It is important to identify suitable parameters to measure and assess the quality of physical education. This paper aims to understand such measuring tool by focusing on professional perceptions and areas of concern of quality physical education (QPE). The research survey includes data gathered from 799 professionals in 11 cities in Asia. These professionals had experience working at primary schools (n = 155), secondary schools (n = 249), and universities (n = 395). To examine professional perceptions of quality physical education, at the preliminary stage of this study, 65 potential items were identified; of these, 48 items on 8 dimensions were retained, following an exploratory factor analysis. The 8 dimensions covered skill development and bodily awareness (α =.935), facilities and norms in PE (α =.932), quality teaching of PE (α =.923), plans for feasibility and accessibility of PE (α =.824), social norms and cultural practice (α =.825), governmental input for PE (α =.859), cognitive skills development (α =.920), and habituated behaviour in physical activities (α =.933). These factors indicated excellent internal consistency and model fit, enabling the construction of highly relevant statements to measure professional perceptions of QPE.

Participation in physical education (PE) is a fundamental right for every student (UNESCO, 2012). The quality of learning in PE depends on several factors, including access to facilities, learning opportunities, well-designed curricula, and effective teaching by qualified professionals. While PE teaching is a career open to both genders and protected by policies that ensure equal working opportunities, female professionals often face unique challenges in pursuing and advancing in this field. This study examines the career choices of female PE professionals, focusing on the social constraints they encounter and their implications for women pursuing careers in the field. It also investigates gender-specific perceptions of Quality Physical Education (QPE) to identify differences across key dimensions of QPE. This study draws on data from a global survey on QPE conducted between 2020 and 2021. Using a 49-item questionnaire developed by the International Society for Physical Education and Sport (ISCPES) research team, the study engaged 5,680 professionals comprising 2,431 women and 3,249 men. Respondents were primarily from Asia, the Middle East, and Central and South America, with fewer participants from Europe and Africa. This study employed the boundary concept and compromising practice framework to analyse trends in women’s career choices, social and professional challenges, and prospects in PE careers. Findings revealed that both genders exhibited similar attitudes toward QPE development, with no significant differences in the overall score by gender. Nevertheless, women expressed more positive perceptions of QPE at the primary level than men.