From performing gender to symbolic violence in English women’s football: “Women are not supposed to be viewed in this way”

The provision of girls football opportunities within school sport settings has increased in recent years. However, the exploration and analysis of these experiences are yet to be significantly researched. This paper explores the recollections of twelve women’s physical education experiences in England, and the impact of this on their future footballing opportunities; six of whom went on to become semi-professional footballers and six whom did not continue in football post school life. The age range of participants in the study was from 18 to 37 years. Following the data collection, reflexive thematic analysis identified limiting narratives of success, sexism, and the significant role that gender played within footballing environments. These themes were addressed using Bourdieu’s sensitising notions of symbolic violence and collective expectations. Furthermore, the study embeds itself within the broad critical feminist writings of Judith Butler, and the theory of gender performativity. Positive experiences in physical activity, including physical education, are essential if we are to promote participation for life, therefore an inclusive environment is central to this aim. The promotion of a more inclusive landscape for women and girls participation in football, and physical education more broadly, is required if we wish to improve women and girls experiences within the sport