Purpose: There is emerging evidence that Physical Education (PE) can be a negative experience for transgender and non-binary people; however, it is unclear whether this impacts on levels of physical activity in adulthood. Method: Forty-two transgender and non-binary participants completed an online survey about their experience of PE at secondary school and current levels of physical activity. Results: Most participants had negative experiences of PE. Changing rooms were a particular challenge but views differed as to the preferred solution. Factors relating to enjoyment included participant’s feelings of competence, safety, and physical comfort. Physical comfort was significantly correlated with current levels of physical activity. Conclusions: We conclude that cisnormative sex-separated model of PE, based on binary gender organisation, negatively impacts trans and non-binary students. As well as rethinking this model and creating an inclusive environment, it is important that school policy is adapted to support individual trans and non-binary students.
Wilkin, JWhigham, S Wilmut, K
School of Psychology, Social Work and Public HealthSchool of Sport, Nutrition and Allied Health Professions
Year of publication: [in press]Date of RADAR deposit: 2025-04-23
Accepted author manuscript version reprinted, by permission, from Journal of Teaching in Physical Education, 2025 https://doi.org/[doi-number]. © Human Kinetics, Inc.