Creating Gender-Based Violence (GBV) free environments remains a significant challenge in the fields of physical activity, sport, and higher education. This study examines the perceptions, experiences, and proposals of university teaching staff regarding GBV within a Physical Activity and Sport Sciences (PASS) programs. Three focus groups were conducted with 17 faculty members (eight women and nine men). Data was analyzed through a reflexive thematic analysis complemented by 7P model as an analytical framework. Findings show that while teaching staff can identify overt forms of violence such as sexual and physical abuse, and recognize the existence of structural and organizational inequalities within PASS programs. However, participants report significant uncertainty regarding how to intervene in GBV cases involving students, limited knowledge of institutional protocols, and insufficient procedural guidance. Across the dimensions of Policy, Prevention, Protection, Prosecution, Provision, Prevalence, and Partnerships, the results reveal uneven institutional development, with particular weaknesses in prevention strategies, dissemination of policies, reporting processes, and victim support mechanisms. Faculty discourses also highlight tensions between victim protection and the prioritization of alleged perpetrators’ rights. The study underscores the urgent need for comprehensive training programs for academic staff and students, clearer governance structures, and coordinated support systems to address GBV in sport-related higher education. By applying the 7P framework to the PASS context, this research contributes empirical evidence to inform more coherent, accountable, and gender-responsive institutional policies and practices.
Payeras et al. (2026) studied this question.