Abolfazl Mehdiloo, Ehsan Zareian, Soheila Hassani, Ruhollah Mehdiloo,
Volume 15, Issue 30 (12-2025)
Abstract
Objective: Studies show that inducing a positive gender stereotype improves performance, therefore the aim of this study was to investigate the effect of inducing gender stereotypes on girls' agility performance in the context of presenting a secondary cognitive task.
Method: 14 students working in the physical education academy participated in this research. These people performed the hexagon agility task in four different contexts.
Findings: The findings showed that there is a significant difference between different fields of and by inducing stereotypes, it decreased, and according to the level of perceived difficulty, agility performance changed.
Conclusion: The results of this research showed that the induction of gender stereotypes improves performance and the provision of dual tasks also disrupts performance. According to the results of the current research, gender stereotyping can moderate the dysfunction caused by presenting the dual task.
Hamid Salehi, Fatima Heidarinasab,
Volume 100, Issue 100 (10-2020)
Abstract
Objective: The present study aimed to investigate Iranian university students’ perceptions of the gender categorization of sporting activities and to analyze the level of consensus/consensus within these social representations. Methods: In this descriptive-analytical study, 191 university students (103 women; M = 23.61, SD = 5.04 years) voluntarily participated. The instrument consisted of a questionnaire containing 25 sports activities, rated on a 7-point Likert scale (ranging from "strictly feminine" to "strictly masculine"). Data were analyzed using the Mann–Whitney U test for between-group comparisons and the intraclass correlation coefficient (ICC) to assess agreement. Results: Eleven activities were classified as masculine, 10 as neutral, and 4 as feminine. Although the overall classification pattern was similar across genders, men rated activities as significantly more masculine than women (p < .001). Contrary to predictions, the overall level of agreement was low (ICC = 0.13), with higher agreement among men (ICC = 0.13) than women (ICC = 0.07). The highest level of agreement was observed among women in evaluating feminine sports (ICC = 0.53). Conclusion: The findings indicate the simultaneous existence of relatively stable categorization patterns alongside a low level of individual consensus. This pattern suggests some heterogeneity in students' internalization of gender stereotypes. The innovation of this study lies in combining categorization analysis with agreement indices, demonstrating that relying solely on mean scores without considering social consensus provides an incomplete picture of gender dynamics. These results underscore the necessity of incorporating consensus indices into gender and sport studies as a marker of cultural transition.
