To touch or not to touch in Türkiye: physical education teachers’ decisions on physical contact

In recent years, child protection discourse, coupled with increased media attention and societal sensitivity, has transformed physical contact from a routine pedagogical practice into a potential source of professional risk. This study aims to examine how physical education and sport teachers in Türkiye shape their decisions about physical contact with students in their professional practice, drawing on Beck's Risk Society Theory. A qualitative interview study was conducted based on semi-structured interviews with eight teachers (five men, three women), aged 36–55, with 12–28 years of experience, across diverse regional and cultural contexts. Data were collected via Zoom and analysed using Braun and Clarke's thematic analysis, applying both deductive and inductive coding. Three themes emerged: (1) pedagogical role and physical contact, (2) societal and cultural norms, and (3) perceiving and managing the risks of physical contact. Teachers highlighted the necessity of touch for teaching movements, preventing injury, and developing body awareness, yet described avoiding it due to fears of misinterpretation and accusation. Cultural and regional factors shaped attitudes, with greater caution in conservative and religious communities, while media coverage intensified anxiety and risk avoidance. Teachers adopted strategies such as verbal cues, peer support, and the use of tools (e.g., Pilates bands). While protective, these strategies were perceived to undermine pedagogy, motivation, and relational depth. The findings reveal how risk discourses reshape professional practice and teacher identity, underscoring the need for culturally responsive policies and training.