Beyond traditional sport: A new vision for girls’ physical education

So, can schools help counter this downward trajectory through the re-evaluation of their programme to foster within young women an enduring commitment to pursue some form of physical activity that extends into adulthood?

For some time at Surbiton High School, we have embarked on a journey to challenge the conventional image of girls’ sporting traditions. Over eight years ago, we embraced football within our curriculum, a bold step at the time, which subsequently led to the introduction of football scholarships two years later.  The impact several years on has been palpable, with 14 teams, 155 squad players and six national trophies, and is a powerful demonstration of how moving decisively and with commitment can aid engagement. We have seen this develop in a similar vein, as we moved to cricket on the curriculum a few years ago, whilst our inaugural Year 9 rugby team competed last year in both Borough and London Youth Games.

Beyond these concerted steps, we recognised a need to reframe how we thought about our sporting provision for our Year 10/11 and Sixth Form students. We all understand and recognise the need for, and importance of all students taking part in physical activity to benefit health and well-being, and so we embarked on a review of the programme, through a collaborative process, canvassing the views of students.

Bringing Year 10–13 students on board throughout the process led to their buy-in to the shift in approach; they were integral to the creation of a bespoke programme that now caters for every student to foster their holistic development. Students put forward their selections on what they would like to see offered, and we matched this within the parameters of what was deliverable and appropriate.

Moving our sporting curriculum beyond the emphasis of competitive sports and fixtures meant we branched out into individual pursuits such as badminton, boxercise, gym, rock climbing, salsa, padel, table tennis and yoga. Empowering students with choice, especially at this crucial age of development, meant they were not confined to a specific path. This means team sports and elite athletes still thrive alongside those seeking only recreational enjoyment.

This new framework has led to all students benefitting from a physical education programme that teaches vital life skills as well: the importance of time management, positive mindset, nutritional guidance and injury avoidance. These are fundamental skills will help support their life inside and outside the realms of physical activity.

Elite and competitive sports still hold their well-earned valuable place in skills development, resilience, camaraderie, leadership and team-work, but by moving beyond the confines of only offering team sports we are empowering all our young women to take ownership of their physical health and embrace an active lifestyle, understanding the profound link between physical activity and mental well-being. This surely has to be a new benchmark in secondary education with a fully inclusive and innovative student-led approach.