Background: Physical Education (PE) plays a crucial role in adolescents' physical and emotional development. This study explores the impact of PE on body self-perception, analyzing motivation, activity preferences, social influences, and gender-based differences. Adolescence is a critical stage in identity formation, where external pressures can shape body image perception, influencing self-esteem and mental well-being. Understanding these dynamics is essential for creating inclusive and positive PE environments that foster healthy body perceptions and lifelong engagement in physical activity.

Methods: A qualitative approach was employed, using structured questionnaires completed by 30 adolescents (17 girls, 13 boys) from a local secondary school. Thematic analysis was conducted to identify key patterns related to body perception, peer influence, and engagement in PE activities. Data collection ensured anonymity, allowing participants to express their experiences openly. The study also examined how different teaching approaches and class dynamics impact students’ perceptions of their bodies. Factors such as peer interactions, teacher encouragement, and self-comparisons were considered to understand their role in shaping students' confidence and participation in PE lessons.

Results: Participants generally reported positive experiences in PE, noting benefits such as stress relief, improved self-esteem, and better physical health. Gender differences emerged, with girls preferring group-based and creative activities like dance, while boys favored competitive sports. However, social comparisons negatively impacted body image, particularly among girls with weight concerns and boys who struggled in competitive settings. Some students expressed anxiety related to performance evaluation, highlighting the need for alternative assessment methods. Teacher support and positive peer interactions played a significant role in shaping students' confidence and engagement levels. Additionally, students who received encouragement from their instructors were more likely to enjoy participation, while those facing negative feedback experienced lower motivation and self-image issues. Participants emphasized the importance of supportive learning environments where they feel safe, accepted, and valued regardless of their physical abilities.

Conclusions: PE can enhance adolescents' body self-perception and well-being if delivered in an inclusive and supportive manner. Gender-sensitive adaptations, diverse activity offerings, and an emphasis on non-competitive participation can mitigate the negative effects of social comparisons. The findings suggest the need for teacher training in fostering body-positive and inclusive PE environments. Implementing programs that promote self-acceptance and confidence can help address the psychological challenges associated with body image concerns. Schools should consider adopting student-centered approaches that prioritize enjoyment, participation, and holistic development over competitive performance. Encouraging a culture of positive reinforcement, individualized goal-setting, and diverse physical activities may foster greater long-term engagement in physical activity, ultimately contributing to students’ lifelong well-being and self-confidence.

Keywords: Self-esteem, social interactions, psychological health, fitness education, student engagement.