Re-visiting the (a)gender in contemporary Physical Education

Whilst gender related research in Physical Education is extensive, what is less considered is the ways in which gendered power relations both influence and are reinforced by PE policy and practice. In this regard Scraton’s (1992) study has been pivotal in highlighting how PE contributes to young women’s understandings of themselves, their bodies and their place in the world. Through its structures, content, and delivery, PE reinforces messages around young women’s sexuality, physicality and motherhood. 25 years on from Scraton’s work, this study explores to what extent contemporary PE reproduces and challenges gendered power relations. Data were generated across four secondary schools in the north of England through observations (80 hours of boys’ and girls’ PE classes across two half terms) and semi structured interviews with 10 PE teachers. Using a middle ground feminist lens and Hill Collins’ (2000) matrix of domination as the theoretical framework, this presentation will explore the ways in which gendered power circulates across multiple sites. Moreover, this presentation will explore the interconnected ways in which gendered power relations operate within the daily routines of a PE department contributing to the reproduction of gendered difference and making resistance to the status quo difficult.