This paper explores how trans people who make transitions negotiate their gendered bodies in different moments of this process, and how their narrative storylines are emplotted in physical activity and (non)organized sports (PAS) participation. A qualitative semi-structured interview-based study was developed to analyze the stories of eight trans people (three trans women, two trans men, and three nonbinary persons) who participated in PAS before and during their gender disclosure. A thematic analysis was conducted to identify the patterns in the transition process and the structural analysis of the stories from the interviews. Three transition moments (the closet, opening up, and reassuring) were identified from the thematic analysis. Most participants showed difficulties in achieving their PAS participation during the two earlier moments. The predominance of failure storylines was found particularly in men, while success was more likely to appear in women because their bodies and choices fitted better with their PAS gender ideals. The nonbinary trans persons present alternative storylines in which corporeality has less influence on their PAS experiences. The knowledge provided on the moments and the stories of transition help to explain trans people’s (non)involvement in PAS and to guide policymaking and professional action in PAS fields.

Although a number of laws, protocols and plans have been passed in Spain in the last 10 years to support gender diversity in education, they still have not been fully implemented in schools. In this paper we describe the case of Arturo, a trans boy, and the various negotiations he went through in his secondary school for 2 years. We used a thematic analysis to identify the negotiations involving educational staff, teachers and students based on 6 themes: (a) naming; (b) compliance with trans students’ rights; (c) toilets and changing rooms; (d) physical activities; (e) gender disclosure; and (f) privileges. These experiences include the different micro and macroaggressions Arturo suffered at school. On the positive we describe various trans students' inclusion strategies in this context, highlighting the social workers' role in building inclusive and respectful spaces for this minority group. Inclusive strategies can help to create more positive experiences for trans students and help to expand even the current queer restrictive gender narratives circulating in schools.

The growing visibility of the LGBTQ community and the demand for their rights, also in the educational context, have led, among other things, to a higher focus on the experiences of teachers and the role they play when facing homophobia and promoting diversity and respect. In this sense, lesbian, gay and bisexual (LGB) teachers could experience their sexual orientation and its visibility as a problem. However, specific knowledge about these experiences is limited, also in Physical Education (PE). This study explores these experiences through data collected from 24 in-depth interviews with Primary and Secondary LGB PE teachers in Spain. The results align with the international literature, highlighting that disclosing their sexual orientation is a key aspect of participants' experience. Although teachers agree on the advantages of "coming out of the closet," LGB PE teachers define their strategies based on contextual elements such as fear of the families' reaction, the type of school, or the training received. They develop strategies such as ignoring homophobic acts, reacting against them, or using them educationally. Overall, homophobia in the educational context affects them emotionally. As a conclusion, it is essential to improve training, engage allies, and involve the entire educational community in the fight against homophobia.

The cultural conception of sport as a predominantly male activity has hindered the participation of some social groups such as women, transsexual or intersex people. The sexed nature of sport is based on physiological differences between women and men, and a supposed women disadvantage. Thus, sex controls are established for women and then trans and intersex people's access to sport is hampered. In this study we reconstruct, based on the regulations and the international socio-historical context, the evolution of the participation of transsexual and intersex people in contemporary competitive sport. Likewise, the application and management of these norms in the Spanish context is deepened, supported by three cases of Spanish transsexual and intersex athletes. The discrimination and humiliation suffered by these persons enforce to maintain a critical vision of the sports policies hitherto created.

The positive effects of physical activity and sport on people’s health and well-being have been widely demonstrated. However, some population groups engage in physical activity and sport to a lesser extent than the general population, and LGBTQ people are one of these groups. Knowledge regarding the participation of LGBTQ people in PAS settings is thus of great relevance for informing programmes addressed to this population. Accordingly, this chapter presents an overview of the situation of LGBTQ people in physical activity and sport in the Spanish context. First, the sports legal framework in Spain and measures adopted by governments and LGBTQ associations to improve LGBTQ participation in PAS are introduced. Second, the findings of Spanish studies on this topic are discussed. Third, a recent research project conducted at a national level, which aimed to study a wide range of aspects related to Spanish LGBTQ people’s physical activity and sport participation, is presented, along with some preliminary results and potential future directions for addressing the knowledge gaps on this topic. The chapter concludes by highlighting the need for close collaborations between different actors to minimise potential barriers and improve LGBTQ people’s PAS engagement.

The growing visibility of the LGTBI collective and the claim for their rights have drawn the attention of the academic community, shedding light on a still discriminatory reality; for lesbian, bisexual, and gay teachers experience their sexual orientation and its visibility problematically. The aim of the article is to compile and interpret the experiences of lesbian, bisexual, and gay teachers to make their teaching experiences visible. To do this, 19 Primary and Secondary teachers were interviewed in depth. The inductive analysis yields results in accordance with the international literature on the matter: giving visibility to sexual orientation is decisive in the teacher’s perception while at work. Although ‘coming out’ implies liberation and gives teachers the possibility of being a model for other colleagues and students, many factors lead lesbians, bisexual, and gays not to make their sexual orientation known, especially to the students and their families. The fear of discrimination, the type of educational centre, the relationship with the rest of the teaching staff and with families, or the wish not to reveal intimate details about their lives lead some teachers not to disclose their sexual orientation. As such, it is concluded that it is necessary to improve initial and ongoing teacher training programs to provide educators with the necessary tools to develop educational materials and proposals that make diversity visible and fight against LGTBI-phobic attitudes and behaviors. Furthermore, the involvement of heterosexual teachers and the publication of additional research on the matter is also deemed under a positive light. La creciente visibilidad del colectivo LGTBI y la reivindicación de sus derechos han llamado la atención de la comunidad académica, cuyos datos apuntan a una realidad todavía discriminatoria. Así, docentes lesbianas, bisexuales y gais experimentan de forma problemática su orientación sexual y la visibilidad de esta. El objetivo del artículo pasa por recopilar e interpretar las experiencias de las profesoras lesbianas y bisexuales, y los profesores gais, para visibilizar su realidad como docentes. Para ello, se entrevistaron en profundidad 19 docentes de educación Primaria y Secundaria. El análisis inductivo arroja resultados acordes con la literatura internacional al respecto, en la cual destaca el hecho de dar o no visibilidad a la orientación sexual como elemento nuclear. Así, aunque ‘salir del armario’ suponga una liberación y dé la posibilidad de ser un referente en el centro educativo y para el alumnado, muchos factores llevan a lesbianas, bisexuales y gais a no visibilizar su orientación, sobre todo con el alumnado y sus familias. El miedo a la discriminación, el tipo de centro y la relación con el resto de profesorado, la relación con las familias o la simple voluntad de mantener en la intimidad su orientación llevan a algunos y algunas docentes a seguir ‘en el armario’. Como conclusión, se propone mejorar la formación inicial y permanente del profesorado, de manera que adquiera las herramientas necesarias para desarrollar materiales y propuestas educativas que visibilicen la diversidad y que luchen contra actitudes y conductas LGTBIfóbicas. Además, se hace necesaria la involucración del profesorado heterosexual y más investigación al respecto.