Challenging gender stereotypes in dance and physical education: exploring body percussion as a neutral practice

Abstract

The history of dance has long been associated with women, creating stereotypical limitations for men in this discipline, particularly evident in Physical Education (PE) where teachers often feel uncomfortable teaching Body Expression (BE) and dance content, especially male educators. Despite various artistic languages available for BE instruction in classrooms, body percussion (BP) has recently emerged as a multidisciplinary art form combining dance, theatre, and music, showing potential for transversal application in education. This study aimed to assess how BP practices are perceived by men and women and their effects on both genders. A specialized BP teaching application was introduced into higher education, involving 62 Spanish university students who completed the Profile Mood States questionnaire before and after the intervention. Statistical analyses revealed significant differences between men and women in pre- and post-tests. However, the findings indicated a positive experience for men, showcasing modifications in their emotional states – particularly reduced tension, depression, and anger, while exhibiting increased vigor. Fatigue, a common aspect in physically demanding PE activities, persisted. The study suggests that BP practices offer positive experiences related to BE and dance content, serving as a potentially more comfortable resource for classroom use compared to other artistic languages.