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Whilst research examining transgender identities within educational contexts in recent years has increased, there is limited research focused specifically on transgender and non-binary (TNB) experiences in Physical Education (PE). PE is a context where dominant gendered 'ideals' raise the potential for exclusion for those who do not 'fit'. This paper explores the reflective experiences of thirty TNB individuals (aged 18–25 years) and identifies the barriers to/facilitators of their participation in PE. It presents data collected from an online survey and semi-structured interviews with TNB young adults. Findings show that both the implicit and explicit curriculum are strongly binary, making it hard for students who do not conform to dualistic expectations to negotiate the setting. While these findings support the broader view that TNB young people can feel excluded from PE, there is much to learn from the participants' experiences. The paper closes by discussing the implications for shaping more inclusive practice. [ABSTRACT FROM AUTHOR]

Women's flat track roller derby is a grassroots full-contact sport underpinned by an explicit gender policy stating that any self-identifying woman can play, including those who are transgender and gender diverse (TGD). Adopting a queer-feminist lens, this research examined attitudes toward and experiences of gender inclusivity in the sport from the perspective of cis and TGD athletes in the United Kingdom. Reflexive thematic analysis, drawing on survey (n = 153) and interview (n = 20) data, examined how roller derby offers a space accepting of different identities; its underpinning principles surrounding body positivity and how it is perceived a social movement, involving a community of individuals sharing values of equality, diversity and inclusion. This research shows that an inclusive rhetoric surrounding gender not only engages TGD individuals in sport but offers a space for marginalised and alternative identities to participate together. [ABSTRACT FROM AUTHOR]