Abolfazl Mehdiloo, Ehsan Zareian, Soheila Hassani, Ruhollah Mehdiloo,
Volume 15, Issue 30 (12-2025)
Abstract
Objective: Studies show that inducing a positive gender stereotype improves performance, therefore the aim of this study was to investigate the effect of inducing gender stereotypes on girls' agility performance in the context of presenting a secondary cognitive task.
Method: 14 students working in the physical education academy participated in this research. These people performed the hexagon agility task in four different contexts.
Findings: The findings showed that there is a significant difference between different fields of and by inducing stereotypes, it decreased, and according to the level of perceived difficulty, agility performance changed.
Conclusion: The results of this research showed that the induction of gender stereotypes improves performance and the provision of dual tasks also disrupts performance. According to the results of the current research, gender stereotyping can moderate the dysfunction caused by presenting the dual task.
