Non-gender stereotyped motor development in the discovery stage of tennis: A narrative review
DOI:
https://doi.org/10.52383/itfcoaching.v32i91.414Keywords:
developmental cascades, early ages, mini-tennis, gender equity and equality valuesAbstract
We present motor development as the central element of the integral development of children in the pre-school stage, which is also transferable to primary education. Movement and motor acquisition facilitate new learning, such as that which takes place in the social sphere. Thus, through motor skills, boys and girls increase their interactions with others, which gives them more opportunities to establish positive gender relations with their classmates. The purpose of this review article is to provide knowledge and recommendations so that teachers who teach mini-tennis classes in schools or clubs have educational resources that allow them to teach with equity in a context of greater gender equality. The teachers will note two relevant facts: first, that human beings begin to show gender differences when choosing a game very early, around the age of two; second, they will understand that rackets in themselves, like balls and colours, do not have gender. Throughout the text, we will present some examples of gender stereotypes that will help to better understand this problem that limits the development of boys and girls, and that is part of our society.
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Copyright (c) 2023 Carlos Avilés Villarroel, Elena Ramírez-Rico, Jorge Agustín Zapatero Ayuso
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