How to Empower Girls in Physical Education

In 2014, the Always “Like a Girl” commercial went viral, challenging stereotypes and reshaping how society perceives female athletes. The message was simple but powerful: words matter, and so do the messages young girls receive about their capabilities.

Research shows that girls’ confidence in physical activities often declines as they enter adolescence, with societal messages playing a significant role. As health and physical educators, we have a unique opportunity to counter these narratives and empower girls in physical education classes and school clubs that support girls’ participation in physical activity.

The Confidence Gap During Adolescence

Studies from the Girl Scout Research Institute and the Women’s Sports Foundation highlight a troubling trend: By age nine, girls’ confidence in their athletic abilities begins to decline at a higher rate than boys’. Social pressures, stereotypes and a lack of visible female role models in sports contribute to this drop.

As HPE teachers, we must address this gap by creating environments where all students feel capable and empowered.

Reframing ‘Like a Girl’ in PE and Health Classrooms

The phrase “like a girl” has historically been used as an insult, implying weakness or inferiority. We can reclaim and redefine it to mean strength, resilience and skill. One way to do this is through intentional language shifts and student engagement activities.

• Activity Idea: Rewriting the Narrative — Have students brainstorm phrases they’ve heard that diminish ability (e.g., “You throw like a girl”) and work together to reframe them positively. For example:
  • “Run like a girl” = “Run with power.”
  • “Play like a girl” = “Play with confidence.”
  • “Lead like a girl” = “Lead with strength.”

Strategies for PE and Health Teachers to Build Confidence

Here are three things you can do to help build confidence in your students:

1. Consider Inclusive Language and Representation

• Highlight female athletes in lessons and displays. A few great female role models at the moment are Caityln Clark, Serena Williams, Simone Biles, and Alex Morgan.
• Use gender-neutral language when teaching skills (e.g., “athletes” instead of “boys and girls”).
• Address and challenge gender stereotypes when they arise. Respond immediately and calmly — without judgment. Treat these opportunities as teachable moments.

2. Create a Safe and Supportive Environment

• Foster non-competitive, skill-building activities where effort and improvement are celebrated.
• Implement Teaching Personal and Social Responsibility (TPSR) models to help students develop autonomy and confidence through physical activity.
• Offer choice-based PE activities to give students a sense of control over their participation.

3. Provide Confidence-Building Activities

• Team-Based Challenges: Focus on cooperation rather than competition.
• Personal Goal-Setting: Encourage students to track individual progress rather than comparing themselves to others.
• Empowerment Journals: Have students reflect on their physical achievements through writing prompts like “I felt strong when…” or “I was proud of myself when…”

Media’s Role in Shaping Self-Image

The media plays a significant role in how girls view themselves in sports. A study by the Geena Davis Institute found that increased exposure to female athletes leads to higher self-confidence among girls.

Integrating media into PE lessons — such as showing highlights from women’s sports or discussing influential female athletes — can inspire students and reshape their perception of female strength.

• Activity Idea: Representation Matters — Create a video montage of female athletes in various sports and have students reflect on the impact of seeing strong women in action. Encourage discussions about how media representation affects their own confidence and motivation.

Encouraging Self-Reflection in Students

Self-reflection is a powerful tool for confidence-building. Encourage students to track their progress, celebrate achievements, and acknowledge personal growth.

• Activity Idea: “I Am Strong Because…” — Have students complete the statement “I am strong because…” on sticky notes and display them on a classroom board. This visual representation reinforces self-worth and encourages peer support.

Starting Clubs and Programs to Support Girls in PE

Schools can implement programs that specifically support girls’ participation in physical activity. Here are some ideas:

• Girls on the Run: A program combining running with confidence-building lessons.
• GoGirlGo!: A curriculum designed to encourage leadership and participation in physical activity.
• Adventure & Outdoor Club: Encourages girls to engage in hiking, orienteering and team-building activities.
• Non-Competitive Sports Skills Club: Allows girls to develop skills in a stress-free, encouraging environment.

Call to Action: Be the Change

As educators, we have the power to shape how girls view their abilities and potential. By fostering inclusive environments, challenging stereotypes, and providing opportunities for empowerment, we can redefine what it means to do something “like a girl.”

If you found value in the information above, be sure to attend my “Like a Girl“ session at 2025 SHAPE America National Convention & Expo in Baltimore! It will be a great opportunity to reflect on current teaching practices, collaborate with peers, and leave with solutions to how you can empower the girls at your school.

Let’s make a lasting impact — one student, one lesson, one empowered girl at a time!

Additional Resources

• 2025 SHAPE America National Convention & Expo
• Girls on the Run
• Women’s Sports Foundation

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