Inclusion and equity in sport and Physical Education is the fair distribution of resources, opportunities, and benefits in PE curriculums, irrespective of gender, race, disability, and other factors. This article will explore Inclusion through the lens of Sport for All, with a focus on gender equity.

Around the world, school PE curriculums place a strong emphasis on sport. Historically, sport has centred around male participation, with men benefiting from the majority of rewards and opportunities. Over time, this has shaped assumptions around gender-specific activities. Many PE teachers were raised with these notions, which came to  influence their teaching. As a result, some PE programmes continue to reinforce old gender norms, with contact sports like rugby and football often reserved for boys, while aesthetic or non-contact activities like dance and netball are deemed more suitable for girls (Flintoff, 1993)¹.

A high-quality PE programme should aim to keep students engaged in physical activity, inspire them to explore extracurricular and lifelong physical activity opportunities. By providing opportunities where traditional gender barriers are removed - like football or rugby for girls and netball or dance for boys - PE can help students build character and break down cultural stereotypes around sport and physical activity.

Dance, for example, is often avoided by boys who feel it challenges their masculinity. Yet dance is a powerful form of expression, and for many boys, learning to express themselves openly can be daunting. Successfully mastering a dance routine and performing it in front of others can give boys confidence in social situations and a healthy outlet for managing emotions. Denying them this opportunity could mean missing a chance to foster emotional resilience.

Girls, on the other hand, benefit from participating in team sports like football, where they can build self-esteem, confidence, and friendships with peers who share similar interests. Research shows that introducing girls to physical activity early in life is key to making exercise a lifelong habit. Women who were active in sport as girls feel greater confidence in adulthood than those who were sedentary as children (Woods, 2006)².

To create an inclusive PE programme that gives all students access to all sports, PE teachers need to challenge the social norms around gender-specific activities. This requires that newly trained and current teachers have the courage to lead units they might never have had access to themselves as students. Creating enjoyable, accessible, and valuable PE experiences for students is challenging, but it’s possible through inclusive practices.

“I was raised to be a man’s man, and my son is being raised the same! He doesn’t need to be doing netball; just send him outside to do some basketball or parkour instead!” 

This was a conversation I had with a father when he heard his son was taking part in a Netball Unit. The boy was a talented student and excelled in all areas of physical activity. He completed the netball unit as the highest scorer and was even voted players’ player by his peers. He later came up to me and said, “I really enjoyed netball!”. His father’s resistance reflected a generational attitude, not the child’s experience. By offering an inclusive curriculum, this boy achieved and excelled in a new sport, potentially challenging the view that “netball is for girls.” As PE leaders, we must be willing to challenge such stereotypes.

When PE allows students to try activities once considered gender-specific, it helps them find their own identity in physical activity. At a time when declining activity levels, obesity, mental health issues, and girls dropping out of sport are global challenges, inclusive approaches in PE can make activity enjoyable and accessible for all. When students take part in sports not typically associated with their gender, it boosts their enjoyment and motivation, increasing their potential to benefit from sport and physical activity without alienating them because of their gender.

1. Flintoff, A. (1993) ‘Gender, physical education and Initial Teacher Education’, in J. Evans (ed) Equality, education and physical education. London: Falmer Press. Pp.184-204.
2. Woods, R, B. (2006) ‘Social Issues in Sport’. Champaign: Human Kinetics.