2025/10/15 by Ana Fernández-Aránegas, María Huertas González‐Serrano, Carlos Pérez Campos +1 · 1 voice · 1 citation
Health Professions · Psychology · Social Sciences · #Focus group #Human physical appearance #Ideal (ethics) #Inclusion and Disability in Education and Sport #Interpersonal communication #Interpersonal relationship #Motivation and Self-Concept in Sports #Perception #Physical Education and Pedagogy #Physical education #Sample (material) #Self-concept
paper · doi:10.1177/1356336x251383317
published in European Physical Education Review 32(3), 636-655 (SAGE Publishing)
openalex publication_date 2025/10/15 · openalex created_date 2025/10/16 · openalex updated_date 2026/07/22
This study aimed to examine secondary school students’ perceptions of the ideal physical education (PE) teacher, with a specific focus on how students’ gender is associated with their perceptions. Using a mixed-methods approach combining questionnaires and drawings, we analyzed data from a sample of 349 Spanish secondary school students balanced by gender and age. The findings indicate that both male and female students placed greater emphasis on interpersonal characteristics (such as being pleasant, attentive, friendly, and empathetic) when describing an effective teacher, rather than on physical attributes (such as being fit, active, and capable of demonstrating the skills they teach). However, girls prioritized qualities such as empathy, recognition of effort, and motivation in a PE teacher, while boys placed a higher value on physical fitness, fairness, and humor. Overall, students generally envisioned the ideal PE teacher as male (64.2%), young (63.3%), and physically fit (89.8%). However, differences were observed in the graphical representations created by male and female students regarding their ideal PE teacher. Male students predominantly depicted highly muscular male figures with serious expressions, whereas female students more frequently illustrated either female teachers or teachers of both genders, with cheerful expressions and slim bodies rather than a muscular build. These findings indicate the presence of gender stereotypes related to PE teachers. The study presents several practical implications for addressing gender stereotypes associated with PE.