Barriers

The authors first point out that schools have an important role in identifying poverty and recognizing pupils who do not participate, or are unable to participate, in sports and physical activities. They also state that it is important for schools to be aware of the barriers to participating in sports and physical activity. These include:

  • Too little money or priority for sports clothing or equipment.
  • No bicycle or car, or no money for public transportation.
  • No time to go to the sports activity or take children there.
  • No car, money, or time to drive to away matches.
  • The desire to participate in sports and physical activity is often not discussed. Children realize that sports cost money and do not want to cause their parents additional stress.
  • Not being allowed or wanting to play or do sports outdoors in the neighborhood. In low-SES neighborhoods, parents often experience greater insecurity on the streets, meaning that these children are less likely to be active outdoors and make less use of sports and play facilities.
  • Not having a role model who participates in sports and/or physical activity. Parents living in poverty often have insufficient experience with the “club culture” and are less likely to participate in sports themselves. As a result, they are also less likely to encourage their children to take part in sports or physical activity.
  • Families living in poverty generally experience poorer (mental) health. These children also often have less developed motor skills.

Tips

The authors also offer a number of tips on what you can do as a school:

  • If a pupil says they would like to participate in a sport but says that this is not possible, you can talk to the parents at a quiet moment (for example, during a parent meeting) and discuss the possibilities. You can use the Argument Cards from Kenniscentrum Sport & Bewegen for this. Municipalities have various funds that support people living in poverty, including for sports and physical activity. Make sure that there is always someone at school who is aware of these possibilities. This person can inform parents and help them find their way to the available schemes. Parents can use Sam& voor alle kinderen to see whether they qualify for a scheme. You can also apply for a scheme for parents as an intermediary for the Jeugdfonds Sport & Cultuur. See which other financial schemes are available.
  • Gain insight into which children do or do not participate in sports by using a questionnaire. For children who do not exercise enough and/or do not participate in sports, you can ask further questions: what are the reasons?
  • Try to incorporate as much physical activity as possible into the school day. Consider energizers during lessons, active learning, plenty of outdoor play, and activity-friendly school playgrounds. Read more about energizers and active learning.
  • There are various recognized sports and physical activity interventions that you can use at school to encourage all children to be more active. Via the intervention database of Kenniscentrum Sport & Bewegen, you can find out which ones are suitable for use at school. For example, with The Daily Mile, children are active several days a week before the school day begins. With Het Bewegend Kind, you ensure that all children are physically active for 20 to 30 minutes at least four days a week. There are also interventions that you can use as a physical education teacher, such as Beweegimpuls.
  • Children benefit from sports and physical activity opportunities close to home. As a school, you can involve external partners to organize introductory lessons or ongoing after-school activities, for example with the municipality or sports, cultural, and welfare organizations. This creates an additional stimulating learning environment. Particularly for children from low-income families, extra attention is needed to help them transition to regular sports opportunities.

Read the complete article here for background information and practical examples in addition to the tips.