Exploring teachers’ experiences of secondary school physical education in England

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.