The Role of Physical Education in Closing the Gender Gap in Enrolment and Performance


  • Sheetal Devi Physical Education Department. Chaudhari Ranbir Singh University Jind.


Gender Disparities, Physical Education, Participation


There has been widespread agreement for quite some time that physical education (PE) must be a part of every school's curriculum. In addition to improving kids' physical health, physical education also helps them grow emotionally, mentally, and socially. But there is still a gender difference in physical education enrollment and achievement, even though it is crucial. This research delves into the complex nature of the gender gap and examines how physical education programmes may help close it. Various social and cultural variables contribute to the perpetuation of prejudices and assumptions about sports and physical exercise, which in turn causes a gender difference in PE enrollment. Societal expectations, worries about one's body image, and a lack of access to sports facilities are some of the obstacles that girls may encounter. Consequently, kids might not be as motivated to join gym clubs or play sports after school. A multipronged strategy that includes dismantling preconceptions, encouraging diversity, and giving females access to a range of physical activities that suit their interests and preferences is necessary to overcome these obstacles.


• Ennis, C. D. (2017). Gender and the gendering of the physical education curriculum. In Handbook of Physical Education Research (pp. 193-211). Routledge.

• Wright, J. (2009). Boys, bodies, and bulges: Examining masculinities in a high school physical education setting. Sport, Education and Society, 14(2), 185-202.

• O'Leary, D. D., & Howie, E. K. (2019). Reclaiming the “F” word: Intervening in issues of gender equity in physical education. Journal of Teaching in Physical Education, 38(4), 405-412.

• Hastie, P. A., & Sinelnikov, O. A. (2014). The role of motor competence and body mass index in children's activity levels in physical education. European Physical Education Review, 20(2), 246-262.

• Richards, K. A. R., & Templin, T. J. (2011). Reflective practice and professional development in PE. Journal of Teaching in Physical Education, 30(2), 131-147.

• Parker, M., & Curtner-Smith, M. D. (2019). Toward a model of gender inclusive physical education. Journal of Teaching in Physical Education, 38(4), 395-404.

• Martin, J. J., & McCaughtry, N. (2008). Using narrative inquiry to understand the socio-political development of preservice teachers within the sport education model. Sport, Education and Society, 13(2), 183-202.

• Cale, L., Harris, J., & Chen, W. (2021). The impact of COVID-19 on physical education and future implications. European Physical Education Review, 27(4), 825-837.

• Hastie, P. A., & Ruiz, L. M. (2019). Transforming physical education teacher education. Kinesiology Review, 8(1), 60-68.

• Fernández-Río, J., & Méndez-Giménez, A. (2016). Teaching games for understanding in PE: Three alternative models of curriculum content. Physical Education and Sport Pedagogy, 21(5), 519-535.




How to Cite

Sheetal Devi. (2024). The Role of Physical Education in Closing the Gender Gap in Enrolment and Performance. Innovative Research Thoughts, 10(1), 110–113. Retrieved from