The relationship between the gender roles and physical health as well as sports attitudes of junior school students
The authors selected 586 junior school students from a key middle school and an ordinary middle school in Beijing as the specimens, measured and investigated their gender roles, physical health and sports attitudes, and revealed the following findings: the percentages of students with an androgynous gender role and students with an undifferentiated gender role were high(38.9% and 36.2% respectively), while the percentage of students with a unisexual gender role was low(24.9%); among the groups of boy students, the order of physical health from good to poor was as follows: students with a masculinized gender role, students with a feminized gender role, students with an androgynous gender role and students with an undifferentiated gender role, individuals with a masculinized gender role and individuals with an undifferentiated gender role were significantly different in terms of physical health(P0.05), various single event indexes measured during physical test showed different patterns varying with gender role, different gender roles had an extremely significant difference in terms of sports importance, likeability and exercise times(P0.001); among the groups of girl students, the order of physical health from good to poor was as follows: students with a feminized gender role, students with a masculinized gender role, students with an androgynous gender role and students with an undifferentiated gender role, individuals with a feminized gender role and individuals with an undifferentiated gender role were margin different in terms of physical health(P=0.08), various single event indexes measured during physical test showed another pattern varying with gender role, girl students with different gender roles were significantly different in terms of sports importance(P0.05) andlikeability(P0.001). Based on the said findings: the authors analyzed possibly existing affecting factors, research limitations, future expectations and corresponding intervention strategies.