A figurational analysis of secondary Physical Education gendered changing room procedures and practices in England

Abstract

This article provides ethnographic insights from one state-funded secondary school in the north of England detailing gendered differences within changing room procedures and practices when changing attire for Physical Education (PE). Attained through participant observations, focus groups with pupils, and individual interviews with PE teachers, the school’s changing rooms were found to encompass multiple spaces, which served dual intended and unintended functions and social consequences. Applying concepts of figuration (Elias, 1978), [gendered] civilised bodies (Elias, 2012), habitus (Elias, 1978), and emotions (Elias, 2001) as theoretical prisms revealed how PE teacher-informed procedures and expectations were gendered. Furthermore, with age, boys’ and girls’ diverging changing room behaviours and emotional navigations became increasingly gendered. This article demonstrates how changing rooms not only serve practical functions, but also evoke social and emotional processes which impacts peer-group dynamics and pupils’ experiences of PE. Given this, participatory action research could be undertaken aimed at creating more equitable, inclusive, and effective localised changing room policies, procedures and practices. This study could also be expanded into investigating policies, practices and experiences of other similar spaces, such as toilets and swimming pools