Efeitos das múltiplas ameaças de estereótipo de gênero na aprendizagem motora em mulheres

Abstract

Stereotype threat can compromise motor performance and learning in individuals belonging to stigmatized groups. However, individuals may be affected by multiple stereotype threats, based on two main dimensions: the target of the threat (self-astarget or group-as-target) and the source of the threat (self-as-source, ingroup-assource, or outgroup-as-source). To investigate these relationships, three studies were conducted. The first study systematically mapped the effects of stereotype threat on motor performance and learning by identifying the types of stereotypes, forms of manipulation, population characteristics, underlying mechanisms, and key findings. Most experiments focused on performance (n = 65), with fewer addressing motor learning (n = 14). Gender stereotypes were the most frequently studied, followed by age, race, weight, athletic status, physical inactivity, disability, height, and socioeconomic status. Some studies examined combined stereotypes (e.g., gender and race). Adults were the most commonly studied population, followed by children, older adults, and adolescents. Explicit manipulations were the most frequently used. Few studies assessed underlying mechanisms such as perceived competence, selfefficacy, and anxiety. Overall, the findings indicate that stereotype threat negatively affects motor performance and learning. The second study examined the effects of multiple gender-based stereotype threats on a soccer dribbling task among 100 inexperienced women with low domain identification. Participants were assigned to five groups: four combining different threat targets (self or group) and sources (ingroup or outgroup), labeled as ST/self-outgroup, ST/self-ingroup, ST/group-outgroup, ST/group-ingroup, and one group with stereotype threat nullified (NST). All participants endorsed the stereotype of female inferiority in soccer. The NST group showed superior performance during the practice, retention, and transfer phases, as well as higher self-efficacy. The other groups did not differ from each other. The third study evaluated the effects of different threat targets on the motor performance and learning of experienced futsal players with high domain identification. Participants were divided into three groups: stereotype threat with an external source and group-as-target (STG), external source and self-as-target (STS), and a no-threat group (NST). During practice, the STG group performed worse than STS and NST. In the retention phase, the NST group outperformed both STG and STS, which did not differ from each other. The NST group also demonstrated higher self-efficacy. All groups rejected the stereotype and adopted a promotion-focused regulatory orientation. In conclusion, different stereotypes and forms of manipulation negatively affect motor performance and learning across various populations, and certain psychological mechanisms may explain these effects. Multiple gender stereotype threats impact motor learning in both inexperienced women with low domain identification and experienced players with high domain identification.