Exploring teachers’ experiences of secondary school physical education in England

Background: Traditional sports-based forms of Physical Education(PE) have been widely criticised for marginalising many students through limited opportunities for personalised learning and a dominant emphasis on competition and performance. Early experiences of physical activity (PA) through PE are critical for fostering positive attitudes towards lifelong participation, positioning PE teachers as key agents in engaging and inspiring students. However, teachers’ pedagogical autonomy is increasingly constrained by neoliberal education policies that prioritise standardisation, accountability, and measurable outcomes, with curriculum decisions often shaped by political rather than pedagogical priorities. Although research exploring students’ perceptions of secondary school PE consistently highlights the central role of the teacher in shaping positive experiences, the bodies of literature on student-centred learning and need-supportive teaching have largely developed in isolation. As a result, limited attention has been paid to how teachers’ own experiences, beliefs, and values influence their pedagogical practices within contemporary school contexts.

Purpose: This study explored how teachers’ experiences, beliefs, and values shape their pedagogical practices, identifying factors that support or constrain changes in pedagogical beliefs and practice.

Method: Guided by a social constructionist framework, the study involved semi-structured interviews with 12 secondary school PE teachers (six male, six female; aged 24–49 years, SD = 8.63) from Yorkshire, England. Data were analysed using thematic analysis, generating four higher-order themes and eight lower-order subthemes.

Results: Teachers identified the culture of PE within their school as fundamental to shaping both students’ experiences of PE and teachers’ capacity to enact their pedagogical values. Four interrelated elements were perceived to influence PE culture: the perceived value of PE within the wider school community, curriculum structure and flexibility, relationships among colleagues and between teachers and students, and teachers’ perceived professional role. Together, these elements shaped teachers’ sense of autonomy, willingness to innovate, and ability to prioritise student-centred, health-focused pedagogical approaches.
Impact statement: This study contributes to the field of PE by clarifying how school-level cultures and systemic constraints shape teachers’ pedagogical beliefs, practices, and professional identities. It extends existing literature by integrating perspectives on student-centred learning and need-supportive teaching through teachers’ lived experiences. For practice, the findings highlight how curriculum rigidity, low subject status, and performance-driven priorities limit meaningful pedagogical change. Pedagogically, the study offers evidence to support relationship-focused, flexible approaches to PE and provides actionable insights for school leaders and teacher educators seeking to create more inclusive and engaging PE environments.