Students’ perspectives on the ideal physical education teacher

Abstract

This study aimed to examine secondary school students’ perceptions of the ideal physical education (PE) teacher, with a specific focus on how students’ gender is associated with their perceptions. Using a mixed-methods approach combining questionnaires and drawings, we analyzed data from a sample of 349 Spanish secondary school students balanced by gender and age. The findings indicate that both male and female students placed greater emphasis on interpersonal characteristics (such as being pleasant, attentive, friendly, and empathetic) when describing an effective teacher, rather than on physical attributes (such as being fit, active, and capable of demonstrating the skills they teach). However, girls prioritized qualities such as empathy, recognition of effort, and motivation in a PE teacher, while boys placed a higher value on physical fitness, fairness, and humor. Overall, students generally envisioned the ideal PE teacher as male (64.2%), young (63.3%), and physically fit (89.8%). However, differences were observed in the graphical representations created by male and female students regarding their ideal PE teacher. Male students predominantly depicted highly muscular male figures with serious expressions, whereas female students more frequently illustrated either female teachers or teachers of both genders, with cheerful expressions and slim bodies rather than a muscular build. These findings indicate the presence of gender stereotypes related to PE teachers. The study presents several practical implications for addressing gender stereotypes associated with PE.

Keywords

Gender stereotypes student perception physical education teachers ideal prototype

Introduction

The role of physical education (PE) teachers in student learning is foundational, extending beyond the instruction of motor skills to encompass the promotion of values and healthy habits that support holistic development (Wiklander et al., 2023). As part of broader educational aims, PE seeks to encourage lifelong healthy lifestyles (Sözen and Korur, 2019). However, educational systems worldwide face persistent challenges in recruiting, developing, and retaining effective PE professionals while ensuring consistent, high-quality instruction (Greenlee and Brown, 2009; Liu and Li, 2025).

Over time, the role of teachers has evolved in response to shifting societal expectations (Datnow, 2020). Traditionally viewed as knowledge transmitters, teachers are now increasingly seen as facilitators who empower students to actively construct their own learning (Goodyear and Dudley, 2015)—in this case, developing habits of physical activity practice outside school. This transformation has highlighted the importance of the students in the teaching-learning process, redefining the responsibilities of educators, especially in dynamic and interactive disciplines like PE. Therefore, to align with contemporary pedagogical paradigms, PE teacher evaluations must include students’ perceptions of the ideal teacher (Pennington et al., 2020a). This perception could affect not only students’ engagement and attitudes towards PE but also their long-term commitment to physical activity (Murfay et al., 2022). However, despite the depth of existing research on teacher effectiveness (e.g. Sims and Fletcher-Wood, 2021; Toropova et al., 2021), student perspectives remain underrepresented, despite offering crucial insights to improve teaching quality (Cladera, 2021).

The research carried out so far has shown that students perceive PE teachers positively, describing them as respectful, enthusiastic, and well-prepared (Åsebø et al., 2022; Hargreaves and Elhawary, 2018). These attributes, including personality, social skills, and professional preparation (Corcoran and O’Flaherty, 2016; Khalilzadeh and Khodi, 2021; Rojo-Ramos et al., 2022; Schnitzius et al., 2021; Zalech, 2021), play a pivotal role in shaping how students perceive PE teachers’ effectiveness and their overall satisfaction with the subject. Moreover, students give more importance to professional attitudes such as empathy, fairness, and dedication than to teachers’ scientific knowledge (Demir, 2016). Nevertheless, content mastery remains essential for creating effective learning environments (Gutiérrez-Sanmartín and Pilsa-Doménech, 2006). Thus, examining both professional attitudes and content mastery can help identify attributes that foster student engagement and highlight those that may hinder it, thereby informing pedagogical improvements (Heimlich and Ardoin, 2008).

Furthermore, beyond formal instruction, implicit pedagogies, the so-called hidden curriculum, also shape students’ learning and perceptions. Teachers may unintentionally communicate social values, beliefs, and stereotypes, including those related to gender (Jukić, 2021). For example, some adolescents perceive PE classes as reinforcing traditional notions of masculinity and femininity (Serra et al., 2020), and teachers’ behaviors can either challenge or reinforce social biases, such as gender stereotypes (Stewart et al., 2021). Furthermore, among PE teachers, their physical appearance, as exemplars of an active, healthy lifestyle, has been identified as a critical determinant of students’ perceptions of instructional effectiveness, learning outcomes, and overall teacher evaluations (Pennington et al., 2019, 2020a).

In this vein, it is important to highlight that societal perceptions of PE teachers are also shaped by media representations. Stereotyped depictions of PE teachers are common in films, television, and textbooks, where they are characterized as outdated, superficial, and weak in intellectual rigor (Bonzel and Chare, 2016). For instance, McCullick et al. (2003) found that cinematic portrayals frequently conflate PE teachers with sports coaches, often casting them as bullies or caricatures that reinforce gender biases. Although these negative portrayals are well established, there is evidence of a gradual shift toward more balanced depictions that attempt to challenge traditional stereotypes. Nevertheless, concerns remain that new portrayals may still propagate narrow perspectives related to physical appearance, gender, and ability (Schnitzius et al., 2021). Therefore, PE teachers’ physical appearance can rapidly give rise to preconceived notions about their competence, and such biases may substantially influence students’ PE learning outcomes and their attitudes toward an active lifestyle (Chen and Myers, 2024; Schee and Gard, 2014). For example, previous studies have shown how a PE teacher's apparent age influences student learning as well as their perceptions of the teacher (Pennington et al., 2019, 2020a, 2020b). Specifically, students who viewed a video of a young or middle-aged PE teacher learned more from the teacher and perceived the teacher more favorably.

Therefore, understanding students’ perceptions of their ideal PE teacher is vital for both uncovering entrenched biases and improving instructional strategies. This study aims to investigate secondary school students’ views on their ideal PE teacher prototype, with a specific focus on gender-based differences in perception. The “ideal PE teacher prototype” refers to the attributes that students believe a PE teacher should possess, including both professional skills and physical characteristics. Through a mixed-methods design combining validated surveys and student drawings, this research provides in-depth understanding of how students view PE teachers and pedagogy, with the goal of enhancing inclusivity and effectiveness in the learning environment.

Method

Participants

The sample comprised 349 students from one Spanish secondary school, who were taught exclusively by middle-aged (40–50 years) male PE teachers. At the school, PE is a subject with two 50-minute practical sessions per week, held both indoors and outdoors. Instruction relies mainly on traditional methods such as direct command (Mosston and Ashworth, 2008) and on didactic units emphasizing physical conditioning and skill development in specific team sports (soccer, basketball, and volleyball).

Of the total sample, 50.4% were girls and 49.6% were boys, with ages ranging from 11 to 18 years. The average age was 14.60 years (SD = 1.90). Regarding academic distribution, 37.5% of the students were in first Compulsory Secondary Education (CSE), the Spanish equivalent of the first year of secondary school, with a mean age of 12.34 (SD = 0.51); 37.5% were in fourth CSE (final year of secondary school) with a mean age of 15.40 (SD = 0.67); and 27.8% were in first Baccalaureate with a mean age of 16.45 (SD = 0.53).

Instrument

Data were collected using a questionnaire based on previously validated scales, complemented by a drawing activity. The following is a detailed description of the instruments used:

Ideal PE Teacher Prototype Questionnaire: This questionnaire consisted of 26 items extracted from Gutiérrez-Sanmartín et al. (2007). Among these, 25 items use dichotomous (yes/no) responses to operationalize the question, “How do you imagine your ideal PE teacher?” Each item assesses specific characteristics, such as competence and discipline in performing duties, fairness in grading, enthusiasm for teaching, ability to assist students in overcoming difficulties, and motivational skills. This structure allowed participants to indicate the traits that they considered essential. The questionnaire concludes with an open-ended question: “What do you consider to be the three most important characteristics of your PE teacher?” This prompt enables students to elaborate on and highlight the qualities they value the most.

Drawing Activity: In the second part of the study, students were asked to respond to the question: “How do you imagine your ideal PE teacher? Draw it.” This activity aimed to capture students’ perceptions through graphic representation. In educational research, student drawings serve as a valuable means to express their ideas, emotions, and perceptions of the learning process (Chang et al., 2020). The inclusion of this task was based on the premise that free drawing could provide insights that may not be accessible through standard questionnaire items. Previous research suggests that analyzing students’ drawings using structured frameworks and categorical coding can reveal underlying ideas and relationships (Ligorio et al., 2017; Martikainen and Hakoköngäs, 2022; Tang et al., 2019). The spontaneous, descriptive, and characterizing nature of drawing, being undirected and free from bias, allows students to express their thoughts and uncover implicit or previously undisclosed perceptions (Hsieh and Tsai, 2016).

Procedure

First, the school administration was contacted to obtain permission to conduct the study. Once approval was granted, arrangements were made with the secondary and high school teaching staff to schedule classroom visits for data collection. It was agreed that students would have 25–30 minutes to complete both the questionnaire and drawing activity. Before completing the questionnaire, students were informed about the study's purpose, the voluntary nature of their participation, and the anonymity of their responses. Each drawing sheet included a unique code in the upper-left corner, which students entered when filling out the Google Forms questionnaire. This procedure ensured that the questionnaire responses could later be matched to the drawings while maintaining anonymity. The research was carried out in compliance with the ethical standards of the Declaration of Helsinki and received approval from the Institutional Review Board of the Ethics Committee of the Catholic University of Valencia (protocol code CEI/UCV/2021-2022/213).

Data analysis

Firstly, to analyze the 25 dichotomous (yes/no) items related to the characteristics of the ideal PE teacher, descriptive analyses of frequencies and percentages were performed. Secondly, regarding the analysis of the open-ended question related to the three most important characteristics of their PE teachers, all responses provided by the students were categorized using logical semantic categorization. For this purpose, a list of all the categories mentioned by the students was compiled, maintaining the original wording of their responses. After this initial listing, the categories were grouped based on content similarity, following the methodological approach described by Gutiérrez-Sanmartín et al. (2007). This process involved compiling a list that grouped all the synonymous responses, resulting in a final list of 25 characteristics.

Thirdly, to analyze the drawings generated in response to the question, “How do you imagine your ideal PE teacher? Draw it,” a checklist of elements was developed based on their content, following procedures used in previous studies employing this methodology (Hsieh and Tsai, 2016; Wang and Tsai, 2012). The checklist was developed by examining the elements in the students’ drawings, including physical attributes of the figures, accessories, sports equipment, and the presence of any written message. In educational research, such drawings are considered a valuable tool for representing students’ ideas and feelings, as well as their conceptions of the learning process (Chang et al., 2020). Ultimately, eight items or characteristics were established: (1) gender, (2) apparent age, (3) physical condition, (4) hair, (5) facial expression, (6) accessories, (7) sports equipment, and (8) whether the drawing included any caption with a message and, if so, what type of message was expressed. Three researchers participated in this process of content analysis of the drawings and creation of the checklist.

Subsequently, these same three researchers, based on the checklist, marked each of the components that appeared in the drawings. Even if an object included in the checklist appeared several times in the same drawing, it was only coded once per drawing. For example, even if two soccer balls appeared in a drawing, it was only counted as one soccer ball. The three researchers coded all drawings independently following the same order. Finally, once the analysis of the drawings was completed, the coded data were compared to ensure the reliability of the data. In the case of any discrepancy, a consensus was reached for the coding of the drawings among the three authors.

Lastly, some statistical analyses were conducted with the characteristics of the drawings compiled by using the checklist. Specifically, descriptive analyses of frequencies and percentages were performed to determine the characteristics of the ideal PE teacher. Additionally, to analyze the relationship between qualitative variables in the students’ drawings according to the students’ gender, a chi-square test (χ²) was used.

Results

Most important characteristics of the ideal PE teacher according to gender

Considering the sample as a whole and interpreting the results generally, it can be established that the characteristics most valued by students in PE teachers are those related to interpersonal and professional skills (Figure 1). Among these, competence and discipline in carrying out their work were particularly appreciated (girls = 99.4%; boys = 98.3%), along with fairness in grading (girls = 97.2%; boys = 97.7%) and enthusiasm for teaching (girls = 98.9%; boys = 97.1%). Additionally, the ability to assist students in overcoming difficulties (girls = 98.9%; boys = 96%), demonstrating understanding (girls = 98.3%; boys = 95.4%), being friendly (girls = 98.9%; boys = 97.7%), and motivating students to excel and engage in physical activity (girls = 99.4%; boys = 97.7%) were also highly valued.

The results from the open-ended question regarding the three most important characteristics of an ideal PE teacher indicated that students predominantly valued physical attributes, such as being athletic or in good physical condition. Among the most frequently cited traits, students envisioned their ideal PE teacher as someone who is physically fit (26.1%), fun and kind (25.5%), empathetic (23.5%), committed and enthusiastic about teaching (20.9%), values effort (18.3%), and demonstrates competence through clear explanations and demonstrations (16.9%).

However, notable gender differences emerged in the characteristics that students considered most important (Figure 2). Girls placed greater value on empathy between teachers and students (34.1% girls; 12.7% boys), the importance of effort over results (26.1% girls; 15% boys), motivation for sports participation and goal achievement (21% girls; 17.9% boys), and teachers’ patience (9.10% girls; 4.6% boys). In contrast, boys placed more importance on physical fitness or athleticism (31.8% of boys vs. 20.5% of girls), being hard-working (23.7% boys; 18.2% girls), impartiality (17.9% boys; 10.8% girls), being fun (28.9% boys; 22.2% girls), and attentiveness (12% boys; 6.8% girls).

Gender attributed to the ideal PE teacher

Once all the drawings made by the students were examined (see Figure 3), it was observed that the majority (64.2%) depicted a male as their ideal PE teacher, while only 17.7% represented a female teacher. A small proportion of students (9.2%) included both genders in their drawings or did not clearly indicate the teacher's gender (9.5%).

Statistically significant differences were found between the students’ gender and the gender of the ideal PE teacher depicted in their drawings (p < .001, χ² = 66.84, C = .40) (Table 1). Both boys (82.7%) and girls (46%) most frequently drew male PE teachers, with a statistically significant preference for male teachers being more pronounced among boys. Very few boys (2.9%) drew female PE teachers, whereas approximately one-third of the girls (31.3%) did so, showing a statistically significant tendency for girls to depict women as their ideal PE teachers. Girls were also more likely than boys to represent both genders in their drawings (13.6% vs. 4.6%), with this difference being statistically significant. Finally, the proportion of drawings without a clearly identifiable teacher gender was similar for girls (9.1%) and boys (9.8%).

Table 1.

Assigned gender of the PE teacher in students’ drawings, by student gender.

Assigned gender of the PE teachers in students' drawings	Gender of students
	Girls		Boys		p	χ² (C)
	N	%	N	%	p	χ² (C)
Women	55	31.3	5	2.9	.000	66.84 (.40)
Men	81	46	143	82.7
Both genders	24	13.6	8	4.6
No identifiable gender	16	9.1	17	9.8
Total	176	100	173	100

The results indicate that students’ gender preferences for PE teachers aligned with their own gender, with girls showing a more balanced distribution regarding the teacher's gender, while boys exhibited a strong preference for male PE teachers.

Age assigned to the ideal PE teacher

Figure 4 shows that most students depicted their ideal PE teacher as a young person (63.3%), while 20.9% represented a middle-aged teacher. Only 9% portrayed an older adult, and a small portion of the sample (13.2%) did not identify the PE teacher's age.

Statistically significant differences were found between students’ gender and the age assigned to the PE teacher in the drawings (p < .01, χ² = 15.09, C = .20) (Table 2). Although both boys and girls preferred young PE teachers, this preference was more pronounced among girls (72.2%) compared to boys (54.3%). Boys assigned middle-aged teachers to their drawings in a significantly higher proportion (26%) than girls (15.9%). Few students in either group depicted older teachers, although this was more common among boys (4.6%) than girls (0.6%), a difference that was also statistically significant. Similarly, a higher proportion of boys (15%) than girls (11.4%) produced PE teacher drawings for which the age could not be determined.

Table 2.

Apparent age of the PE teacher in students’ drawings, by student gender.

	Gender of students
	Girls		Boys		p	χ² (C)
Apparent age in the drawings	N	%	N	%	p	χ² (C)
Young	127	72.2	94	54.3	.002	15.09 (.20)
Middle-aged	28	15.9	45	26
Older age	1	0.6	8	4.6
Indistinguishable	20	11.4	26	15
Total	176	100	173	100

Physical appearance of the ideal PE teacher

Regarding the physical appearance of the PE teacher in the drawings (Figure 5), most students depicted their ideal PE teacher as slim and without visible muscularity (50.3%) or muscular (39.5%). Only a small minority did not indicate physical characteristics (8.6%), mainly representing stick figures or minimally detailed bodies. Additionally, 1.1% of the participants drew their ideal PE teacher as slightly overweight.

Statistically significant differences were found in the physical characteristics assigned to the PE teachers in students’ drawings according to their gender (p < .001, χ² = 24.20, C = .25) (Table 3). Boys were more likely than girls to draw a muscular PE teacher (50.3% vs. 29%), indicating a preference among male students for a visibly athletic figure. In contrast, a statistically significant higher proportion of girls (59.1%) compared to boys (40.5%) depicted a slim, non-muscular PE teacher. In the few cases where students drew both a male and a female teacher in the same drawing (girls = 1.7%; boys = 2.3%), all represented the male teacher as muscular and the female teacher as slim without muscularity. Finally, a small proportion of the drawings did not specify the PE teacher's physical appearance (girls = 10.2%; boys = 6.9%).

Table 3.

Physical appearance of the ideal PE teacher in students’ drawings, by student gender.

	Gender of students
	Girls		Boys		p	χ² (C)
Physical appearance in the drawings	N	%	N	%	p	χ² (C)
Muscular	51	29	87	50.3	.000	24.21 (.25)
Slim but not muscular	104	59.1	70	40.5
No identifiable physical appearance	18	10.2	12	6.9
Muscular man and slim woman with no muscularity	3	1.7	4	2.3
Total	176	100	173	100

Facial expression of the ideal PE teacher

Concerning the facial expressions portrayed in the PE teacher drawings (Figure 6), the majority of students (51%) depicted their ideal PE teacher with a happy expression. The next most common expression was neutral (34%). A smaller percentage of students portrayed a serious expression (7%) or did not assign any facial expression (8%).

Statistically significant differences were found between boys and girls in the facial expressions assigned to their PE teacher drawings (p < .01, χ² = 13.19, C = .19) (Table 4). Girls were more likely than boys to draw PE teachers with happy expressions (58.5% vs. 43.4%). Conversely, boys more frequently portrayed serious expressions (11%) compared to girls (3.4%). The tendency to assign neutral expressions was similar across genders (boys: 35.8%; girls: 32.4%). Only a small proportion of students, regardless of gender, left the teacher's face without any discernible expression (boys: 9.8%; girls: 5.7%).

Table 4.

Facial expressions of the ideal PE teacher in students’ drawings, by student gender.

	Gender of students
	Girls		Boys		p	χ² (C)
Facial expressions in the drawings	N	%	N	%	p	χ² (C)
Happy	103	58.5	75	43.4	.004	13.16 (.19)
Neutral	57	32.4	62	35.8
Serious	6	3.4	19	11
No facial expression	10	5.7	17	9.8
Total	176	100	173	100

Accessories, implements, and messages assigned to the ideal PE teacher

Most PE teacher drawings did not include accessories. Among those that did, the most commonly depicted items were whistles (44%), caps (38%), sunglasses (11%), and music equipment (7%). Regarding sports implements, most drawings (62.5%) did not include any; however, when present, soccer-related (12.6%) and basketball-related (8%) equipment were the most frequent. Additionally, 10.3% of students included implements representing various sports.

Finally, although most drawings (88.3%) did not include written messages or captions, in those that did, the majority of the messages were motivational (65.9%), followed by references to physical demands (12%). No statistically significant differences were found between boys and girls in the type of accessories, sports implements, or written messages included in their drawings (p > .05).

Discussion

The findings of this study provide valuable insights into students’ expectations and preferences, revealing notable gender-based patterns that offer meaningful guidance for improving the training and professional practice of PE teachers. It is essential to recognize that these perceptions are shaped by stereotypes and biases, as students’ representations of the ideal PE teacher often reflect socially ingrained gender norms. Such biases matter because PE teachers who fail to meet students’ needs, or who unintentionally reinforce these stereotypes, could diminish student engagement (Leo et al., 2022). Understanding these perceptions enables educators and policymakers to refine teaching approaches in ways that both respond to learners’ needs and actively challenge biased conceptions, ultimately promoting holistic student development (Wiklander et al., 2023). At the same time, PE teachers should serve as role models, demonstrating not only strong physical fitness but also professional appearance, since these attributes significantly influence students’ motivation and inclination toward healthy lifestyle habits and regular physical activity (McCullick, 2001).

Key characteristics of the ideal PE teacher

The findings revealed significant differences in what male and female students perceived as the most valued characteristics of an ideal PE teacher. Female students placed greater emphasis on qualities such as empathy, recognition of effort, and motivation, whereas male students prioritized physical fitness, fairness, and humor. These differences likely stem from distinct socialization processes and expectations surrounding the subject and the role of the teacher rather than representing a rigid dichotomy of preferences (Richards et al., 2014). The stronger emphasis on empathy among female students aligns with research indicating that girls often value interpersonal relationships and emotional support in educational settings (Slimi et al., 2023). However, this trend should not be generalized, as students’ perceptions are shaped by their individual backgrounds, classroom dynamics, and broader cultural norms.

In contrast, male students’ preferences for a physically fit or athletic teacher may be influenced by long-standing gender stereotypes in sports and physical activity (Pautu et al., 2025). However, it is important to recognize that prioritizing physical fitness does not necessarily diminish the importance of other teaching competencies. Rather, it highlights how students may associate athletic ability with credibility and effectiveness in the PE context (Ramos and McCullick, 2015). This observation underscores the need to critically examine how such stereotypes are conveyed and reinforced in PE instruction, and to implement strategies that promote a more comprehensive understanding of teaching competence.

A particularly notable finding is that both male and female students highly valued attributes such as kindness and professional competence. Previous studies have emphasized the significance of these qualities in fostering a positive and supportive learning environment in PE classes (Li and Zeng, 2025). The recognition of empathy and a respectful classroom atmosphere reinforces the notion that effective PE teaching extends beyond physical or technical skills, highlighting the relational dimension of pedagogy (Slimi et al., 2023). Moreover, the stronger emphasis on effort over performance outcomes, which was more pronounced among female students, suggests an orientation toward process-based learning, which aligns with contemporary trends in formative assessment and student-centered pedagogy (López-Pastor et al., 2013). From this perspective, PE teachers should consider fostering inclusive participation and valuing individual progress, rather than focusing exclusively on competition or achievement-based assessments.

In addition to these qualities, our findings revealed that male students also emphasized physical fitness as a key characteristic of an ideal PE teacher. In this vein, Sözen and Korur (2019) conducted a study in Turkey analyzing middle school students’ perceptions of PE teachers through metaphor analysis. Their results align with ours, identifying the metaphor “PE teacher as an athletic and physical force” as the most frequent category. Students in their study commonly associated PE teachers with figures such as athletes, basketball players, and volleyball players. This preference likely reflects broader societal expectations that associate sports with masculinity and performance (Pautu et al., 2025).

Moreover, Sözen and Korur (2019) found that students also valued PE teachers as guides and supportive figures, mirroring our observation that attributes such as empathy, fairness, and motivation are integral to students’ ideal PE teacher profiles. However, a key distinction between these two studies lies in the presence of negative perceptions. While our findings indicate that 11% of male students depicted their ideal PE teacher with a serious expression, Sözen and Korur (2019) reported that a significant proportion of students described their PE teachers as “angry” or “strict,” associating them with authority figures who frequently shout or display frustration. This suggests that, in certain educational contexts, PE teachers may be perceived more as disciplinarians than as facilitators of student engagement (Koka et al., 2019; McCullick et al., 2003). These findings underscore the need for culturally responsive teaching strategies, as perceptions of the PE teacher's role may vary significantly across countries. In the Spanish context, promoting inclusive, supportive, and motivating learning environments is essential, but interpretations of authority and discipline may differ in other countries.

Representation of the ideal PE teacher

Students’ drawings revealed a strong preference for male PE teachers in general and particularly among male students. More than 60% of participants and nearly two-thirds of the boys depicted a male teacher, which aligns with prior research that highlights the masculinization of PE and sports (Serra et al., 2020). This preference should also be interpreted in light of the school context, where all current PE teachers were men, a circumstance that likely reinforced students’ tendency to depict male figures. Even so, the findings suggest that traditional gender stereotypes remain deeply ingrained in students’ perceptions of PE teachers, reflecting broader societal trends. The strong preference of boys for male teachers (82.7%), compared to the more balanced distribution among girls (46% male and 31.3% female), indicates that these gendered expectations may be more pronounced among male students and pose challenges for achieving gender equity in the representation of men and women within the PE teaching profession.

Interestingly, female students demonstrated greater openness to gender diversity in their representations, with 13.6% depicting both male and female teachers, compared to just 4.6% of boys. This finding could suggest a higher awareness of gender equality among girls, consistent with studies indicating that female students tend to hold more egalitarian attitudes in educational and sports contexts (Guerrero and Guerrero-Puerta, 2023). However, the overall low representation of female PE teachers (17.7%) underscores the need for stronger visibility and recognition of women in leadership roles within PE and sports. Research suggests that providing positive female role models can encourage greater participation and empowerment among girls in physical activity (Preece and Bullingham, 2022). To address this imbalance, teacher education programs and educational institutions should implement targeted strategies to recruit, support, and retain female PE teachers.

Age and physical appearance of the ideal PE teacher

Students also showed a notable preference for younger PE teachers, which may reflect perceptions that youth is linked to higher energy, innovation, or relatability. However, existing research does not establish a direct correlation between a teacher's age and instructional effectiveness (Pennington et al., 2020b). In fact, some studies suggest that more experienced teachers tend to excel in areas such as classroom management and individualized student support (Schiefele and Schaffner, 2015). The stronger inclination among girls to prefer younger teachers may reflect a desire for greater empathy and shared perspectives, reinforcing the importance of fostering strong teacher–student relationships through effective communication strategies, regardless of the teacher's age.

Regarding physical appearance, students most frequently depicted PE teachers as either slim without muscularity (50.3%) or muscular (39.5%), reflecting societal and media-driven body perspectives (Goodyear et al., 2017). Boys showed a strong preference for muscular figures (50.3%), compared to girls (29%), reinforcing cultural associations between masculinity, strength, and athleticism. In contrast, girls were more likely to depict teachers as slim but not muscular (59.1%, compared to 40.5% of boys), indicating a somewhat broader perception of the “ideal” PE teacher's body.

These findings highlight the need to challenge narrow and unrealistic body standards in PE. Research has shown that PE teachers serve as influential role models, and schools should actively promote diverse and inclusive representations of fitness to prevent body dissatisfaction and anxiety among students (González-Calvo et al., 2017). While maintaining a healthy and active lifestyle is important, it is equally crucial to emphasize that teaching competence, instructional effectiveness, and the ability to inspire students should take precedence over physical appearance. Studies have shown that PE teachers who lack physical fitness, fail to understand fundamental pedagogical concepts, or do not engage in an active lifestyle can negatively impact students’ long-term physical fitness and attitudes toward exercise (Gold et al., 2012). Therefore, the focus should be on holistic teaching excellence rather than mere physical attributes.

The role of teacher expression in student engagement

Students overwhelmingly preferred PE teachers with joyful and cheerful expressions, with 51% depicting a happy teacher, a preference that was more pronounced among female students (58.5%) than among male students (43.4%). This finding may reflect students’ expectations of emotional warmth and approachability in the teacher–student relationship, particularly in PE settings where affective engagement is closely linked to motivation and participation (Stuhr et al., 2012). Research has consistently shown that positive teacher emotions contribute to more engaging and supportive learning environments, enhancing student motivation, well-being, and participation in physical activities (Leisterer and Paschold, 2022). In fact, most of the captions in the PE teachers’ drawings showed motivational messages, rather than physical demand. In this vein, Frenzel et al. (2024) demonstrated that teachers’ joyful expressions create an emotional contagion effect, leading to increased student enthusiasm and participation in lessons. Similarly, Cheng et al. (2022) found that students exposed to teachers who display positive emotions report higher levels of satisfaction, enjoyment, and motivation during collaborative tasks, emphasizing the broader impact of the teacher on classroom dynamics. In addition, Lombardi et al. (2019) highlighted that a positive school climate, characterized by emotional well-being and supportive interactions, reduces absenteeism and improves academic performance, reinforcing the importance of teacher emotions in fostering an inclusive and motivating educational setting.

The tendency of male students to depict their ideal PE teacher with a serious expression (11%) more frequently than female students (3.4%) may reflect differing expectations regarding authority and teaching style. Some studies suggest that male students may associate a serious demeanor with competence, respect, and authority, particularly in sports contexts where discipline and performance are emphasized (Baena-Extremera et al., 2016). This perception aligns with traditional notions of coaching and leadership in PE, where a firm and authoritative presence is often viewed as a marker of effectiveness (McCullick et al., 2003). However, the predominance of happy expressions in students’ drawings suggests that most students value a teacher who fosters an emotionally supportive and encouraging environment rather than one who prioritizes strict discipline.

The significance of facial expressions in students’ perceptions of their ideal PE teacher highlights the crucial role of nonverbal communication in teacher–student interactions (Marici et al., 2025). Body language, including facial expressions, gestures, and posture, has been widely recognized as a key factor in shaping students’ perceptions of their learning experience (Abekah Keelson et al., 2024). Our findings suggest that students respond positively to PE teachers who project enthusiasm and warmth, reinforcing the idea that a positive and engaging emotional climate enhances both participation and enjoyment in PE classes.

Practical implications

The findings of this study provide valuable insights into the students’ perspectives on the ideal PE teacher, highlighting critical areas that should be addressed in both teaching practice and teacher education. A key takeaway is the importance of nonverbal communication in shaping the learning environment (Moreno-Casado et al., 2023). PE teachers should be mindful of their facial expressions, tone, and gestures, as these elements significantly influence students’ sense of belonging, motivation, and engagement in physical activities (Marici et al., 2025). A welcoming demeanor, open body posture, and cheerful expressions can foster stronger teacher–student relationships, creating a more inclusive and enjoyable learning experience (Moreno-Casado et al., 2023). Incorporating peer feedback or coaching can further raise teachers’ awareness of their nonverbal cues, fostering positive learning environments and sustained student participation.

Beyond individual teacher behaviors, the results underscore the need to challenge persistent gender stereotypes in PE, both in initial teacher education and ongoing professional development. Traditional notions of the PE teacher's role remain deeply influenced by gendered expectations, shaping students’ perceptions and engagement (Preece and Bullingham, 2022). Thus, at the school level, efforts should be made to challenge persistent gender stereotypes that shape students’ perceptions of the PE teacher role. Incorporating strategies that promote gender equity, dismantle biases, and encourage more diverse representations of PE teachers by students is vital (Salvatori and Cherubini, 2024). At the classroom level, PE teachers must structure their interactions and instructional approaches to foster an inclusive learning environment, ensuring that students feel valued regardless of gender (Gutiérrez and García-López, 2012).

The idealized image of the PE teacher, often associated with physical fitness, youth, and cultural stereotypes, further highlights the responsibility of PE as a field to critically assess its educational materials and messaging in secondary schools. This includes reviewing the visual and curricular materials used in PE lessons, as well as reinforcing the value of pedagogical skills, empathy, and experience over physical appearance alone (Karisman et al., 2025; Salvatori and Cherubini, 2024). This shift is crucial for challenging deep-seated stereotypes and normalizing diversity in how students perceive competence in PE instruction (Gutiérrez and García-López, 2012).

Additionally, the strong emphasis that these students placed on characteristics such as empathy, motivation, and recognition of effort suggests that PE teachers should place greater focus on developing socio-emotional and pedagogical skills, rather than solely prioritizing physical and technical competencies. Thus, school-based professional development for PE teachers should prioritize socio-emotional skills and inclusive pedagogical strategies, ensuring that every student feels valued and motivated in class.

Limitations and future research directions

This study contains several limitations that should be acknowledged when interpreting the findings. First, the sample was drawn from a single educational institution, which may limit the generalizability of the results. Future research should expand the sample to include a more diverse range of institutions across different geographical regions and educational contexts. A broader and more representative dataset would allow for a more comprehensive understanding of students’ perceptions of the ideal PE teacher and provide greater external validity to the findings.

Another limitation is the homogeneous composition of the PE teaching staff at the participating institution, as all instructors were male. This likely influenced students’ representations of an ideal PE teacher and restricted the ability to compare perceptions of male versus female teachers. The presence of both male and female PE teachers in educational settings could help broaden students’ conceptions of who can excel in the field, challenge gendered stereotypes, and potentially encourage more female students to consider careers in PE teaching. Future studies should seek to examine how the presence of diverse role models influences students’ expectations and attitudes toward PE instruction.

Additionally, while the use of drawings provided valuable insights into students’ mental representations, this method presents certain interpretative limitations. Individual differences in drawing skills may have influenced students’ ability to accurately represent their ideal PE teacher, potentially leading to misinterpretations or oversimplifications of their conceptualizations. Moreover, we did not ask the students to explain their drawings, so the results are purely based on the researchers’ interpretations. To address this, future research could complement visual methods with qualitative approaches such as in-depth interviews or focus groups. These techniques would allow for a more nuanced exploration of students’ reasoning behind their representations, helping to contextualize the findings and uncover underlying beliefs and biases. Furthermore, while our findings highlight that students tended to prioritize personal attributes such as empathy, fairness, and motivation when describing their ideal PE teacher, relatively little attention was given to technical or disciplinary knowledge. Future studies could explore this apparent imbalance in greater depth by examining how students perceive the relevance of pedagogical and content knowledge in PE.

Finally, future longitudinal studies could provide deeper insights into whether students’ perceptions and preferences regarding the ideal PE teacher remain stable over time or evolve in response to developmental changes, shifting educational practices, and broader societal transformations, such as increased awareness of gender equity in sports and education or enhanced promotion of active lifestyles. Understanding how these views develop across different life stages could offer valuable guidance for curriculum design, teacher education, and policy initiatives aimed at fostering a more inclusive and equitable PE environment. Furthermore, it would be beneficial to examine whether targeted interventions, such as gender awareness programs or exposure to diverse teaching role models, could actively challenge and reshape stereotypes associated with PE teachers, ultimately contributing to a more diverse and representative vision of the profession.

Conclusions

This study provides valuable insights into Spanish high school students’ perceptions and expectations of their ideal PE teacher, emphasizing the influence of gender norms and stereotypes on these representations. The findings highlight the need to challenge traditional conceptions of teaching competence in PE, advocating for a more inclusive and diverse understanding that goes beyond physical attributes and embraces socio-emotional and pedagogical skills. Although gender did not significantly alter students’ overall perception of what makes a good PE teacher, clear differences emerged in the specific qualities valued. Female students prioritized empathy, motivation, and recognition of effort, while male students emphasized physical fitness, fairness, and humor. Additionally, students’ mental image of the ideal PE teacher reflected prevailing gender stereotypes, with a preference for a young, physically fit male teacher, albeit with variations in how boys and girls envisioned this figure.

These findings underscore the importance of teacher education programs that actively address gender biases, promote diverse role models, and emphasize the critical role of socio-emotional competencies in PE instruction. Encouraging a broader understanding of effective teaching, one that values experience, inclusivity, and pedagogical expertise, is essential for enhancing student engagement and fostering positive, meaningful experiences in PE.

Footnotes

Acknowledgments

This study was conducted within the project ‘Inclusive Physical Activity Program in Higher Education’ (code 22411), supported by the VI Call for Teaching Innovation Projects and Innovation Awards 2022/23 of the Catholic University of Valencia.

ORCID iDs

María Huertas González-Serrano

Carlos Pérez-Campos

Rómulo J. González-García

Funding

The authors received no financial support for the research, authorship, and/or publication of this article.

Declaration of conflicting interests

The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Author biographies

Ana Fernández-Aránegas is an MEd student in Teacher Training at the Catholic University of Valencia, Spain, with a specialization in physical education. Her academic interests focus on inclusive physical activity, educational innovation, and pedagogical approaches to sport.

María Huertas González-Serrano has a PhD in Physical Activity and Sport Sciences and is an Assistant Professor at the University of Valencia, Spain. Her research focuses on educational innovation, teaching competencies, and psychosocial factors related to physical activity and sport.

Carlos Pérez-Campos has a PhD in Physical Activity and Sport Sciences, is a Specialist in inclusive physical activity and sport, and is the Coordinator of the Innova-Inclusion area at the Capacitas Campus, Catholic University of Valencia, Spain. As the Principal Investigator of the ‘Sport Management and Education’ group, his work promotes inclusive physical activity and educational innovation.

Rómulo J González-García has a PhD in Physical Activity and Sport Sciences and is a member of the Capacitas Campus, Catholic University of Valencia, Spain. His research focuses on physical activity for people with disabilities, educational inclusion, and innovation in sport and exercise.

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