The Impact of Gender Stereotypes on Physical Education Lessons: A Pilot Study Regarding the Qualitative Analysis of Teachers' Perceptions

Anamaria Pautu Simona Petracovschi ^* Martin Domokos

• West University of Timișoara, Timișoara, Romania

Introduction: This pilot study examines the feelings of physical education teachers toward gender stereotypes and their impact on how boys and girls are perceived and supported during physical education classes. It explores how teachers' expectations and attitudes reflect cultural biases, such as associating boys with physically demanding sports and girls with activities emphasizing grace and flexibility. Methods: Semi-structured interviews were conducted with eight teachers from diverse age groups and work environments (urban and rural). The research utilized MAXQDA software to analyze the emotional tone of the responses, categorizing them as positive, neutral, or negative. Results: The results suggest that teachers' sentiments could be a factor influencing how they address gender stereotypes and promote inclusion in physical education.The findings reveal that teachers generally maintain a neutral tone when discussing gender differences, focusing on objective observations rather than emotional evaluations. However, instances of positive attitudes, such as appreciating girls' discipline and performance, suggest efforts to challenge stereotypes. In contrast, some responses reflect stricter expectations or criticisms of girls, which can perpetuate negative stereotypes. Conclusions: The study results show that gender, age, and environment can influence physical education teachers' perceptions and attitudes toward gender stereotypes, as well as the differences in expectations for boys and girls in sports activities. These findings suggest that teachers' sentiments could be a factor influencing how they address gender stereotypes and promote inclusion in physical education.underscore the need for targeted training programs to help teachers develop equitable and inclusive practices that reduce the influence of gender stereo-types on students' experiences in physical education.