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June 29, 2026Social Sciences & Humanities OpenOpen Access

Non-PE teachers’ perceptions of Physical Education status: Curriculum content as a moderator of whole-school active lifestyles

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Authors

LGLúcia GomesUniversidade LusófonaHCHelena CarvalhoIscte – Instituto Universitário de LisboaFCFrancisco Carreiro da CostaUniversidade Lusófona

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Overview

Explores how non-PE teachers perceive the importance of PE content, influencing student participation.

Key Points

  • The study aims to understand non-PE teachers' perceptions of physical education and its impact on student engagement in physical activities.
  • Administered a structured questionnaire to 285 teachers from various subjects in two public schools in Portugal.
  • Examined the relationship between teachers' prior experiences with PE and their perceptions of PE status.
  • Investigated how the perceived importance of PE content moderates the association between experiences and perceptions.
  • Teachers with positive experiences in PE reported a higher perceived status of the subject.
  • The relationship between prior PE experiences and perceived status weakened as the importance of PE content increased.
  • Emphasizes the need for coherent curricula and institutional support to enhance attitudes toward PE.

Cite This Study

Gomes et al. (2026) studied this question.

synapsesocial.com/papers/6a420ab2f91bb43ea9191e67https://doi.org/10.1016/j.ssaho.2026.103163
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