POV: Your girls' PE lesson gets a glow up

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1. 1

   POV: Your girls' PE lesson gets a glow up

   BBC NewsPublished Oct 20, 2026Checked Oct 20, 2026

   “Can activities like yoga, dance and fitness encourage more girls to enjoy sport?”

2. 2

   Exercise enjoyment and school sports: PE, general activity, and sports club participation.

   Frontiers in sports and active living (Vogt & Vogt)Published Apr 17, 2026Checked Oct 20, 2026

   “Responses on PE enjoyment and perceived performance relative to classmates were collected using four-point scales. Data were analyzed descriptively and inferentially using Jamovi 2.6.26 (α = 0.05).ResultsThree-quarters of students reported frequent or consistent enjoyment of PE. This group achieved significantly higher PE grades (1.98 ± 0.89 vs. 2.57 ± 1.16; p = 0.045) and higher PACES-S scores (15.5 ± 3.2). Active sports club members reported significantly greater movement enjoyment than non-members (p ConclusionsEnjoyment of PE is strongly associated with general movement enjoyment and sports club participation. These results underscore the importance of competence-oriented, diverse, and enjoyable PE curricula and suggest that school-sports club collaborations can enhance intrinsic motivation, self-efficacy, and social engagement, promoting sustained physical activity in youth.”

3. 3

   Liking of Physical Education and Active Recess Among Chilean Schoolchildren: A National Population-Based Study of Participation Gaps and Reasons for Inactivity.

   Children (Basel, Switzerland) (de et al.)Published Sep 21, 2026Checked Oct 20, 2026

   “Weighted active-recess prevalence was 75.8%. Adjusted inactive-recess prevalence was 18.2% (95% confidence interval [CI] 16.0-20.4) among students who liked physical education and 56.9% (95% CI 50.3-63.6) among those who disliked it, an absolute difference of 38.7 percentage points (95% CI 31.6-45.8). Disliking physical education was associated with a prevalence of inactive recess approximately three times higher (aPR 3.09, 95% CI 2.61-3.68); the bootstrap CI was 2.61-3.69. Associations did not differ by sex or age group. Among 977 students with inactive recess, the most frequent reasons were lack of interest (40.3%) and absence of games, equipment, or a suitable place (29.1%). Disliking physical education was strongly associated with inactive recess, but temporality cannot be established. Enjoyable, inclusive physical education and better recess opportunities merit joint evaluation in school-based physical activity strategies.”

4. 4

   Gendered perspectives of yoga in the Key Stage 1 classroom: Qualitative content analysis indicates contrasting views of teachers and pupils.

   PloS one (Wilkin et al.)Published Feb 24, 2026Checked Oct 20, 2026

   “The gendering of physical activities is ubiquitous, with those involving strength, endurance, and physical contact considered masculine, and those involving concentration, presentation, and flexibility considered feminine. Yoga, for instance, tends to be regarded by adults and adolescents as a feminine activity for women/ girls, however, it is not known whether younger children share this view. Using data from six individual teacher interviews and a child-friendly task with 23 pupils (working in four separate groups), qualitative content analysis (QCA) was used to identify and explore the gendered perspectives of yoga held by Key Stage 1 teachers and pupils in schools across the North East of England. Data were considered according to Gender Schema Theory (GST) and indicate that, although young pupils seem to hold no consensus view of yoga being a female/ feminine activity, teachers observe reluctance from some of their male pupils during yoga activities in school. As previous research has revealed that teachers generally expect male pupils to be more competitive than their female peers, the findings are discussed in relation to the non-competitive nature of yoga.”

5. 5

   Strategies for recruitment of adolescent girls into physical activity programmes: a systematic review and regression analysis.

   BMC public health (O'Brien et al.)Published Apr 11, 2026Checked Oct 20, 2026

   “Fifteen thousand one hundred records were identified; 37 through citation search. After removing duplicates (n = 8,603), 6,407 records were screened by title and abstract and 134 full texts assessed. Following consensus, 27 studies were included; 23/27 were school-based. The mean recruitment rate was 62.6% (± 27.8), decreasing to 56.5% (± 35.0) in low-SES populations. Incomplete reporting of the recruitment funnel was common. Recruitment was higher amongst younger (65.9% ± 26.7) versus older (51.2% ± 32.1) girls. Teacher involvement was associated with improved recruitment: when teachers were financially supported to organise activities (R2 = 0.44, p = 0.005) or followed up for consent with absent girls (R2 = 0.25, p = 0.048). Recruiting adolescent girls into PA programmes is feasible but challenging. Teacher engagement, integrating PA into school timetables, and interactive approaches (presentations, tasters) emerged as potentially promising strategies for recruiting girls, though the evidence base was predominantly school-based and reporting of recruitment strategies was often incomplete.”

6. 6

   Physical education (Wikipedia)

   WikipediaChecked Oct 20, 2026

   “Physical education is an academic subject taught in schools worldwide, encompassing primary, secondary, and sometimes tertiary education. It is often referred to as Phys. Ed. or PE, and in the United States it is informally called gym class or gym. Physical education generally focuses on developing physical fitness, motor skills, health awareness, and social interaction through activities such as sports, exercise, and movement education. While curricula vary by country, PE generally aims to promote lifelong physical activity and well-being. Unlike other academic subjects, physical education is distinctive because it engages students across the psychomotor, cognitive, affective, social, and cultural domains of learning. Physical education content differs internationally, as physical activities often reflect the geographic, cultural, and environmental features of each region. While the purpose of physical education is debated, one of its central goals is generally regarded as socializing and empowering young people to value and participate in diverse movement and physical activity cultures.”