Understanding Saudi Female Students’ and Teachers’ Perceptions of Physical Education Provision in the Kingdom of Saudi Arabia in Light of Vision 2030 Reforms

Abstract

Background The Kingdom of Saudi Arabia (KSA) introduced physical education (PE) to girls’ public state schools in 2017 as part of Saudi Vision 2030 (SV30), a national reform aiming to promote health, empowerment, and gender equity. While the reform is historic, girls’ voices and teachers’ experiences remain under-researched. despite cultural, structural, and policy challenges such as limited facilities, specialist staff shortages, and mixed social support.

Aim The aim of the present study was to investigate the perceptions and experiences of female students and female PE teachers in KSA regarding the implementation of PE in the unique historical context of the country.

Design and Methodology A mixed-methods multiple-case study design was used, informed by social constructivism. The study was carried out in three state secondary schools in one Saudi city.

Study 1: A cross-sectional anonymous online questionnaire (n = 60 girls, Grades 7–9) explored female students’ enjoyment, perceived purpose, and preferred ways of learning in PE.

Study 2: A multi-site qualitative case study (7 focus groups, n = 30 girls) examined girls’ lived experiences, and perceived challenges, using task-based participatory activities.

Study 3: An exploratory sequential mixed-methods study investigated female PE teachers’ perceptions, practices, confidence, and challenges through semi-structured interviews (n = 5) followed by a quantitative survey (n = 16).

Key Findings Across the three studies, several patterns converged. Both girls and teachers recognised PE as important for health, fitness, and stress relief, though a minority questioned its academic relevance. Students strongly preferred practical, hands-on activities such as football, basketball, and self-defence, and teachers agreed these lessons generated more engagement. However, many lessons remained theory-heavy due to limited space, equipment, and teacher confidence. Teachers emerged as pivotal change agents. Their support was strongly linked to girls’ enjoyment and positive health perceptions, while their identities and beliefs shaped whether they became innovators or reluctant implementers. Finally, facilities and resources were consistently highlighted as inadequate, with students and teachers calling for safe, well-equipped spaces.

At the same time, several divergences emerged in how girls perceived the value of PE. While most emphasised the importance of developing physical competence, others viewed PE as a pathway to well-being, fitness, and a positive body image. Some also framed PE in terms of empowerment and gender equality, reflecting broader views shaped by SV30 expectations. Teachers’ responses similarly varied, some advocated competitive, performance-oriented models, whereas others promoted more inclusive and empowering approaches. Many teachers also noted a gap between their theoretical knowledge and practical confidence, underscoring the need for sustained and targeted professional development.

Discussion The findings show that girls’ PE in KSA is more than a new subject. It is a space where health, identity, and social change intersect. Girls described PE as empowering: they understood health, felt able to manage their experience, and found personal meaning in movement, reflecting Antonovsky’s salutogenic model of comprehensibility, manageability, and meaningfulness. Yet some girls adopted narrow, body-image views of health, echoing Kirk and Quennerstedt’s critique of biomedical discourses. Constructivist, student- centred lessons helped many girls to experience freedom, strength, and equity, supporting arguments by Oliver, Kirk, and Stolz that transformative learning in PE can reshape relationships with the body.

Teachers emerged as key change agents. Confident teachers reframed PE to support cultural change and created supportive learning environments, aligning with Rogers’ concept of the teacher as a change agent and Giroux’s view of teachers as cultural workers. Where teachers lacked confidence or felt identity conflicts, resistance slowed reform, illustrating Tschannen-Moran’s work on self-efficacy and Kelchtermans’ ideas on professional values.

A persistent policy–practice gap was evident. Despite strong SV30 policies, limited training and resources left many lessons theory-heavy and repetitive, consistent with Fullan’s implementation gap and Kirk & Tinning’s critique of policy collapse at classroom level. Gendered assumptions about “appropriate” activities reproduced inequalities, echoing Amade-Escot and Penney & Evans.

Finally, the research highlights the need for diversity, inclusion, and student voice. Girls wanted choice, feedback, and dialogue with teachers’ evidence that students should be partners in curriculum design, not just recipients, as argued by Fielding and Enright & O’Sullivan. Intersectional factors of religion, gender, and culture shaped experiences, underscoring the importance of culturally responsive and participatory approaches to sustain reform.

Conclusion This thesis provides the first localized, evidence-based account of girls’ PE in Saudi Arabia. It demonstrates that successful reform requires more than policy: it depends on culturally relevant pedagogy, empowered teachers, and ongoing investment in resources and training. The study contributes to global debates on gender, inclusion, and quality physical education in non-Western contexts.