without having to be discriminated against by someone” (NDT, H 26, L 26-27).

Table 4. Perception and Construction of Gender in RG (PCG).

Codes Perception and Construction of Gender in Rhythmic Gymnastics (PCG)	FA	Frequency in % (n = 113)
Gender denial (DGE).	38	33.6%
Social Bias (BSO)	21	18.7%
Gender-related Banter (BCB)	4	3.5%
Cultural Association (CUA).	13	11.5%
Recognition of Change (RDC).	11	9.7%
Gender-non-discriminatory thinking (NDT)	26	23.0%

records the absolute frequency of each code and the percentage associated with the category “Perception and Construction of Gender in RG”. It is detected that there is a denial of gender in 33.6% of the cases, and therefore, the student body declares that RG does not respond to a specific gender.

4. Discussion

One of the main findings of this research is that the student body shows openness, interest, and motivation in learning RG from a pedagogical perspective. They are very curious as they recognize it as a “new” and unknown sport, so they expect to acquire basic or advanced knowledge of the sport. Their statements are not surprising since already, Reyno and Delgado (2012) pointed out that it was practically not taught in Chilean schools and that men, both teachers and students, preferred other types of sports. However, RG is explicitly suggested in the Physical Education and Health teacher curricula in secondary schools to respond to learning objective OA1 and indirectly in primary schools to respond to OA5. OA1 seeks to perfect and apply with precision the specific motor skills of locomotion, manipulation, and stability, while OA5 seeks the development of body image, body awareness, and consequently, the knowledge of their own identity (MINEDUC, 2024). It is, therefore, regrettable that it is not taught in schools due to preferences, lack of knowledge from teachers, and/or the stereotypical nature of the sport. If offered, it is mainly associated with an extracurricular activity directed only to girls or women.

It is important to emphasize that the students state that despite the presence of social biases related to the practice of this sport, they take on the challenge with a strong impulse to acquire tools to be able to apply them in the school environment. According to Mujica (2020), it is important that the student body, in this case the future Physical Education teachers, become involved in these issues in a critical manner. They should reflect and be formally informed about aspects related to inequality or discrimination within the educational communities. Implementing curricular activities in initial teacher education (ITE) in which all people should participate, without gender differentiation, eliminating stereotypes and possible barriers, contributes to the development of individuals. It is encouraging to detect that the ITE assumes learning opportunities for all people without gender distinction. This aspect is stated in Sustainable Development Goal No. 4 in the achievement of inclusive, equitable, and quality education.

On the other hand, related to the curricular activity, but from a personal point of view, the students express their intention to do their best to overcome obstacles and learn. They also point out that they like this sport or sports in general, which increases their expectations of enjoying RG. However, they state that RG has traditionally been associated with women, who, through practice, develop skills such as flexibility and coordination. Both men and women report that they are not very flexible and very uncoordinated. Langlade (Dogliotti & Quitzau, 2023) pointed out, “…the woman has an underdeveloped torso, a poorly muscled shoulder girdle, little firmness, and great mobility, which leads her to have flexible and smooth movements” (p. 104), likewise she is also capable of becoming flexible with ease (Parada, 2023). It is not surprising that the students declare that this presents a challenge for having to express themselves in front of other people, which generates “embarrassment and discomfort”. Even more so considering that this sport, due to its movements and history, is considered a women’s sport. Burstyn (1999) states that it is one of the few sports that tradition has kept for “them”, considering the men who practice it as hyper-feminine, an aspect that is present in a macho country.

Among the findings, it stands out that students recognize that people’s opinions regarding the practice of RG are not important; however, they value them if they are positive and respectful. On the other hand, the negative ones can generate adverse effects, such as insecurity or “pressure”, and influence the performance, participation, and performance of the students. In their responses, there is no evidence of a concrete relationship with gender, in that sense, it is not clear if they could affect their experience and confidence when practicing sports. They expect information from their peers about their performance, their relationship with the technique, and skills developed by the sport. The minority who does express a relationship between RG and gender state that these are cultural constructs imposed by society. It should be noted that the program in which they study, in accordance with the new educational model of the university and the Institutional Improvement Plan (PMI 1501), highlights the incorporation of optional specialization courses called “Minors of Transversality” and all kinds of updating activities offered under the auspices of the Gender and Sexualities office.

In this way, we seek to strengthen complementary training in topics such as human rights, social responsibility, and gender equity, among others. Therefore, in the first instance, it can be assumed that their answers indicate that they are people who present GP, understanding that this tool promotes the deconstruction of gender stereotypes and attends to diversity, among others. It is assumed that if the students do not delve deeper into the implications of GP in sports practices and especially in the educational field of PE, it is possible to assume that they require more training on the subject. In this line, GP in the initial teacher training is fundamental due to the implications it has on the practice of teaching in socioculturally diverse contexts. As Alvariñas et al. (2009) point out, schools are socializing centers for excellence, and when students experience androcentric and hegemonic teaching according to the traditional model, they also reproduce gender stereotypes in relation to sports practices. In this regard, several studies point out that this social and cultural imaginary is part of a historically androcentric culture (Carrillo, 2017).

GP is an effective tool to eradicate the dynamics of discrimination and inequality in society. Under this logic, it is clear that there is still discrimination against the male gender in this sports discipline. Likewise, related contents such as corporal expression and dance are marginalized in PE classes (Castro, 2023), as well as the rejection of any movement related to femininity or that could be seen as homosexual (Castro, 2023). Vidiella et al. (2010) describe these situations of inequality from the perspective of symbolic violence, often invisible, leaving significant marks in the affective and emotional field. The students recognize the power of social and cultural influence that persists in this practice of RG. Social influence, in this case, is understood as a negative aspect, referring to mockery or prejudice that could effectively cause barriers or limitations in the experience of the practice or when choosing to teach this sport in their workplaces. They also recognize that RG has been considered a sport for women and that it is “seen odd” for men to practice it. In other words, there is still a bias, rooted in a social construction, which, according to the students, should change. Men who show “signs of femininity” such as voice, clothing, and body language are assimilated to homosexuals (Welzer-Lang, 2000).

Consequently, gender stereotypes continue to inhabit the educational system despite all the political and institutional measures that seek to eradicate gender inequalities (López, 2021). In this line, gender policies in higher education (Congreso Nacional de Chile, 2021) have been key in the paradigm shift of the new generations in training across all spheres of education. Consequently, a progressive advancement in the positioning of the student body in relation to these issues can be seen. They are generations that entered the university after the social movement occurred in 2018. Therefore, they embodied a whole process of social, educational, and cultural transformation. These associations are the result of historical, cultural, and social processes that have assigned specific roles and expectations to men and women, which are reflected in the comments made by the student body.

5. Conclusions

The students initially assume that they must take the RG curricular activity since it is part of their study program. They started with absolute ignorance since they stated that they had no experience in their educational stage, even though it exists in the school curricula. Their main concern was not having enough coordination and flexibility. However, there was a willingness to learn and practice the sport.

The student body declares that sports should be practiced by all people who wish to do so, without gender discrimination. This shows that the social movement that occurred in Chile in 2018, the public policies implemented, and consequently, the university’s actions in promoting activities, workshops, and research associated with the incorporation of GP may have had a positive impact on the student body. At the international level, this provides positive visions for the implementation of GP within the 2030 agenda and the work of the different SDGs, among others.

On the other hand, when exemplifying or linking GP with RG, students state that there are stereotypes associated with femininity from the society and culture in which they live. Contradictions emerge precisely because the efforts to implement GP are still insufficient at the social and educational levels. This lack of knowledge applies not only to GP but also to RG, where a series of prejudices associated with the practice itself, as well as its teaching in schools, can be appreciated.

The need to advance in the formalization of GP and implement it in the career profiles and the curriculum is evident. Incorporating, in the first stage, curricular activities specialized in the subject and then transversalizing the approach in the different curricular activities that make up the curriculum. All of the above aims to prepare future teachers for social justice and human rights issues.

6. Limitations and Projections

One of the limitations of the present study is the use of written interviews, which may have restricted the depth and richness of the participants’ responses, as some students provided mostly brief and unclear responses. Additionally, the lack of direct verbal interaction may have limited the possibility of clarifying or expanding on certain ideas, which affected the collection of more detailed and nuanced data on experiences and GP.

The results obtained from this research will provide information for the implementation of GP in the PE pedagogy program, as well as in its transversalization at the institutional level, and together with this, generate a multiplying effect on the school system.

It is expected to bring about changes in the perception of PE, especially in socially marginalized activities and sports such as RG, due to gender stereotypes and biases. Therefore, working on GP in this type of curricular activity allows students to change their thinking, reflecting on their future teaching work and taking it to their professional development, to make a social and educational change as far as possible.