Beyond the binary: exploring participation in gender-inclusive PE through student and teacher lenses in grade 9

This study explores the impact of a gender-inclusive class structure on student engagement in Grade 9 physical education (PE) within a Canadian Secondary School. Employing a mixed methods case study approach, data was collected through student surveys and semi-structured teacher interviews. Findings reveal that gender-neutral PE environments fostered greater student agency, emotional safety, and motivation—especially among those historically marginalized in traditional PE settings. Students reported higher enjoyment, confidence, and skill development when given voice and choice in activities. Teachers emphasized the importance of inclusive pedagogies that prioritized ability over gender and supported meaningful physical activity experiences. The analysis aligns with the Meaningful PE framework, highlighting components such as personal relevance, social connection, and enjoyment as key factors influencing sustained engagement. This research supports a shift from performance-based PE to inclusive, student-centred models that empower diverse learners and promote lifelong physical literacy.

Name thesis:degree_name

Master of Arts (MA)

Discipline thesis:degree_discipline

Education

Grantor

University of Ontario Institute of Technology

Year dc:date.issued

2025

Author dc:creator

• de Jonge-Smith, Megan

Advisors dc:contributor.advisor

• Barber, Wendy
• Walters, William

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/10155/1968

OAI identifier oai:identifier

oai:ontariotechu.scholaris.ca:10155/1968