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Lúcia Gomes, Carvalho, H. & da Costa, F. C. (2026). Non-PE teachers’ perceptions of Physical Education status: Curriculum content as a moderator of whole-school active lifestyles. Social Sciences & Humanities Open. 14, 103163

L. Gomes et al.,  "Non-PE teachers’ perceptions of Physical Education status: Curriculum content as a moderator of whole-school active lifestyles", in Social Sciences & Humanities Open, vol. 14, pp. 103163, 2026

@article{gomes2026_1786946759356,
	author = "Lúcia Gomes and Carvalho, H. and da Costa, F. C.",
	title = "Non-PE teachers’ perceptions of Physical Education status: Curriculum content as a moderator of whole-school active lifestyles",
	journal = "Social Sciences & Humanities Open",
	year = "2026",
	volume = "14",
	number = "",
	doi = "10.1016/j.ssaho.2026.103163",
	pages = "103163"
}

TY  - JOUR
TI  - Non-PE teachers’ perceptions of Physical Education status: Curriculum content as a moderator of whole-school active lifestyles
T2  - Social Sciences & Humanities Open
VL  - 14
AU  - Lúcia Gomes
AU  - Carvalho, H.
AU  - da Costa, F. C.
PY  - 2026
SP  - 103163
SN  - 2590-2911
DO  - 10.1016/j.ssaho.2026.103163
AB  - This study explores the prior experiences and perceptions of non-Physical Education (PE) teachers regarding the role and value of PE within the school curriculum. Specifically, it aims to identify the key factors that shape these teachers' attitudes toward PE and to examine how their perspectives may be associated with students’ access to and participation in physical activity (PA) and sport in the school context. To address these objectives, a structured questionnaire was administered to a sample of 285 teachers from various subject areas across two public schools in Portugal.
The findings suggest that teachers with more positive experiences with PE were significantly associated with a higher perceived status of the subject. Furthermore, the perceived importance of PE content moderated this relationship: as the importance attributed to PE content increased, the association between prior PE experiences and perceived PE status became weaker.
These results emphasise the critical role of meaningful engagement in PE and the presence of a coherent, well- structured curriculum in fostering favourable attitudes toward the subject. The study highlights the need for comprehensive, school-wide strategies that support a holistic approach to PE, including ongoing professional development and the creation of supportive institutional environments.
Future research should aim to identify specific curricular components that contribute to positive PE experiences and explore the long-term implications of early PE exposure on individuals’ attitudes toward PA and sport participation.
ER  -