GENDER-BASED PARTICIPATION IN PHYSICAL EDUCATION ACROSS PRIMARY AND SECONDARY SCHOOLS

Elena Avraam, Garyfallos Anagnostou

Abstract


A growing body of international research has documented what many physical educators observe daily: girls consistently participate less actively in school-based physical education than boys. This troubling pattern manifests differently across developmental stages, while minimal divergence appears in early primary years (ages 5-11), pronounced disparities emerge during the critical transition to secondary education (ages 12-18). This systematic examination interrogates this phenomenon through multiple analytical lenses: first, by mapping participation trajectories across institutional contexts; second, by deconstructing the psychosocial dimensions of motivation and engagement; third, by evaluating pedagogical efficacy across instructional paradigms. Furthermore, these findings are situated within broader sociocultural frameworks, analysing how institutional policies and extracurricular infrastructures both constrain and enable equitable access to physical literacy development. A comprehensive literature search of peer-reviewed studies from 2015–2025 was conducted using databases including Scopus, SPORTDiscus, and Inclusion criteria focused on quantitative or qualitative research, reviews, and intervention trials examining gender differences in PE participation and related factors among school-aged youth. Data were extracted and thematically organized. Methodological quality and biases were noted to contextualize findings. Results showed that girls exhibit consistently lower PE participation frequency and intensity than boys, with the gender gap widening during adolescence. In addition, policy interventions have had mixed effects. While policies ensure access, they do not automatically close the participation gap without supportive implementation. Notably, positive PE experiences (enjoyment, supportive climate, sense of competence) are strongly linked to higher physical activity both within and outside school. However, interventions have achieved moderate success in sustaining girls’ participation.

 

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gender differences, physical education, motivation, youth equity, participation

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DOI: http://dx.doi.org/10.46827/ejpe.v12i10.6364

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