What is Story/Imagination in PE?

The use of story/imagination within the PE lesson can be a powerful stimulus for movement
and is one strategy which may be utilised by teachers to enhance childrens’ motivation
within PE. Story/narrative should be used a motivational strategy in keeping with the wider
learning objectives being covered as part of a progressive physical education plan.

1. Use picture books/novels as a stimulus for movement

2. Create a narrative/story to accompany existing PE activities/themes

3. Use external cues

Picture books and novels can be used as a stimulus for the lesson and to inspire children to
move in the same ways as their favourite characters or to recreate and extend their favourite
stories. The opportunities are limitless with a movement orientated story and pupils can be
encouraged to also create their own movements.

Books with movement oriented storylines and characters can be chosen by the teacher to develop specific skills identified in their PE plan and the wider whole school plan for physical education. Children also can be supported to interpret, understand and empathise with the feelings of characters within a story as well as their own emotions through movement. In addition picture books and novels can be a good stimulus to teach social skills/personal qualities in PE. Listings of sample movement orientated books, linked to key social skills as well as example activities are highlighted in the resource ‘Children’s Books for Wellbeing’.

The Rainbow Dance

We're Going on a Bearhunt

The Very Hungry Caterpillar

Jack & The Beanstalk

The Wolf & Peter

Many PE activities can be made more engaging by creating an imaginative accompanying story or narrative. The teacher or students may come up with their own stories to accompany PE activities as a means of further eliciting the interests of the children. For example, when playing tag the catchers transform into hungry wolves and those evading will become clever bunnies trying to escape. The use of narrative/story can be very motivational for many children and provide them with a rationale for participating in the PE class. Check out an example of how story or narrative can be easily added to any activity using our ‘Story in PE’ prompt sheet.

Further examples of lessons incorporating narrative/story are outlined below. Ideas of interesting themes which could be used as a basis for lessons in PE class are also outlined below:

The Compass Dance

Movement through Space

Themes in the PE Lesson

Narrative and story can also be used within external cues to engage pupils in an activity. External cues are snippets of information used to support children in learning how to perform a task of skill. These external cues direct the child to focus their attention on the movement effect or the outcome associated with the skill and can be used in tandem with the move well move often teaching points to support mastery of the skills. For instance, alongside asking pupils to ‘sprint with high knees and thigh almost parallel to the ground’ ask them to ‘imagine you are running in water’. Or encourage pupils to come up with their own external cue relating to the particular skill. External cues integrate seamlessly with how the child naturally relate to the world and adopt a child friendly and play based approach which can enhance motivation and confidence. For more information and sample external cues for use in the PE lesson see the resource ‘Move Well Move Often External Cues to support the teaching of Fundamental Movement Skills’

Why use Story/Imagination in PE

• Research has shown that combining movement and storytelling activities can lead to significant improvement in pupils' development of fundamental movement skills (Durcan et.al 2017). 

• Language ability can be enhanced by combining movement and storytelling activities (Durcan et.al 2017)

• Teaching skills in primary PE through a play based approach is considered beneficial to learning and motivation (Jefferson-Buchanan, 2022)

• The use of story/imagination in the PE lesson can enhance pupils' sense of belonging within the PE class.

References 

• Rachael Jefferson-Buchanan (2022) Teaching Fundamental Movement Skills Through Play-Based Pedagogy, Journal of Physical Education, Recreation & Dance, 93:8, 28-33, DOI: 10.1080/07303084.2022.2108171

• Duncan M, Cunningham A, Eyre E. A combined movement and story-telling intervention enhances motor competence and language ability in pre-schoolers to a greater extent than movement or story-telling alone. European Physical Education Review 2017:1356336X17715772.