Gender stereotypes in physical education

Abstract

Despite considerable progress in the field of education, gender disparities continue to persist, particularly in school-based physical education (PE). Gender stereotypes (GS) remain pervasive social constructs that influence children’s perceptions, attitudes, socio-relational behaviours, and motivation toward physical activity. These stereotypes begin shaping expectations before birth and become embedded through early socialization processes, gradually influencing beliefs about what behaviours or competencies are deemed “appropriate” for boys and girls. Consequently, GS can significantly affect children’s engagement in movement activities, access to skill development, and long-term participation in sports. This issue directly aligns with the objectives of the United Nations 2030 Agenda for Sustainable Development (Goals 4 and 5), which call for inclusive, equitable education and gender equality. PE, as a curricular discipline integrating both motor and social learning, represents a key context for dismantling inequalities, promoting inclusion, and encouraging respect for diversity. In Italy, the 2021 Sports Reform introduced specialist PE teachers in the fourth and fifth grades, reinforcing the educational value of movement and highlighting the need to investigate whether stereotypes are still present in primary school PE.

The present study therefore aimed to examine the presence and impact of GS among primary school students attending fourth and fifth grades in southern Italy, with a specific focus on motivation and coeducational dynamics. Four hypotheses were investigated: (H1) GS are still present among primary school children; (H2) GS vary according to gender; (H3) GS influence students’ motivation to participate in sports and PE activities; and (H4) GS affect socio-relational attitudes toward coeducation, predicting reduced cooperation and openness in mixed-gender learning contexts. A total of 401 students participated in the research. Data were collected using standardized instruments (PAAPEQ, CMEF-EP, CEFGAD) and analysed through t-tests, Chi-square tests, correlations and linear regressions.

Results revealed no significant gender differences in explicit beliefs, although girls showed slightly higher awareness of gendered sport categories. Boys demonstrated higher intrinsic and identified motivation, whereas girls displayed greater external motivation and amotivation. Significant gender differences emerged in relational attitudes toward coeducation, with boys showing more adaptive behaviours. Regression analysis confirmed that stronger endorsement of GS predicted lower motivation and less adaptive relational attitudes, although the effect size was modest.

Overall, these findings highlight the importance of early pedagogical interventions aimed at dismantling stereotypical beliefs, promoting inclusive coeducational practices, and enhancing intrinsic motivation through autonomysupportive teaching and diverse role models. Developing stereotype-free PE environments can foster equitable participation, long-term physical engagement, and broader gender equality within educational contexts.