Revise pre-service primary teacher education to address gender equity, combat discrimination, and implement innovative PE methodologies¶

Strategy · All strategies
Evidence · 5 claims (5 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 5 claims rest on one study

Description¶

The article's closing recommendation is that teacher education should be reformed so future teachers do not reproduce the negative emotional patterns they experienced. It concludes there is “the urgent need to revise pre-service teacher training to address gender equity, combat discrimination, and implement innovative methodologies”. The strategy targets PE teacher educators working with predominantly female pre-service cohorts.

Design Implications¶

Context¶

Requirements¶

• Pre-service teacher education programs that include PE curriculum coursework where students' own school PE experiences can be examined

Constraints¶

• Based on a single female-only convenience sample at one Spanish public university, so the recommendation's evidence base is qualitative and context-specific

Target Learners¶

• prospective primary education teachers

Target Learning Goals¶

• gender equity in physical education
• inclusive and innovative PE pedagogy

Claims¶

• In compulsory secondary education PE, anger and fear predominated, driven mainly by physical fitness testing, grading pressures and “exposed body” experiences [+W]
• Discriminatory teacher attitudes, including sexism and fat-phobia, were identified as negative emotional triggers in participants' PE narratives [+W]
• Group formation via the captain technique, soccer dominance in free play, content repetition and public anthropometric exposure generated fear, anger, sadness and disgust, especially among girls [+W]
• Joy was the predominant emotion in compulsory primary education PE, linked to diverse content, cooperative games, absence of competitiveness and cathartic release [+W]
• Participants' emotional trajectories shifted progressively from predominantly positive emotions in primary PE to more negative, intense and frequent emotions in secondary PE [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Gonzalo Flores-Aguilar, X`enia Ríos-Sisó, Antonio Muñoz-Llerena. (2026). “I didn't want physical education days to come”: Emotional experiences in physical education of prospective primary education teachers. Learning and Instruction 104 (2026) 102382. https://doi.org/10.1016/j.learninstruc.2026.102382