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.

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• Educational Sciences - Social Sciences