Peer relationships and social networks in physical education: A scoping review

Physical education (PE) offers a dynamic environment that can foster peer relationships but may also amplify social challenges such as exclusion and isolation. This scoping review mapped research on peer relationships in PE, focusing on their antecedents, structure, and outcomes. Following systematic screening, 51 studies were included. Data were independently charted by three researchers, capturing study characteristics, theoretical frameworks, populations, methods, quality, and key findings. Results showed substantial growth in interest, with nearly 85% of the studies published between 2011 and 2025. Most studies focused on secondary education and used cross-sectional designs. Sociometry, questionnaires, interviews, and focus groups were commonly applied, whereas social network analysis was rarely used. Students perceived as more sport and physically competent generally reported more favorable peer relationships. Studies on network structure showed that peer relationships in PE form context-specific networks shaped by both the type of social ties and the attributes of the students. Outcomes were identified across physical (e.g. activity levels), affective (e.g. motivation, enjoyment, stress), social (e.g. exclusion, behavior), and cognitive domains (e.g. learning). Although positive peer relationships were generally associated with beneficial outcomes, higher social status was also linked to excluding others. These findings indicate that peer relationships should be considered an integral component of pedagogical practice in PE, particularly for students with lower sport and physical competence who may be vulnerable to social marginalization. Key gaps for future research include developing a theoretical framework, greater attention to primary education, context-specificity of findings, and the use of longitudinal and social network analysis.