Author(s): ABEL, L., GALLE, A.C., VOGT, T., Institution: GERMAN SPORTS UNIVERSITY COLOGNE, Country: GERMANY, Abstract-ID: 740

Introduction
Sport, across various social contexts, exhibits inherent racist structures and incidents, impacting children and youth. Physical Education (PE) has the potential to fight racism, yet simultaneously serves as a setting where racist elements may be (re)generated. Given that teachers are central figures in education with a direct impact on students, their experiences and perspectives are extremely valuable in research. The objective of this study was a thematic analysis (TA) of both national (i.e., German) and international (i.e., English language) publications addressing racism and anti-racism within PE with a particular focus on teachers’ perspectives.
Methodology
A systematic review adhered to the PRISMA standard and employed a four-step methodology: (1) Search was conducted in eleven electronic databases using twelve keyword combinations in both German and English language. (2) Study selection: Criteria for inclusion comprised (a) peer-reviewed journals, (b) English or German language, (c) participants being pupils, teachers, or researchers, (d) publications addressing (anti-) racism in PE and considering a teachers’ perspective. (3) Quality assessment through Appraisal Skills Programme (CASP) and Mixed Methods Appraisal Tool (MMAT). (4) In dept analysis and interpretation of data through reflexive TA and template analysis. Critical Race Theory was utilized as a lance for analysis and discussion.
Results
A total dataset of 5,213 publications was identified of which subsequently 20 (including one German publication) qualified for inclusion. Every publication was assigned to the top quality level out of three using CASP and MMAT. Using TA on the extensive qualitative dataset, four overarching themes were constructed with the two most prominent being (i) “unveiling whiteness”, a critical analysis of racial and gender hierarchies in PE that exposes a pervasive dominance of white individuals in roles like educators, students, and faculty members. This asymmetry tends to normalize the experiences of whiteness while marginalizing others, emphasizing the imperative for inclusive narratives in the field. (ii) “Addressing gaps in anti-racist training”, which emphasizes a lack of specific courses on race and multiculturalism, with suggestions for integrating such training through pilot projects and reflective learning experiences to raise awareness of race, critical whiteness and tailor interventions to local contexts.
Discussion
Racist experiences of teachers are pervasive in PE, emphasizing the need for structural changes, anti-bias training, and inclusive curricula to address inequalities, male dominance, whiteness and foster diversity in the field.
Given the localized variations in the global phenomenon of racism, it appears crucial to initiate a national survey, to gain insights on developing anti-racism training based on the experience and needs of the intended recipients.