“I didn't want physical education days to come”: Emotional experiences in physical education of prospective primary education teachers

Physical Education (PE), despite its potential for holistic development, often faces low educational and social status. Traditional pedagogical approaches can generate negative emotional experiences that influence attitudes toward physical activity in adulthood, particularly among females. To describe and compare the primary emotions that prospective primary education teachers experienced during their PE classes throughout compulsory primary (CPE) and secondary (CSE) education, and to analyze the underlying factors associated with these emotions. Fifty-six female students (aged 19-27 years) enrolled in the “Fundamentals and Curriculum of Physical Education” course at a public university in southern Spain during 2023/2024 academic year. A qualitative phenomenological design was employed using written autobiographical narratives. Participants reflected on positive and negative PE experiences across CPE and CSE, identifying causes and associated emotional states. Data were analyzed using Qualitative Content Analysis, specifically Theme Analysis, with NVivo 14 software. Joy was the predominant emotion in CPE, linked to diverse content, cooperative activities, and cathartic release. In CSE, anger and fear predominated, primarily due to physical fitness testing, grading pressures, and “exposed body” experiences. Key negative themes included the captain technique for group formation, soccer dominance during free sport, content repetition, traditional assessment methods, and discriminatory teacher attitudes (sexism, fat-phobia). Participants’ narratives revealed gender inequalities and traditional pedagogical approaches in PE that generated negative emotional experiences, particularly in CSE. These experiences may influence future teaching practices, emphasizing the urgent need to revise pre-service teacher training to address gender equity, combat discrimination, and implement innovative methodologies. • Traditional assessment practices undermine learning climate in CSE. • Captain-based grouping methodology perpetuates exclusion in PE instruction. • Free-play instructional approach reinforces gender inequalities during classes. • Prospective teachers' schooling experiences shape future pedagogical choices. • Retrospective narratives reveal need for gender-responsive PE teaching methods.