What is Just Right Challenge?

Just Right Challenge refers to pupils participating in activities and tasks in PE that are at the correct ‘sweet spot’ level of difficulty.  Activities which are too easy for children will become boring and demotivational, while tasks that are too hard will lead to frustration and disengagement.  Creating activities that are at the goldilocks just right level of challenge (not too hot or cold, just right!) is accordingly an important consideration which can add significantly to the motivation and confidence of all pupils. Modifications to create the appropriate level of challenge within an activity can be made by the teacher or by the students themselves (Beni et al, 2019).  A number of practical strategies to support Just Right challenge are outlined below. 

Strategies to provide Just Right Challenge

Student led modifications

●     Provision of choice in the PE lesson

Providing an element of pupil choice in the PE lesson is complementary to the provision of a Just Right challenge.  Within this approach students will have some autonomy to choose activities at the most appropriate level of challenge for themselves.  While in most instances pupils will choose activities pitched at the correct level, on occasion the teacher may need to support pupils in identifying an appropriate level of challenge.  A number of strategies for providing autonomy and choice in PE are outlined in the downloadable poster below and further information on autonomy and choice in the PE lesson is available here.

●     Self paced progressions

An example of choice in the PE lesson and just right challenge is the use of self paced progressions.  A self-paced progression approach is utilised to provide children with autonomy to work at a level appropriate to their stage of development.  Within this approach the teacher provides a set of activities that are ordered or levelled in sequence according to their difficulty.  These may be the same activities with a higher/lower level of difficulty e.g. choose to shoot from nearer or further away from the basket.  Alternatively the progressions may include a variety of different but related skills e.g. ball handling skills.  Pupils may work through the various progressions or levels sequentially with the support of the teacher/their peers or task cards.  Alternatively pupils may choose their own starting point within the progressions.  Verbal instruction alone, images and gifs can all be used to create self-paced progressions and allow the students to work independently or in small groups.  This approach can help meet the needs of all learners by ensuring an appropriate level of challenge and progression for all. Check out some example self paced progressions below and consider how these might be used as one element of your PE program: 

●     Goal setting

Enabling pupils to set personalised goals and to work toward these within PE class can support the development of a Just Right level of challenge. The teacher has an important role in supporting pupils to identify appropriate goals which are sensible, challenging but yet attainable and meaningful to the pupils. Check out our range of resources to support goal setting in PE here

●     Formative self-assessment

Formative assessment can help support both the student and teacher in identifying the appropriate level of challenge.  This formative assessment may be completed through a variety of means such as orally, paper based peer and self assessment, or technology based assessments methods such as plickers and plagnets.  Depending on the responses of the pupils, the teacher may, for example, have differing activities prepared for pupils to choose from at opposite ends of the challenge spectrum.  A strong classroom culture where pupils are familiar and comfortable with people working on different tasks within the one class will support this approach. 

Teacher led modifications

●     Use of the TREE model

The TREE tool is a simple system for differentiating physical education activities so that everyone can be included and participate at an appropriate level of challenge. 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.

●     Carefully consider grouping strategies

The grouping strategies chosen by the teacher may support the development of a just right level of challenge.  Teachers may, for example, ensure evenly matched mixed ability teams when playing activities to provide equal opportunities of success for all. Research has also shown that lower ability learners benefit greatly from mixed ability grouping within teams and partners and that holistic development through physical, affective and cognitive learning is enhanced (Rhoades et al, 2019).  Teachers should think carefully if they are considering grouping by ability level in PE.  Some research has highlighted grouping children by ability may have benefits, particularly for lower ability children, in terms of physical performance levels by providing the appropriate level of challenge (Ward et al, 2019).  Other research has, however, highlighted that ability grouping in PE may also have unintended negative consequences on long term motivation (Fletcher, 2008) and may further marginalise students by implicitly labelling them as low ability (Evans et al, 2004).

●     Focus on effort and improvement over competition. 

A focus on effort and improvement over competition creates an environment conducive to an appropriate level of challenge for pupils.  Competing against yourself and previous best performance, rather than another pupil, can support all pupils to experience an appropriate level of challenge in PE.  For ideas on how effort and improvement can be prioritised in your PE classroom click here .

●     Sequential progression in the level of challenge

Sequential progression in the level of challenge within PE activities can ensure a 'Just Right’ level of challenge for pupils. This may involve gradually introducing pupils to progressively more challenging activities within an individual PE class and over the period of a longer term plan.  By gradually adding new skills or activities in each class, as well as ensuring that these developments are presented in small steps with plenty of opportunities for practice and feedback (Rosenshine, 2010), a Just Right level of challenge can be created.

Why provide Just Right Challenge within the PE class?

●     The provision of just right challenge has been identified as a key element of a meaningful PE experience for children (Beni et al 2017, 2019)

●     Styles of teaching that allow children autonomy over the level of challenge within  activities are student centred and motivational (Byra, 2020)

●     Appropriate levels of challenge within PE have been associated with more enjoyment and less boredom, as well as a sense of achievement and competency (Beni et al 2017, Gillison et al., 2012, Dismore & Bailey, 2011)

References

• Stephanie Beni, Tim Fletcher & Déirdre Ní Chróinín (2017) Meaningful Experiences in Physical Education and Youth Sport: A Review of the Literature, Quest, 69:3, 291-312, DOI: 10.1080/00336297.2016.1224192
• Stephanie Beni, Déirdre Ní Chróinín & Tim Fletcher (2019) A focus on the how
• of meaningful physical education in primary schools, Sport, Education and Society, 24:6, 624-637
• Byra, M. (2020) Inclusion style of teaching: student autonomy and responsibility In SueSee, B., Hewitt, M., and Pill, S. (eds.) The spectrum of teaching styles in physical education. 1st ed. New York Routledge pp116-128
• Dismore, H., & Bailey, R. (2011). Fun and enjoyment in physical education: Young people’s
• attitudes. Research Papers in Education, 26, 499–516. doi:10.1080/02671522.2010.484866
• Evans, J., Davies, B., & Wright, J. (2004). Body knowledge and control. Oxfordshire, UK: Routledge.
• Gillison, F., Sebire, S., & Standage, M. (2012). What motivates girls to take up exercise during adolescence? Learning from those who succeed. British Journal of Health Psychology, 17, 536–550. doi:10.1111/bjhp.2012.17.issue-
• Jesse Lee Rhoades & Timothy Hopper (2019): Reciprocal recursive nonconscious behavior mimicry, PE groupings, and modification-by-adaptation, Curriculum Studies in Health and Physical Education, DOI: 10.1080/25742981.2019.1709088
• Rosenshine, B. (2010). Principles of instruction; Educational practices series; Vol.:21; 2010. The International Academy of Education, 21(2010).
• Ward, J. K., Hastie, P. A., & Strunk, K. (2019). Effects of ability grouping on students’ game performance and physical activity. Journal of Teaching in Physical Education, 38, 187–198.