Are men more aggressive than women? Exploring gender dynamics in traditional sporting games for gender equity education

Abstract

Introduction: Traditional sporting games (TSGs) such as Bear, Guardian, and Hunter are effective pedagogical tools for challenging gender stereotypes by encouraging motor aggressiveness across genders. However, the impact of gender and socio-affective relationships on motor aggressiveness at the level of sociomotor roles remains unexplored. Because roles dictate the type of aggressiveness participants can exhibit, this study investigates their influence. Specifically, it examines how gender and socio-affective relationships affect motor aggressiveness in the Hunter role. Methods: A total of 35,524 observational records were collected during gameplay of Bear, Guardian, and Hunter involving 10 undergraduate participants. Motor aggressiveness was assessed through systematic observation, with data reliability ensured via Generalizability Theory. Socioaffective relationships were measured using sociometric questionnaires. The data were analyzed through social network analysis and contingency tables to explore the associations between gender, gender relationships, sociomotor roles, and motor aggressiveness. Results: Male Hunters hit more frequently and exhibited more aggressive behaviors, whereas females delivered hits with greater force. Both genders showed higher aggressiveness toward female Guardians. The Bear's gender did not affect motor aggressiveness. Positive crossgender relationships were associated with increased displacement aggressiveness but decreased hitting aggressiveness. Discussion: The findings demonstrate that all genders engaged in aggressive motor behaviors, with female participants more often performing the most forceful hits—challenging stereotypes and questioning dominant gender norms. Additionally, positive cross-gender relationships moderated motor aggressiveness, underscoring the importance of social dynamics in educational settings. Conclusions: These results offer valuable insights for educators and researchers aiming to promote gender equity through TSGs, highlighting the influence of gender, socio-affective relationships, and sociomotor roles.