Socioeconomic Factors and Perceptual Gaps in Quality Physical Education in Japan

Abstract

Japan initiated the latest curriculum reform in physical education (PE) to cultivate a desirable programme for students and improve quality physical education (QPE). This study invited 221 PE teachers (53.4% males and 45.3% females) from Tokyo and Hiroshima to demonstrate their perceptual understanding of the QPE situation in Japan. The validated 'Global Index of Quality Physical Education' questionnaire (Ho et al., 2021) was used for data collection. The overall QPE score was 6.37 points out of 10. The lowestscored dimensions were Plans for Feasibility and Accessibility of PE (5.05) and Governmental Input for PE (5.37). There were no significant differences in the perspectives on overall QPE among genders and different years of experience between PE teachers and professionals. Significant differences in perspectives on QPE were evident between PE teachers and professionals working in Tokyo and Hiroshima and between job positions. The discussion focuses on the marginal success of the situation in QPE in Japan, resulting from the socioeconomic barriers of a masculinity culture, gender stereotyping, and city differences in financial situation. The paper discusses the gaps and differences of QPE in Japan and the development implications of quality PE programmes.