Author(s): BANGERT, A., ROTH, A.C., Institution: UNIVERSITY OF EDUCATION FREIBURG, Country: GERMANY, Abstract-ID: 468

Physical Education (PE) contains an immense potential to create an empowering environment [1]. However, due to binary structures, non-cisgender students face many challenges, such as toilets, the curriculum as well as gender separating groups [2]. Studies indicate that teachers reproduce stereotypes with these practices and lack skills for gender-sensitive practices [3]. In order to change these barriers, it is critical to examine teachers’ perspectives. This results in the research question for a systematic review: What perspectives do sport teachers have regarding gender diversity in PE?
The PRISMA method was used to identify potential studies for this systematic review [4]. The initial search was conducted on 6th March 2025, including three electronical databases (Web of Science, EBSCOHost and BISP SURF). Studies were considered eligible, if they were written in English, had an empirical study design and were published in the last ten years. Afterwards, the included studies were analysed and the results synthesised. Data synthesis revealed four main perspectives: (1) Three different teachers’ approaches towards gender diversity in PE, which include acceptance and initiative taking, reactive approach and incomprehension. (2) Teachers’ perception of their non-cisgender students and the interactions among students. (3) Teachers’ perceived challenges, which emerge in interactions between students and the subject PE itself. (4) Teachers’ uncertainties regarding gender diversity in PE. In conclusion, most teachers notice possible challenges for non-cisgender students. Nevertheless, some approaches support a heteronormative system, and teachers imploring these approaches struggle to react appropriately.

References
1. Bailey, R. (2006). Physical Education and Sport in Schools: A Review of Benefits and Outcomes. Journal of School Health, 76(8), 397-401.
2. Greenspan, S., Griffith, C., Hayes, C. & Murtagh, E. (2019). LGBTQ+ and ally youths‘ school athletics perspectives: a mixed-method analysis. Journal of LGBT Youth, 16(4), 403-434. https://doi.org/10.1080/19361653.2019.1595988
3. Castro-García, M., Barquero-Ruiz, C. & López-Villar, C. (2024). Are Gender Stereotypes Still Prevalent in Physical Education? Spanish Teachers’ and Students’ Beliefs and Attitudes Towards Gender Equity. Journal of Teaching in Physical Education, 44(1), 111-122. https://doi.org/10.1123/jtpe.2023-0352

4. Page, M. J., Moher, D., Bossuyt, P. M., Boutron, I., Hoffman, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S.,…McKenzie, J. E. (2021). PRISMA 2020 explanation and elaboration: updated guidance and exemplars for reporting systematic reviews. BMJ, 372(160), 1-36. http://dx.doi.org/10.1136/bmj.n160