ABSTRACT
This chapter explores the expression of gender in the context of policies and practices in physical education specifically directed towards health. Perhaps to the surprise of some readers we show that work within physical education curricula that is associated with health (and are therefore typically termed health-related exercise (HRE) or health-related fitness (HRF)) may be as likely to express and promote stereotypically gendered attitudes and images as sex differentiated games settings. Thus, while we are anxious to point to the potential for health-related work in physical education to extend pupils’ understandings of gender issues, we stress that it cannot be assumed that either policies or practice will promote these progressive ideals. Research reported here has revealed the way in which teachers and the school and curriculum structures that they are working within, may act to reproduce and legitimate narrow and openly gender stereotyped understandings of health issues in contexts of physical education and physical activity. We therefore identify teacher training and continuing professional development as having a key role to play if health-related work is to contribute to the development of more equitable educational practices and learning environments in physical education.
