The objectives of this study were two-fold: to analyse the perceptions of girls who have negative experiences of Physical Education (PE) and to compare this experience with their families’ perspectives on the emotional implications of this in their daily lives. Seven girls in the final year of compulsory secondary education in Spain participated in the study. These participants were selected according to the criterion of having had negative experiences in PE classes. Their families also participated, specifically seven mothers and four fathers. A qualitative methodology was used, with interviews, personal diaries and discussion groups being the instruments used to collect data. There were three categories of results: a) the role that students assume in PE; b) motivation towards PE and c) frustrating experiences of PE. The girls expressed frustration at the impossibility of passing certain sports tests, referring to contempt, and underestimation, by both their peers and teachers. The subjects were clear that the fact that they were girls clearly undermined them in PE classes. The families told of how difficult it had been at times to live with this situation throughout the girls’ school lives. This manuscript contributes to the existing literature on the subject, since, although gender has been addressed in terms of the experiences of girls in PE classes, this has not been complemented with the views of students’ families.
