Research by sports historians and sociologists show that many of the games and sports continuing to be part of the PE curriculum were created to promote and maintain dominant forms of femininity and masculinity. This book offers a critical and comprehensive commentary on issues relating to gender in PE and teacher education and challenges our understandings of gender, equity and identity in PE. Presenting a wealth of original research it delivers a comprehensive overview of the progress and shortcomings of contemporary policies and practice in PE as they relate to gender, and reflects on the similarities and differences between developments in the UK, US and Australia.