Gender Performance in the Sporting Lives of Young Trans* People

Abstract

This paper explored how UK trans* youth experienced Physical Education (PE) during secondary school, and its impact on remaining physically active. Seven self-identified trans* people aged 14–25 took part in semi-structured interviews. Findings show participants’ performances of gender were restricted by practices privileging the “natural” gender binary. Following school, medical procedures or other physical changes were desired in order to “pass” as their chosen gender before physical activity could occur. Recommendations are presented for improvements to PE policy for trans* youth.