Abstract:

The present study explores gender perceptions and attributions in physical education (PE) classes at secondary school level. The study investigates whether teachers observe differences in participation between male and female students, and whether these differences are influenced by traditional gender roles. This could potentially result in the exclusion of female students and lead to boys being perceived as more proactive and engaged in PE. The research is informed by contemporary discussions on gender as a social construct (Aguiar & Oliveira, 2022; Silva, 2021) and recognises that educational environments can challenge and reinforce gender-based disparities in participation. As indicated in previous studies (Mariano et al., 2021; Rosa et al., 2020), female students frequently encounter challenges such as social exclusion and diminished participation levels, often attributable to stereotypes concerning their physical capabilities and interests. In PE settings, teachers have the opportunity to either perpetuate these stereotypes or work towards inclusive practices that promote gender equity (Campos et al., 2008). The research employs a qualitative methodology and conducts semi-structured interviews with 15 PE teachers from a range of secondary schools. The subsequent analysis of the data was conducted using a thematic approach, in alignment with the methodological framework outlined by Quivy & Campenhoudt (2013). Analysis focuses on gender attributions, participation patterns, and exclusion mechanisms. The findings suggest that traditional gender biases in PE have narrowed participation gaps compared to previous generations. Teachers report that boys dominate team sports, while girls are more engaged in dance and gymnastics (Wenetz et al., 2013; Jaco & Altmann, 2016). However, some authors posit that gender disparities in engagement may be more attributable to individual motivation than to inherent aptitude. While some female students may self-exclude due to societal expectations (Santos et al., 2021), many teachers are actively working to create equitable environments, implementing strategies to encourage mixed-gender participation and break down traditional barriers (Silva, 2021). Moreover, there is an observed tendency for motivational strategies to vary between male and female subjects. It is evident that educators adopt divergent approaches in line with assumed gender-specific preferences. In contrast, others advocate for the utilisation of individualised motivation techniques that transcend gender categories. These findings are consistent with recent discourse on the role of PE in promoting inclusivity and challenging gender norms in educational environments (Paticene et al., 2023). This research contributes to the broader discourse on gender equality in education by examining how PE teachers navigate gendered expectations and participation patterns. It is suggested that while traditional gendered behaviours still influence PE dynamics, modern pedagogical practices and growing awareness among educators are helping to bridge participation gaps. Future research could explore how external sociocultural influences, school policies, and evolving gender perceptions further impact student engagement in PE. Furthermore, an in-depth analysis of effective motivation strategies could offer practical insights into promoting equitable participation across diverse student populations.

Keywords:

Gender, Inclusion, Physical Education, Teacher perceptions, Student engagement.