What is belonging in PE?

Belonging in PE is a sense of feeling valued by a group or team and of being accepted and appreciated by others (Smith et al 2021).   Belonging in PE can be a perceived social connection with peers but also with the teacher.   Belonging, sometimes referred to as relatedness, is a key component of the self-determination theory of motivation (Deci and Ryan, 1985).  It refers to the extent to which an individual feels connected to others and a sense of relatedness to their community, in this instance the PE class and teacher (Sun et al 2010).

Strategies for developing belonging in PE 

1. Form teams and groups appropriately: 

The grouping strategies chosen by the teacher may positively or negatively support a pupil’s sense of belonging within the PE class.  Allowing the pupils to choose their own teams (e.g. through the use of captains) can be detrimental to the self-esteem and sense of belonging for many students.  Researchers have identified this as an inappropriate form of group selection within PE, as being the ‘last’ one publicly chosen can lead to embarrassment and a feeling of social rejection (Barney et al 2016, Evans 1988).   If the teacher considers it important for pupils to choose teams, this could be completed privately in advance of the PE class.  Alternative means of team and group selection may involve the teacher choosing the teams.  The teacher may choose teams in advance of the activity or immediately prior to the activity.  If choosing immediately prior to an activity, ensure to assign pupils in such a way that no pupil is again left until last (e.g in twos/threes).  Teams/groups can be also created  in a random fashion through a variety of traditional means.   Alternatively teams can be created in a random or deliberate way through an app such as Team Shake (Casey, 2020).  While random selection of teams may be suitable in some instances, teachers should consider the best approach to grouping in terms of creating a just right level of challenge.  To read more about the benefits and challenges of mixed/streamed ability grouping in PE click here.  Regardless of the approach, appropriate team selection which maintains each pupils dignity and self-respect can support a positive sense of belonging within the PE class for all students (Barney et al, 2021).

2.Teach about teamwork  

Positive social skills and personal qualities such as teamwork can help build and maintain a sense of belonging, relatedness or connection with others. Emphasising teamwork amongst pupils creates an inclusive culture where each person is valued and important.  Cooperative activities from the outdoor adventure strand can, for example, help support teamwork and develop a sense of belonging  If pupils have these skills they will be welcomed and can participate in both formal and informal physical activity and sport settings, without them their opportunities to develop a sense of belonging may become limited over time.   Research shows, however, that the development of positive social skills and personal qualities such as teamwork is not an automatic outcome of participating in PE, sport or physical activity (Gibbons et al 1997). Specific planned, intentional and systematic teaching strategies are, therefore, required (Richards et al 2019) as these skills must be ‘taught rather than caught.  Information on how to explicitly teach social skills and personal qualities in PE as well as a variety of resources such as activity listings, assessment and discussion templates as well as book and video modelling resources are available on our Scoilnet page.  

3. Develop team spirit - team (goal setting) chants, team names, team affiliation, 

There are many enjoyable aspects involved in being part of a team which can develop a sense of belonging.  In addition to the enjoyment garnered from playing and participating in activities, other social aspects of being part of a team can also support belonging and connection.  Creating a team name, team chant, team celebration, team huddle formation, team flags and team roles etc can all support the development of team ‘spirit’ and are considered enjoyable and motivational by primary pupils (Macphail et al, 2004).   The likelihood of developing connection and a sense of belonging is enhanced when pupils are placed in the same teams/groups over a number of classes and have opportunities to participate together, but to also develop this social team spirit (Macphail et al 2004).  Use the below team affiliation resource to support the development of team spirit. In addition, develop team spirit by using a format, for example, sport education, where pupils stay in the same groups over a number of PE classes. 

4.   Use cooperative learning structures and strategies 

      Cooperative learning is a specific instructional approach which supports pupils to work and learn together in PE.  Within Cooperative learning structures pupils work in small mixed ability groups and are responsible for their own learning but also for helping their teammates learn.   Cooperative learning can be used across any strand of the PE curriculum and has been shown to enhance pupil motivation, confidence, ability to work together and to develop a sense of belonging and connection between pupils through meaningful PE experiences (Casey & Rio, 2019).  Cooperative learning structures such as Jigsaw, student teams achievement division and group processing are explored with practical examples in the PDST PE Cooperative learning resource. 

5. Avoid Elimination Games/Activities 

To nurture a sense of belonging in the PE lesson, consider the appropriateness of the use of games/activities where pupils are eliminated and have to sit/stand out. Pupils who are regularly eliminated or “out” early in activities may lack a sense of belonging and impact negatively on their self-esteem.  Instead of a pupil or team being eliminated, encourage pupils to move instead to a different activity where the same skill is being practised/performed but in a different way. This encourages maximum participation in the PE lesson and increased opportunities to develop physical and social skills. 

6. Use of the TREE model to include all 

     The TREE model is a simple system for differentiating physical education activities so that PE activities can be more inclusive and accessible by all. TREE provides an easy way of structuring changes to any activity by changing the teaching style, rules, equipment or the environment. The principles of universal design for learning can also be applied  in advance of the physical education class to ensure the environment is accessible and effective for all.  For practical examples of what this might look like in a PE context check out the PDST resource - Move Well, Move Often: An Inclusive Approach to Physical Education and the Development of FMS.

7. Use of small sided games 

The 1999 PE Curriculum advocates for the use of small sided and mini versions of games to encourage maximum participation. Mini games are games that are adapted to suit the developmental stages of children.  They often involve fewer pupils on a team and encourage all to have more of an active role in the games.  promoting the development of movement skills, positive attitudes towards the lesson, teamwork skills, confidence and concepts such as use of space and possession.  Exemplar 15 in the PE Teacher Guidelines pg. 86 & 87provides examples of how to use small sided games in the PE lesson..

8. Use of Story/Imagination in PE

The use of story/imagination in the PE lesson can enhance pupils' sense of belonging within the class.  The narrative chosen can provide a strong rationale for participation as pupils become invested in and connected with the story upon which the PE class is built. For ideas on how to build the use of story into your PE class check out our Story/Imagination PE resource page.

9.  Use of Novel Activities: 

 Consider the use of novel activities - such as ultimate frisbee,circus skills, spike ball, kin ball etc. Novel activities can add to a sense of belonging as pupils will begin in many instances from a more even level of ability.  As the activity is new to everyone, all children may be more willing to engage and become involved in the lesson in comparison to more traditional activities in which preconceptions may exist. 

10. Autonomy and Choice

      Providing an element of autonomy or choice in the PE lesson is complementary to the development of belonging and connection, as pupil opinions and voice are valued as part of the group.   In order to maximise participation in the PE lesson and all pupils to feel a sense of belonging, value and acceptance, it is important to consider how different cultures or pupil individual physical activity preference can be represented and included in the PE lesson. For specific ideas to promote autonomy check out our posters and further resources:

Why develop belonging in PE?

Belonging has been identified by the world health organisation as a key element of Wellbeing (WHO, 2001).  Creating an environment within the school where children feel a sense of belonging has also been explicitly identified by the Department of Education (2019) as an indicator of success within the Wellbeing Policy Statement and Framework for Practice.  Specific to a PE context, students with a positive perception of belonging and an understanding of how to develop connection and belonging with others are likely to be more motivated to participate in PE classes and wider physical activity. .  

•  A sense of belonging is considered a more significant outcome of PE than sporting prowess and is a significant factor in contributing to lifelong engagement in enjoyable physical activity (Smith et al 2021)

•  A learning environment which supports the belonging of all students enhances a positive sense of wellbeing among students (Smith et al 2021)

• Students with a sense of belonging are likely to have higher academic effort and be more motivated to achieve both social and academic goals (Sun et al 2010)

References

• Barney, D., Prusak, K. A., Beddoes, Z., & Eggett, D. (2016). Picking teams: Motivational effects 330 of teams selection strategies in physical education. The Physical Educator, 73, 230-254.

• Barney, D., Prusak, K. Davis, L. (2021) Developing Social–Emotional Learning in Physical Education Through Appropriate Instructional Practices. Journal of Physical Education, Recreation & Dance 92, 33-41

  Casey, E. (2020) The Magic of Teamshake – Differentiating & Streamlining groups based on assessment of performance. Irish Primary Physical Education Association Conference, Mary Immaculate College Limerick (practical workshop) Department of Education (2019). Wellbeing Policy Statement and Framework for Practice. Dublin 

• Evans, J. R. (1988). “Team Selection.” Social Science Journal 25: 93-104. 

• Macphail, A., Kirk, D. Kinchin, G., (2004) Sport Education:Promoting team affiliation through physical education. Journal of Teaching in Physical Education 23, 106-122

• Wayne Smith, Alan Ovens & Rod Philpot (2021): Games-based movement education: developing a sense of self, belonging, and community through games, Physical Education and Sport Pedagogy, DOI: 10.1080/17408989.2021.1886267

• Haichun Sun & Ang Chen (2010) A Pedagogical Understanding of the Self-Determination Theory in Physical Education, Quest, 62:4, 364-384, DOI: 10.1080/00336297.2010.10483655

• World Health Organization. (2001). The World Health Report 2001: Mental health: new understanding, new hope. World Health Organization