Purpose: The lesbian, gay, bisexual, transgender/transsexual, and queer/questioning students normally occupy a marginalized and at-risk position in classes and especially in physical education. In this paper, the authors explore the ways in which queer tango can contribute to counteracting heteronormativity and opening up students to new interactions and identifications through the performance of different gender performances in Physical Education and Sport Tertiary Education. Method: A queer tango session was carried out with 111 university students (91 men and 19 women aged 19–22 years). Data were obtained from interviews, video records, and open questionnaires about the practice. Results: The findings reveal that the performance of dance roles that are contrary to the heteronormative order reinforced both heteronormativity and queer embodiments in Physical Education and Sport Tertiary Education. Conclusion: An isolated activity is not enough, and more queer pedagogical practices should be introduced in order to make meaningful changes to mainstream students’ ideology and behaviors.
Sofía Pereira-García, Elena López-Cañada, and Agnes Elling-Machartzki
Elena López-Cañada, José Devís-Devís, Alexandra Valencia-Peris, Sofía Pereira-García, Jorge Fuentes-Miguel, and Víctor Pérez-Samaniego
Background: This study describes the prevalence, frequency, and type of physical activity and sport (PAS) practiced by trans persons before and after their gender disclosure (GD). Methods: A face-to-face survey was administered to 212 Spanish trans persons, aged from 10 to 62 years old. McNemar and chi-square tests were used to determine significant differences. Results: About 75.5% of the trans persons in this study engaged in PAS and more than 50% did so ≥3 times/week, which is similar as in the general Spanish population. Participation was higher in trans men (78.7%) than trans women (72%). However, GD emerges as a key issue in characterizing trans persons’ PAS participation. A group of 14.5% of them stopped activity after GD. Participation in nonorganized PAS was higher than in organized PAS, and this difference is greater after GD because most participants gave up organized PAS in favor of nonorganized PAS. Trans persons preferred individual sports and activities than team sports before and after GD, and the top 3 activities were jogging, walking, and bodybuilding. Trans men participation was higher than trans women in team PAS, whereas individual PAS were equally practiced before and after GD. Participation in football, swimming, basketball, dancing, and volleyball declined after GD, whereas bodybuilding increased in trans men. Conclusions: The results show that the high involvement of trans persons coincides with strategies used to hide or conceal their gender identities when participating in PAS. A decrease in PAS participation is observed after GD probably because it is an acute potential period of anxiety, discrimination, and victimization caused by trans persons’ body exposure.