P-ISSN: 2394-1685 | E-ISSN: 2394-1693 | CODEN: IJPEJB
Background: Gender-based inequities in school Physical Education (PE) participation remain a persistent concern, with girls and gender-diverse students consistently reporting lower enjoyment, perceived competence and moderate-to-vigorous physical activity (MVPA) than boys. These gaps mirror broader gendered patterns in youth physical activity and contribute to inequalities in health, agency and lifelong engagement in movement.
Objectives: This study examined multilevel barriers to and opportunities for participation in PE, and analysed how gendered norms, curriculum design and teacher practices shape students’ experiences.
Methods: A convergent mixed-methods study was conducted in six co-educational secondary schools. Survey data were collected from 480 students (girls, boys and gender-diverse students) and 36 PE teachers using validated scales assessing interest, perceived competence, body image concerns, perceived teacher support, peer climate and gender norms. Lesson-level MVPA was monitored with accelerometers in a subsample of classes. Qualitative data were generated through semi-structured focus groups with students and interviews with teachers, exploring perceptions of inclusion, grouping practices, assessment and curriculum choice. Quantitative and qualitative strands were analysed separately and then integrated to develop a multilevel interpretation.
Results: Girls and gender-diverse students reported significantly lower interest and perceived competence, higher body image concerns and more restrictive gender norms than boys, and accumulated less MVPA during lessons. Regression models indicated that teacher support, opportunities for meaningful choice and a mastery-oriented peer climate partially attenuated gender differences in participation. Qualitative themes highlighted visibility and judgement, gender-typed curriculum and grouping, and the potential of cooperative and choice-based pedagogies as key mechanisms.
Conclusions: Findings underscore that gender inequities in PE are produced through intersecting individual, interpersonal, curricular and institutional processes. Multi-level action that reorients curriculum, assessment and pedagogy towards inclusion, student voice, and critical engagement with gender norms is required to support equitable participation for all students.
International Journal of Physical Education, Sports and Health
Research Journals