A Critical Review of Male Participation in Rhythmic Gymnastics

This article critically reflects on the participation of men in Rhythmic Gymnastics (RG), a discipline whose expressive and aesthetic nature has been socially and pedagogically associated with femininity. From a gender perspective, it analyses how sport has operated as a device for reproducing stereotypes, limiting access to certain physical practices based on sexual characteristics. Through a theoretical and historical review, the pedagogical origins of RG are examined, tracing the influence of methods developed by Dalcroze, Bode and Medau and how these influenced its recognition as a sport exclusively for women. The literature review conducted in scientific databases reveals an alarming scarcity of research on the opinion of male participants in RG. These studies present discourses that reveal cultural tensions surrounding the incorporation of men, evidencing acceptance and rejection in different competitive contexts. It is concluded that the effective inclusion of men in this discipline requires not only regulatory modifications, but also an educational approach that breaks down prejudices, stereotypes and gender biases that associate practices with a specific gender. It is argued that RG, far from being an exclusively female practice, constitutes an opportunity to diversify bodily experience, overcome hegemonic models of masculinity and move towards a critical and inclusive physical education.