This study aimed to explore how secondary school Physical Education (PE) experiences influence post-secondary sport and Physical Activity (PA) engagement among female university students. Using an interpretivist paradigm, an inductive qualitative approach was adopted, involving Semi-Structured Interviews (SSIs) with twelve female students at the University of Lincoln. Participants were recruited through purposive sampling and interviewed in a confidential setting to gain insight into their personal experiences with PE. Following transcription of the data, Thematic analysis (TA) identified three key themes (Clarke & Braun, 2017): Gender Stereotypes and Disparities in PE, Confidence, Self-Esteem and Female Disengagement, and Effects of Parental Influence and Teacher Support. Findings reveal that gendered expectations, lack of inclusive curricula, and insufficient support from PE teachers contributed to early disengagement from sport. However, participants who experienced encouragement from teachers and parents reported more sustained involvement in PA and sport beyond school. The study contributes to existing literature by offering new insights into how school-based PE experiences shape women’s attitudes toward sport in adulthood, particularly from the perspective of those who remain physically active into their university years. It highlights the need for inclusive, supportive educational practices to promote long-term participation and gender equality in sport. Future research should explore broader, more diverse perspectives, including male students and practitioner viewpoints, to develop a more comprehensive understanding of gender dynamics in PE.
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