Integrating cheerleading into the physical education curriculum: teachers’ perceptions of skill, performance, and recognition

This study explored the perceptions of physical education (PE) teachers regarding cheerleading as both an emerging sport and a professional industry within educational settings. Grounded in Pierre Bourdieu’s sociological theory, specifically his concepts of Cultural Capital, Field, and Habitus, the research examines how teachers' perceptions toward cheerleading are shaped by their institutional environments, professional backgrounds, and broader sociocultural norms. Employing a qualitative phenomenological design, the study engaged 15 purposively selected PE teachers from Senior High Schools and Colleges of Education (COE) through semi-structured interviews. Thematic analysis, guided by Braun and Clarke’s six-step framework, revealed distinct differences in perception: Colleges of Education teachers viewed cheerleading through the lens of athleticism, performance discipline, and professional potential, aligning it with competitive sports, while Senior Secondary School teachers emphasised its inclusivity, recreational value, and role in student engagement. Both groups acknowledged the performative and social dimensions of cheerleading but differed in their recognition of its legitimacy and career prospects. Institutional and societal barriers, including curriculum exclusion, limited funding, and gender stereotypes, were found to hinder the promotion of cheerleading in schools. The study recommends the inclusion of cheerleading in PE curricula, professional development for teachers on emerging sports, and policy interventions to address gender biases and institutional constraints. These steps are essential to reposition cheerleading as a valuable educational tool and viable career pathway within the school sports ecosystem.