You can jump high for a girl!” I heard this passing comment recently as I was teaching my year 10 girls how to lay up and it typifies many comments that I have heard over the years, and it still evokes strong feelings in me. While the man, I assume a father, casually walks on with the ignorance of a majestic lion while, I struggle to negotiate my response to a comment that would be unlikely to be made in response to any of my male counterparts.
So, this is me, navigating daily occurrences of ignorant comments. Some, like Shane Warne’s ball of the century, take the middle stump, my tears the bails.
Some comments, however, spin in the direction of compliments: motivation that I, Aaminah Hussain, daughter of a taxi driver, granddaughter of a factory worker, 3rd generation refined British Pakistani Muslim, am standing aside from the crowd. Away from the man-made conventions, challenging stereotypes like Rafael Nadal’s physio fighting his injuries. Similarly, my experience of participating in and teaching PE has identified numerous variables, which influence participation.
My experience of sporting education has inevitably been down to my schooling. At my grammar school, an educational landscape deemed ideal by many (Coe et al., 2008), the emphasis was always given to maths and science, which was encouraged by the large population of South Asian parents sending their children to the school (James, 2005). PE as an academic subject was a minority pursuit, particularly for the female Asian population. As a teacher now, 10 girls have selected Sport as their BTEC option. So, are these figures significant or merely hollow?
In 2022, I was working in a state comprehensive school as a PE teacher. The majority of pupils were from an ethnic minority background and were socially and/or academically disadvantaged in comparison to the grammar school pupils who entered school through an examination (Levacic and Marsh, 2007). The most obvious observation was the girls’ view of PE. Often, PE was an excuse for girls to get cosy with their friends, catch up on gossip, TV and who was on their ‘hot’ list (Capel and Whitehead, 2013). When they first saw me, Miss Hussain, they were stunned to see a British Muslim. Naturally, I became a bridge between an education system that does not truly understand its subjects, and pupils who do not understand the role of sport, and often the education system itself.
Between 2016 and 2020 I taught at a Grammar school which offered a different take. Muslim girls had a stronger interest in a sport; however, this was specific to certain sports and activities rather than sport in general. Furthermore, sport was not considered important enough to spend time on after school. Often the girls found themselves balancing a lifestyle that included religious education after school as well as homework, tutoring and commuting home (Benn, 2002; Walseth and Fasting, 2003; Walseth, 2006). In both schools, I offered a different take on PE for these girls. The fear for most Muslim girls had been whether their teacher understood their beliefs, values, variables and pressures – whatever they may be. This was most recognisable during the month of Ramadan when a student approached me explaining she was not able to participate because she was holding fast. I explained that I too was fasting, which circled a sense of warmth to her cold feeling. More importantly, however, I explained that participating in sport was just one dimension. Understanding the role sport and physical activity can play is arguably more important which aligns us as practitioners to the question “What is the main purpose of Physical Education?”
Challenge Your Unconscious Biases
One of the most important lessons I’ve learned as a PE teacher is the need to challenge unconscious bias. It’s easy to make assumptions about what a student can or can’t do based on their background, appearance, or even opinions. But these biases can create limits—not only on our own expectations but on the potential our students have to excel. Just because a student may seem quiet, less athletic, or from a different background doesn’t mean they lack the ability to succeed. As teachers, we must create an environment where every child feels seen and capable. I’ve experienced this first hand—both as a child navigating the education and sports field, and as a teacher taking girls to sporting fixtures only to see them judged simply because they didn’t fit the traditional image of an ideal PE student. These experiences have strengthened me to keep high expectations for all, and to never let unconscious bias shape the opportunities we offer.
As the current Head of Department, my journey through Physical Education has led me to realise that a key purpose of PE is for all learners to foster a sense of belonging, ensuring that everyone can engage in physical activity without facing barriers. Reflecting on my experiences, I understand that overcoming cultural and societal challenges is crucial in making PE inclusive. This commitment to inclusivity is evident in initiatives such as designing school PE kits that allow for modesty while still meeting athletic standards. By creating an environment where every young person feels seen, valued, and capable of participating, we not only promote physical well-being but also a sense of unity and empowerment. It is this inclusive spirit that I strive to embed in our PE curriculum so every student, regardless of background, belief, or gender can find their place and thrive in the world of sports.
A call to action
Never more than now do we need roles models to help create environments where children and young people regardless of their ethnicity, faith or beliefs can experience a sense of belonging and find their love and joy of movement. We are on a mission to help this become a reality for more children and young people. So if you would like to join us on this mission to collaborate to help more children and young people feel safe and enjoy being active please register your interest by completing this form. We will be holding a range of free networking events to share and learn from one another to advocate and actively widen participation in sport and physical activity.
To find out more
If any of my musings above have sparked an interest or chimed with your experiences, please find out more by tuning into my PE insights podcast episode where I talk through the project I’m currently working on in my school to support girls’ participation.
Further equality, diversity and inclusion resources and information
Here at PE Scholar, we aim to bring you expert advice, resources and research evidence on the topics that matter to PE teachers. Take a look below at a selection of items that address equality, diversity and inclusion in PE
Inspirational Sport Posters Promoting Equality, Diversity and Inclusion
‘How we talk in PE’ changing rooms poster
Wheelchair basketball student worksheets
Wheelchair rugby student worksheets
Neurodiversity insight series: What is neurodiversity and why is it important that PE teachers understand it?
A blog post on PE Refusers – prevention is as important as the cure?
Inclusive PE for SEND Children book review
Teaching Disabled Children in PE book review
Pedagogies of Social Justice book review
Female Body Bible book review
Who’s included and who’s not? An analysis of instruments that measure teachers’ attitudes towards inclusive education research paper
Understanding Girls’ Motivation to Participate in Sport: The Effects of Social Identity and Physical Self-Concept research paper
Reconceptualising Disabilities and Inclusivity for the Postdigital Era research paperIncluding pupils with SEN and/or disabilities in mainstream secondary PE research paper
References
Benn, T., (2002) Muslim women in teacher training: Issues of gender, ‘race’ and religion.
Capel, S. and Whitehead, M. (2013) Learning to teach physical education in the secondary school: A companion to school experience. 3rd ed. London: Routledge
Coe, R., Jones, K., Searle, J., Kokotsaki, D., Kosnin, A.M. and Skinner, P. (2008) Evidence on the effects of selective educational systems. University of Durham, CEM Centre.
James, C.E. (2005) Race in play: Understanding the socio-cultural worlds of student athletes. Toronto: Canadian Scholars’ Press.
Levacic, R. and Marsh, A.J. (2007) ‘Secondary modern schools: Are their pupils disadvantaged?’ British Educational Research Journal, 33(2), pp.155-178.
Walseth, K. and Fasting, K. (2003). ‘Islam’s view on physical activity and sport.’ International Review for the Sociology of Sport, 38(1), pp.45-60.
Walseth, K., (2006) ‘Young Muslim women and sport: The impact of identity work.’ Leisure Studies, 25(1), pp.75-94
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