Exploring undergraduate students' perceptions of biomechanics curricula: Are there gender differences?

A gender gap exists across Science, Technology, Engineering, and Maths (STEM), and persists across the field of biomechanics, whereby women are underrepresented. The term 'leaky pipeline' has been used to describe the phenomenon by which women divert, or are diverted through inadequate scaffolding, from STEM pathways. This study explored undergraduate students' perceptions of biomechanics modules within sport-related degree programmes at three post-92 UK universities, with a particular focus on potential gender differences. Qualitative data from 95 students (25 women and 70 men) was collected using an online survey focussing on perceptions of biomechanics. Using reflexive thematic analysis, four key themes were developed: Difficulties with Mechanics, Practical Experience and Application, Role of Instructor or Curriculum, and Career Goals and Future Plans. Students consistently valued the practical and applied aspects of biomechanics, particularly the use of technology and real-world relevance to careers in therapy, coaching, and performance analysis. However, many reported significant challenges, especially with mathematical content, technical terminology, and data analysis. These barriers often contributed to reduced confidence and motivation, particularly among those with lower self-concept in STEM-related skills. No substantial gender-based differences in perceptions were found, suggesting that challenges and motivators are broadly shared across the student population.