Teach Secondary Issue 14.3

ORDER on the pitch Phil Mathe examines the unique challenges and complexities that managing pupil behaviour in PE lessons can entail M anaging students’ behaviour, actions and interactions in a PE lesson presents some challenges that are quite different from those encountered in the classroom. The more dynamic and open environment; the fact that multiple activities may be taking place at once; the physical nature of the subject itself – these can all combine to create situations where challenges arise suddenly. Add to that the emotional weight of competition and performance, and it’s no surprise that minor issues – fromunsafe engagement, to disengagement from lessons and challenging behaviour issues – can quickly escalate if allowed ro go unchecked. Understanding the behavioural challenges in PE As PE teachers, we must proactively foster an environment in which safety, respect and positive engagement are given priority. Central to this is a commitment to doing no physical or emotional harm in PE – thus ensuring that our lessons are physically and emotionally safe spaces, in which all pupils feel secure and valued. In contrast to more structured classroom settings, PE lessons will often involve constant movement and multiple interaction types, and therefore varying levels of direct supervision. A physical environment can make behaviour management more complex, since it’s challenging to have eyes on all pupils at all times – particularly when teaching in outdoor spaces. Issues such as unstructured or undisciplined play, lack of focus and resistance to positive participation can be common within PE settings. Competitive tensions also play a significant role, with students’ perceptions of winning and losing often evoking strong emotions that can lead to frustration, poor sportsmanship or disengagement from further lesson activities. PE can also present some unique safety risks, which may potentially stem from misuse of equipment or harmful physical contact in certain sports. It’s essential to establish clear expectations from the outset, thus ensuring that pupils understand the importance of controlled, responsible behaviour in all activities. A trauma-informed approach to PEwill further recognise that some pupils might have had prior negative experiences in physical activity settings. By creating a predictable and emotionally safe environment, however, we can help all of our pupils to engage positively. Proactive strategies We may not be able to fully eliminate every behavioural issue, but we can certainly reduce the likelihood of them occurring again in future. One of the most effective ways of doing this is to develop a positive and supportive environment in which participation can thrive. Howwe frame activity, competition, teamwork and effort directly influences how our pupils respond. For one thing, we can create a more inclusive and supportive environment by celebrating resilience, self-improvement and fair play, rather than simply focusing on the importance of winning. Structured lesson planning inevitably plays a key role here. Incidents are more likely to occur during transitions, or when pupils are unsure of what’s expected of them. Establishing clear routines and instructions works to minimise those moments of uncertainty. Try using designated starting positions for activities, for example. Clear rotation systems and obvious visual cues can further help pupils stay on task. Another important strategy is to set an appropriate level of challenge for all pupils. Frustrations can arise when activities are either too tricky, or not stimulating enough. Differentiation – such as the offering of modified tasks, or layered progressions – helps to keep all pupils engaged. Moreover, we must model the behaviour we expect to see . Pupils take their cues fromus, hence demonstrating composure, enthusiasm and respectful “Howwe frameactivity, competition, teamwork andeffort directly influences howour pupils respond” 58 teachwire.net/secondary