Abstract
ABSTRACT Although under‐researched, there is some evidence to suggest that Muslim females can experience difficulties with traditional approaches to physical education. Based infigurational theory, this field study investigation enabled the author/researcher to examine the relational dynamics influencing institutional and physical education course developments as female Muslim students underwent a 4‐year primary Initial Teacher Training Degree course at ‘Greenacres’ College, England. Interview, observation and diary data were collected, analysed and collated. Findings indicated a gradual unforeseen and unplanned process of negotiated accommodation as the management and staff responded to the expressed needs of the Muslim women whilst ensuring State requirements for teacher training were met. One outcome was a reciprocal shift, in attitude towards physical education amongst the Muslim students.
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