Exploring gender in Physical Education: understanding influence, challenges, and opportunities for girls in PE.

Adolescent girls are increasingly opting out of Physical Education (PE), a trend raising concern. PE, being a subject where gender norms are apparent, warrants thorough investigation into the experiences of adolescent girls within this context. This thesis aimed to explore the experiences of adolescent girls in PE, in relation to their gender, employing qualitative methods. Eight semi-structured interviews were conducted with adolescent girls (aged 14-16) attending a girls-only school. Through Reflexive Thematic Analysis, four key themes emerged: the involvement of girls in PE, the involvement of boys in PE, the influence of teachers, and mental health implications. These themes were reflected on and discussed through the lenses of gender theories, supplemented by relevant research. The findings from this thesis aimed to add to the current literature, adding further evidence, and nuance to our understanding of the complex dynamics at play in adolescent girls' experiences in PE. By integrating these theoretical perspectives with empirical data, this research contributes to the ongoing discourse surrounding gender and PE. Furthermore, the findings from this research could provide further understanding for Educational Psychologists, offering deeper comprehension of adolescent girls' experiences and suggesting avenues for enhancing support within schools to cultivate a more inclusive environment for girls in PE.