Gender in physical education: teachers’ perspectives and experiences across diverse cultural contexts

Physical Education (PE) plays a vital role in promoting lifelong wellbeing, with gender equity being a key component of both individual and community health. Understanding how gender is perceived and addressed in PE settings is essential for developing inclusive and effective justice educational practices, aligning with the sustainable development goals outlined in Agenda 2030 (United Nations, 2018). Given the importance of PE both individually and collectively within society, innovative strategies are needed to motivate people of all ages, genders, and cultural backgrounds to become more active. According to the World Health Organization (2024), globally, women are more likely to be inactive than men. There has been a historical exclusion and marginalization of girls in PE (Evans, 1989; Hill, 2015; Lagestad, 2017; &Lamb et al., 2018), and research shows that girls have a lower activity level in PE than boys (Chen et al., 2014; Lagestad &Mikalsen, 2023; Viciana et al., 2016). Although numerous studies have explored gender and PE, no study has compared gender related aspect of PE in a Nordic country such as Finland, with those regions in the Middle Eastern such as the Kurdistan region of Iraq (KRI), from teachers’ perspectives. Teachers are crucial in implementing PE, shaping students’ self-esteem, attitudes toward physical activity, and engagement (Granero-Gallegos et al., 2023; Krings, 2023; Guo et al., 2023). Little comparative research has examined how PE teachers understand and address gender in physical education in relation to curricula, pedagogy, and socio-cultural norms. Drawing on Bourdieu’s theoretical framework, this study examines how dominant forms of habitus within different cultural contexts shape teachers’ perceptions and experiences of physical education (PE), physical activity (PA), and gender. Focusing on fifth-grade primary school PE teachers’ experiences and perspectives in Finland and the Kurdistan Region of Iraq (KRI), this study explores how cultural, social, curricular, and pedagogical factors shape the positioning and enactment of gender in PE. By examining the perspectives of PE teachers, this study explores the unique gender-related challenges and opportunities in physical education that they perceive, experience, and reflect upon.  

This qualitative study used a phenomenological-hermeneutic approach to investigate the research question. Semi-structured, in-depth interviews have been conducted with fourteen fifth-grade PE teachers—eight from Finland and six from KRI to examine PE teachers’ perceptions and experiences related to gender in PE. It is noticeable that Finland and the Kurdistan Region of Iraq were selected for this study based on existing research collaborations and established networks among researchers. Teachers from Finland and KRI were randomly selected from various public schools in the city to ensure diverse representation, considering both novice and experienced teachers. During the 60–90 min interviews, the PE teachers also looked at two typical PE recorded lessons (both indoor and outdoor, each for a duration of 15 min in Finland and KRI for fifth-grade PE classes in the other region. Videos are considered one of the most effective methods for participants to observe and analyse teachers’ instructional planning and teaching execution (Lyyra et al., 2015; Tripp and Rich, 2012). All interviews were audio-recorded and transcribed into the language of the interviewees and then translated into English, facilitating their readiness for joint analysis among the research team. Thematic analysis has been used for analysing the data. Thematic analysis provides a systematic approach to data interpretation, allowing researchers to explore how various themes emerge from qualitative data. Analysing the statements related to gender and PE starts with initial coding (descriptive and open coding) to identify the initial patterns and key ideas from the transcripts. In the second step, these initial codes were grouped into broader codes (axial codes), helping to organize the data and them into larger concepts. In the final stage, the themes/categories have been constructed through an iterative process of reading and rereading the interviewees’ statements, as well as reviewing and comparing the axial codes. This process aimed to represent and reflect the deeper meaning or insights gained from the data. This process led to the identification of several categories: in the KRI, these included gender roles, socio-cultural norms and attitudes, flexible pedagogy in PE, awareness of gender differences and impacts, and gender and curriculum; in Finland, the themes were pedagogical flexibility and freedom, and awareness of gender differences and impacts.

The findings revealed both similarities and differences in teachers’ perceptions and experiences regarding PE teaching and activities when considering gender. Both Finnish teachers and those from the KRI demonstrated awareness of gender differences in physical abilities, emotions, and psychological traits. However, the social and cultural context emerges as a fundamental reason for how gender impacts PE in KRI. The statements from teachers in KRI highlight teachers’ awareness of how community and family culture, traditions, norms, and beliefs influence gender roles and expectations, which subsequently impact PE classes and activities. In contrast, Finnish teachers primarily attribute gender issues to individual factors such as the physical ability of children, their emotional readiness, and their interests, but also some familial and lifestyle influences. Moreover, findings from Finland and KRI show that primary school PE teachers flexibly organize classes in mixed or separate groups, considering students’ physical abilities, interests, and emotions. Finnish teachers placed stronger emphasis on fostering movement and joy for all students, whereas teachers in KRI focused more on structured lessons and sport-specific skills, reflecting a more traditional, technique-oriented pedagogical approach. Finnish teachers showed greater awareness of the curriculum, reflected in their interviews, whereas KRI teachers, while acknowledging gender biases, revealed a disconnect between themselves and the curriculum. The outcomes of this comparative study provide valuable guidance for both teacher education programs and policymakers. They highlight the importance of culturally responsive, student-centered pedagogical approaches that address gender inequality in PE while promoting students’ well-being. The findings underscore the need to refine PE curricula by integrating innovative, contextually relevant methods that account for cultural and social factors and align with teachers’ and students`lived experiences. By emphasizing inclusivity, cultural diversity, and gender equality, these insights contribute to the development of PE programs that meet the needs of increasingly diverse student populations worldwide.

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