Gender stereotypes in artistic-expressive activities in physical education teacher training

This study examined gender stereotypes in artistic-expressive physical activities among 56 university students – 26 women, 30 men; mean age 22.3 – enrolled in Physical Education as part of the Primary Education Teaching degree at the University of Zaragoza, Spain. Data were collected through student-written logbooks and analysed using content analysis with NVivo 11 software. Findings revealed: (i) the persistence of gender stereotypes in participants’ testimonials, showing a narrative alignment between gender and sex; (ii) male self-perceptions linked to tasks requiring strength, while female self-perceptions were associated with expressive components; and (iii) a predominance of conditioning in men’s interactions and gendered attributions of expressiveness to women and strength to men. Participants recognised these stereotypes, often expressing discomfort or indifference when facing activities that challenged social expectations. Women reported pressure to embody sensitive and expressive roles, while men feared appearing feminine. Results emphasise entrenched gender expectations and the need for transformative teaching strategies.