Privilege and power in the PE teacher stereotype – a critical exploration of ableist constructs within PE Initial Teacher Training

There is no data for the number of disabled Physical Education (PE) teachers in England however, the limited data for the percentage of disabled individuals in the teaching profession suggests that they are significantly underrepresented (DfE, 2024). The hegemonic stereotypical PE teacher is based upon an inherent athletic appearance of ‘fit and healthy’ (Fisette, 2015; González-Calvo and Gerdin, 2023). This perception appears to exclude other types of bodies from the PE classroom and may be influential in perpetuating social constructs that marginalise disabled children and adults from physical activity. Therefore, it is critical that PE Initial Teacher Training (ITT) students acquire an awareness of their power and privilege to challenge ableist beliefs surrounding disability and promote inclusion. A qualitative questionnaire conducted with 19 PE ITT students (years 1-3) explored their perceptions of disability within the secondary school setting. Questions identified participants’ perceptions of PE teachers' stereotypical looks and of individuals with different categories of disabilities being able to become a PE teacher, the barriers and facilitators to disabled PE teachers and how the degree programme raises awareness of disability. Data were thematically analysed. Whilst student perceptions of the PE teacher stereotype were aligned with the hegemonic descriptors, their opinions also focused on different priorities. The students had concerns for negative impacts on pupil learning, or that the physicality of the role would impede disabled PE teachers, whereas others inferred that the disabled teacher could be assimilated into the school without inclusive accommodations being made. Some students believed there were no barriers for disabled PE teachers but the majority failed to consider their own attitudes and privilege as potential barriers. To advance inclusivity in teaching, ITT provision must overcome common misconceptions of disability and develop a fuller appreciation in students of the pervasiveness of barriers faced by people with a disability.