What does high-quality PE look like in an active school?
Quick Answer
High-quality PE gives pupils regular opportunities to move, practice skills and make decisions. Schools can increase participation by keeping explanations concise, using small groups and reducing queues for equipment. Lessons should be inclusive, progressive and enjoyable, with teachers supported to deliver activities safely and confidently rather than becoming bystanders during specialist-led provision.
In this article
PE remains central to an active school, but having PE on the timetable doesn't automatically mean an active lesson.
Long explanations, large teams and queues for equipment can leave pupils standing around for much of the session. Using resources that avoid this, like our holistic PE programme, makes a real difference to engagement, learning and focus. Not to mention the added bonus of building physical literacy, muscular strength and endurance, and cardiovascular fitness.
What should school leaders look for in PE lessons?
Senior leaders should look closely at the experience pupils are actually having. Are they moving regularly? Are activities inclusive? Do they get enough opportunities to practice? Does the curriculum build knowledge, skill and confidence over time?
How can schools improve participation in PE?
Four simple principles can improve most PE lessons:
- Start with the basic skill
- Give pupils plenty of opportunities to practice
- Use small groups and small-sided games
- Keep the experience positive and enjoyable
"Let's play football for six weeks" will only appeal to a small number of children. "Let's play invasion games" that build physical literacy, communication skills and resilience is a much better way to build those skills for everyone.
Smaller groups mean less waiting, and more chances for each pupil to handle a ball, perform a movement, or make a decision.
Why does teacher confidence matter in PE?
Workforce confidence matters just as much. Staff need clear plans, useful demonstrations, and training that helps them teach PE safely and effectively. The imoves PE programme is well known for its child-facing videos, which support both teacher and child through the trickier parts. Ultimately, teachers just need the confidence to facilitate a high-quality lesson using high-quality resources.
Outside specialists can absolutely add value, but schools should be careful not to end up with teachers as bystanders. Building the confidence of your own staff creates far more consistency, and it carries movement well beyond the PE lesson too.
Frequently Asked Questions
A physically active PE lesson gives pupils regular opportunities to practise skills, perform movements and make decisions. Short explanations, small groups and small-sided games can reduce the amount of time spent waiting. Pupils should be actively involved rather than standing in long queues for equipment.
Teachers can begin with the basic skill, provide plenty of opportunities to practise and organise pupils into smaller groups. Small-sided activities give each child more chances to handle equipment, perform a movement or make a decision while reducing the time spent waiting for a turn.
A PE curriculum based mainly on traditional team sports may repeatedly appeal to the same pupils. Teaching broader activity areas, such as invasion games, allows pupils to develop transferable physical, communication and decision-making skills while creating more inclusive opportunities to participate.
Senior leaders should consider whether pupils are moving regularly, whether activities are inclusive and whether children have sufficient opportunities to practise. They should also review whether the curriculum builds pupils’ knowledge, skills and confidence progressively and whether lessons provide a positive experience.
External specialists can add valuable knowledge and experience, but teachers should remain involved in lessons. If teachers become bystanders, schools may miss opportunities to build internal confidence and consistency. Supporting staff to facilitate high-quality PE can also help movement extend beyond the timetabled lesson.
Author
Imogen Buxton-Pickles
Primary PE & Specialist | Founder of imoves
Imogen Buxton-Pickles, primary PE specialist and founder of imoves, an all-in-one PE and active learning platform that empowers teachers to deliver PE confidently.