1. Introduction

In today's society, physical education is seen as an important part of developing students' physical and mental health, teamwork and leadership skills [1]. However, there are many equity challenges within the field of physical education, including gender discrimination, unequal distribution of resources, and unequal opportunities, which directly affect the development of students and the health of the educational environment. Leadership in physical education, on the other hand, can provide effective guidance to educational policymakers, coaches, and educators in creating more inclusive and equitable physical education environments that promote holistic student development and success [2].

Therefore, the purpose of this study is to explore equity issues in physical education and to examine the role of leadership in addressing these challenges. The aim of this study is to analyze the relationship between equity and leadership in the field of physical education and to explore how leaders can promote diverse and inclusive physical education environments that advance educational equity and increase student participation and success. The significance of this study is to delve deeper into the issue of equity in the field of physical education and to increase awareness and attention to this topic. By delving into equity issues and leadership practices in physical education, this study aims to provide useful recommendations and insights for improving the physical education system.

2. Conceptual framework of equity in physical education

A survey of scholarly research and educational policy documents suggests that scholars have utilized a variety of theoretical perspectives in examining equity in physical education. By applying these different frameworks, researchers have recognized the multifaceted elements that constitute an equitable instructional environment in physical education (PE) settings. Some researchers have examined equity from a social justice perspective, focusing on how socioeconomic status, gender, race, and disability affect students' access to and experiences in PE classes. These frameworks often include elements of distributive justice, which are designed to ensure that educational resources and opportunities are equitably distributed among all students [3].

Measurement and conceptual frameworks for equity in physical education classes also address the importance of recognizing and addressing individual needs-ensuring that students with disabilities or from marginalized groups receive the support they need to fully participate in physical activity. This is often reflected in policy analysis and research on adaptive physical education practices. These frameworks illustrate the importance of a broad and nuanced approach to understanding equity in physical education that encompasses economic, social, cultural, and interpersonal dimensions, and they will continue to evolve as dynamic tools for researchers, educators, and policymakers to promote more equitable physical education programs [4].

3. Equity in physical education

3.1. Defining equity within the educational sphere

Unlike equality, which aims to treat every student the same by providing uniform resources, an equitable approach to education acknowledges the diverse challenges and barriers students may face and adjusts the provision of services and opportunities accordingly [3]. In the context of Physical Education (PE), this means that programs should not only offer the same equipment or activities to all students but should consider factors such as physical abilities, socio-economic backgrounds, and cultural preferences. For example, an equitable PE program might provide adaptive sports equipment for students with disabilities, offer financial assistance for those who cannot afford uniforms or gear, or include a wider variety of activities that resonate with different cultural groups within the school community. Equity in education also involves the professional development of educators, ensuring they have the cultural competency and sensitivity to create inclusive learning environments, understand diverse student needs, and implement equitable teaching practices [3,4].

3.2. Barriers to achieving equity in physical education

Equity remains a challenge despite increasing awareness of its importance. Among the barriers affecting equitable access and participation, discriminatory is particularly prominent. These practices can manifest themselves in a variety of ways, including gender bias (boys and girls receive different levels of attention and resources), racial discrimination (students of particular groups or races may feel marginalized in physical education classes) [5,6].

In addition, inadequate funding for support further exacerbates these disparities. The limited budgets of schools in deprived areas result in outdated equipment, poorly maintained facilities and reduced staffing etc. Consequently, students in these areas do not have access to the same quality of physical education instruction and opportunities as students in better-funded schools. This leads to a range of negative outcomes, from decreased physical literacy to reduced enthusiasm for lifelong physical activity [7].

Overcoming these barriers is critical to promoting equity in physical education classes. In turn, eliminating discrimination must be a commitment to intentional inclusive teaching strategies and valuing the needs of all students. Among other things, increased funding can provide schools with the necessary resources to offer high-quality physical education classes, and in addition, emphasizing representation ensures that all students have the opportunity to see their identities valued and included in physical education. It is only through such deliberate and systematic efforts that equity in PE can be more fully realized [4].

3.3. Gender, socioeconomic status, and cultural considerations

Differences in gender, socio-economic status, and cultural background can affect an individual's access to and engagement in physical education (PE), and these factors play an important role in the availability and quality of PE lessons for students. For instance, boys and girls often receive different encouragement and opportunities in physical activities due to prevailing gender norms. Girls may encounter constraints that stem from societal expectations or lack of role models in sports, which can lead to reduced participation [5].

Socioeconomic status also affects access to PE, as schools in more affluent communities may have better facilities, equipment, and programs compared to underfunded schools in lower-income areas. This disparity can lead to significant differences in the level of engagement and the range of sports and physical activities available to students [7]. Additionally, cultural background shapes attitudes towards physical activity and influences the types of activities that are favored or even permitted for students. Some cultures may prioritize academic achievement over physical education, while others might have traditional views on gender roles that restrict participation in different sports [7].

Based on the impact of the above factors, it is essential to advocate for tailored approaches to reduce the gaps they represent. This can include intervention strategies like gender-sensitive programming, grants or subsidies for schools in economically challenged areas, and culturally responsive curriculum development that respects and integrates diverse traditions and values. By considering the unique contexts of different student populations, educators and policymakers can help ensure that all students have equitable access to high-quality PE, which is crucial for their physical well-being and personal development. These individualized strategies can support the creation of an inclusive and supportive PE environment where every student has the opportunity to engage fully and benefit from physic [8].

4. Challenges in physical education leadership

4.1. Resistance to change and ingrained inequities

Deeply ingrained systemic resistance, coupled with entrenched inequities, presents significant challenges to leaders aspiring to fundamentally change the landscape of Physical Education (PE). Historical imbalances and persistent discrepancies in resource allocation have led to a situation where access to quality PE is unequal across different communities. Leaders promoting a radical transformation in PE must navigate these barriers, which are often a byproduct of longstanding societal norms and educational policies. They need to formulate strategic plans that address such inequalities by advocating for equitable funding, inclusive curriculums that cater to diverse student populations, and the dismantling of obstacles that hinder participation. Additionally, these leaders must engage with stakeholders at all levels to build consensus and drive the systemic changes necessary to ensure PE evolves into a more inclusive and equitable domain for all students, regardless of their background. This daunting task requires perseverance, as shifting the status quo is a process fraught with complexity and pushback from those who benefit from or are accustomed to the existing system [3].

4.2. Limited resources and institutional constraints

Leaders face numerous challenges in promoting physical education (PE) that is fair and accessible to all. Within this context, constrained budgets significantly limit the ability of schools and communities to offer quality PE programs. Insufficient funding can lead to a lack of proper equipment, inadequate facilities, and insufficiently trained staff, which disproportionately affects students from lower-income backgrounds [7].

Institutional barriers further exacerbate the issue. These barriers can take the form of policies or societal norms that do not prioritize physical education. For example, some educational institutions might emphasize academic achievement over holistic well-being, leading to PE being marginalized in the school curriculum [7].

Effective leadership in the PE sector must navigate these fiscal constraints, resource shortages, and institutional hurdles to ensure that all students have the opportunity to engage in physical activities that promote their health and well-being. Leaders must be proactive in finding innovative solutions, such as securing alternative funding, creating community partnerships, and advocating for policy changes that prioritize PE despite the prevailing challenges. Moreover, they must remain committed to the principle of equity to ensure that every young person, regardless of their socio-economic status, has access to quality physical education [3].

4.3. Opportunities and pathways forward

Educational equity in Physical Education (PE) is of paramount importance to ensure that all students, regardless of their background, have equal access to the benefits of physical activity. One such example is the implementation of a 'Universal Design for Learning' (UDL) framework which enables educators to cater to a diverse range of learning needs by providing multiple means of representation, engagement, and expression within PE programs. This approach has been instrumental in ensuring that students with disabilities are not just included, but are also actively participating and thriving in physical education activities alongside their peers [4].

Adequate funding ensures that schools can provide a variety of sports and activities that appeal to a diverse student body, thus promoting greater inclusivity. This can be particularly impactful in low-income areas where schools are often under-resourced and students may not have access to private fitness or sports programs.

Professional development for PE teachers is also a significant factor in advancing equity. Ongoing training opportunities enable educators to stay informed on best practices for inclusion and learn new strategies to engage all students effectively [9].

5. Discussion

The fundamental belief underlying all physical education (PE) approaches is equity. Equity in PE is not merely a beneficent ideal, it is a moral imperative that demands social concern and action. All students from an equitable PE class, regardless of socioeconomic status, physical ability, gender, or race, should have equal access to the benefits and enjoyment of PE. As such, it is critical that leaders in this field to recognize and embrace this responsibility proactively so as to ensure that programs and policies are actively committed to leveling the playing field.

The transformative potential of leadership in PE cannot be overstated. When leaders are not only deliberate in their intentions but also considerate in their actions, they create environments that promote fair play, inclusivity, and respect. They model behaviors that encourage students to value differences and work collaboratively towards common goals. Considerate leadership is characterized by a deep understanding of the unique challenges faced by different groups of students and a commitment to addressing these challenges head-on.

Moreover, deliberate leadership means making informed decisions that are data-driven and evidence-based. This requires an ongoing assessment of program outcomes and a willingness to innovate and adapt as necessary. It is about setting clear goals for equity and measuring progress towards those goals with transparency and accountability. Deliberate and considerate leaders also recognize the importance of professional development and support for PE staff to ensure they are equipped with the knowledge and skills to foster an equitable environment [10].

It is the combination of deliberate action and considerate understanding that has the power to sustain physical education as an area of equity accessible to all students. It is the responsibility of all stakeholders involved in PE to cultivate these leadership qualities and to relentlessly pursue the vision of an equitable and inclusive future.

6. Conclusion

This paper discusses equity issues in physical education and examines the role of leadership and leaders in addressing equity issues in physical education. By exploring the role of leaders in promoting diverse and inclusive physical education environments, this paper argues that leadership requires continuous evaluation of program outcomes through explicit objectives, consistent and transparent monitoring, and innovation and adjustment timely. In addition, there is a need to emphasize the development of relevant professionals and provide an equitable environment for their development.

However, there are some shortcomings in this paper's analysis, including the lack of relevant social practice surveys and the limited scope of the literature. Subsequently, data will be collected and integrated through social surveys to provide more realistic data support for the relevant analysis. In addition, in conjunction with the reform of related education policies, it will track and compare the reform and optimization of physical education classes in different regions, and conduct more in-depth analyses and recommendations.