Explicit and implicit activation of gender stereotypes additively impair soccer performance and learning in women.

AbstractStudies involving the manipulation of instructions regarding the negative characteristics of a group or comparisons with members of another group (explicit activation of stereotypes) have shown that age, weight, and gender stereotypes can be harmful to motor performance and learning. To date, however, no study has observed whether implicit stereotype threats, such as the sex of the coach or experimenter, can also influence the acquisition of motor skills. In the present study, the individual and combined impact of implicit and explicit influences of gender stereotype on women's soccer performance and learning was examined. In a 2 × 2 design, 60 women were divided into four groups according to the presence or absence of explicit (ES) and implicit (IS) stereotypes: ES/IS, ES, IS, and control. The groups with implicit activation practiced in the presence of a male experimenter. The groups with explicit activation received instructions activating the gender negative stereotype. The control group practiced without stereotype activations. The results showed that both explicit and implicit activation additively impaired soccer performance and learning, with both main effects being significant for practice and retention. The ES/IS group showed lower scores on the task relative to the other groups, while the ES and IS groups showed worse scores compared with the control group. The findings suggest that stigmatised populations may be forced to cope with more than one social identity threat while learning sport motor skills and indicate the importance of further studies testing strategies to minimise the deleterious effects of negative stereotypes.

Produção acadêmica na iniciação científica: o Programa Institucional de Bolsas de Iniciação à Docência como lócus de produção do conhecimento / Academic production at scientific initiation: Institutional Scholarship Program of Teaching Initiation as a knowledge production place / Producción académica en la iniciación científica: El Programa Institucional de Bolsas de Iniciación a la Docencia como centro de producción del conocimiento

A presente pesquisa objetiva investigar as interfaces da produção científica acadêmica do subprojeto do Programa Institucional de Bolsas de Iniciação à Docência (PIBID) da Escola Superior de Educação Física da Universidade Federal de Pelotas (ESEF/UFPEL). Trata-se de uma pesquisa documental, que utilizou da análise de conteúdo da produção científica a partir do Congresso de Iniciação Científica (CIC/UFPEL) no período de 2013 a 2015. A partir dos achados foram extraídas duas categorias, a primeira com relação à formação inicial; e a segunda discutiu o impacto do PIBID na escola. Os resultados apontaram que as experiências de pesquisa, acenam para uma construção diferenciada no espaço da formação inicial, estágio e prática docente, revelando a complexidade da formação inicial; a segunda categoria revelou os impactos gerados pelo PIBID no contexto escolar oportunizando refletir e repensar a inovação e alternativas para o ambiente escolar.

This research aims to investigate the interfaces of academic scientific production from subproject of Institutional Scholarship Program of Teaching Initiation of Physical Education High School. This is a documentary research witch used the scientific production content analysis from the Scientific Initiation Congress (CIC / UFPEL) from 2013 to 2015. From the findings were extracted two categories, the first related to teaching formation; and the second discussed the impact of PIBID at school. The results showed that the research experiences indicate a different building within the initial formation stage, revealing the complexity of teaching formation; the second category showed the impacts generated by PIBID in the school context providing opportunities to reflect and rethink innovation and alternatives to the school environment.

La presente investigación tiene como objetivo investigar la producción científica académica del Programa Institucional de Bolsas de Iniciación a la Docencia (PIBID) de la Escuela Superior de Educación Física de la Universidad Federal de Pelotas (ESEF/UFPEL). Se trata de una investigación documental, que utilizó el análisis de contenido de la producción científica a partir del Congreso de Iniciación Científica (CIC/UFPEL) del periodo de 2013 a 2015. A partir de los resultados fueron extraídas dos categorías, la primera con relación a la formación inicial; y la segunda discutió el impacto del PIBID en la escuela. Los resultados de las experiencias de investigación apuntaron para una construcción diferenciada en el espacio de las prácticas supervisadas y prácticas docentes, revelando la complejidad de la formación inicial; la segunda categoría reveló los impactos generados por el PIBID en el contexto escolar permitiéndonos reflexionar y repensar en la innovación y alternativas para el ambiente escolar.