Rethinking Physical Education in Schools

In a recent Hamilton Brookes webinar with Fiyory Ghezae, a doctoral student at Oxford Brookes University, we had the opportunity to explore the intersection of research and practice in the field of Physical Education (PE). It became clear that while there is a growing body of research on the importance of physical activity in children's lives, the gap between research findings and how those findings are applied in classrooms remains wide.

So, what can we learn from these insights, and how can we take action in schools to better support PE practices that benefit all students?

One of the key points discussed was the gap between academic research on PE and how it's applied in real-world teaching. Teachers often have a wealth of practical insights about what works and what doesn't in the classroom, but these insights don’t always make it into the research process. For research to have a real impact on teaching, it’s crucial that educators are involved from the start. The research community needs to engage with teachers, not just to share findings, but to gather real-world feedback. This kind of collaboration can help ensure that the research is relevant and can be more easily translated into everyday practice.

One major issue that emerged during the discussion was the confusion between Physical Education (PE) and sports. While both are important, PE should be about educating children on the benefits of physical activity, not just focusing on competitive sports. Sports should be one part of a broader PE curriculum that encourages children to understand why being active is important for their health and well-being. The problem is that many schools still treat PE as a synonym for sports, often focusing on games like football, netball, or running competitions. This approach, while valuable, may alienate children who don’t have an interest in sports or who struggle with competitive activities.

This distinction between PE and sports is crucial. PE should include a variety of activities, such as dance, yoga, fitness exercises, that help children explore different ways to stay active. Not every child will become a sports enthusiast, but all children can develop lifelong habits of physical activity.

Not all children are naturally inclined toward sports, but every child can benefit from physical activity. Schools should ensure that their PE programs are designed to be accessible to all students, regardless of their athletic ability or interest in sports. Offering a variety of physical activities, such as dance, fitness, and outdoor play, can engage all students in meaningful ways.

In fact, one of the key lessons we learned from the webinar is that PE should be seen as an inclusive, lifelong practice rather than just a competitive sport. Encouraging physical activity as a habit that can be enjoyed at any age, helps ensure that every student feels valued and included, even if they’re not the most athletically inclined.

One exciting aspect of the webinar was the focus on play-based PE. Many of the children who feel disengaged with traditional sports may find play-based activities more appealing. Play can be an excellent way to encourage children to be physically active, without the pressure of competition. This approach not only makes physical activity more fun but also fosters creativity and social skills.

Schools should consider integrating more play-based approaches into their PE programs. By doing so, they can create a more dynamic, engaging environment where students feel free to experiment with movement and physical activity. This is especially important for those students who might not thrive in traditional competitive sports settings.