Physical activity in the classroom versus physical education

Physical education is part of the school curriculum and is taught by a qualified teacher. He or she systematically improves the pupils’ motor skills. In addition, extra physical activity in the classroom stimulates motor development, according to the professional journal Lichamelijke opvoeding (issues 8 and 9, 2018). Moreover, additional physical activity contributes to enjoyment in the classroom and provides a good foundation for learning processes, personal development and socialisation.

In this article, we take an in-depth look at socialisation as a beneficial effect of physical activity in the classroom. Any teacher or SSGS professional can organise additional physical activity in the classroom or between lessons. Of course, this is not intended to replace physical education, but rather serves as a welcome addition. You may have noticed it yourself: physical activity in the classroom and other sports activities often create a better atmosphere.

Socialisation plays an important role in this. In her book Gelukkige kinderen in een gelukkige klas (248 media uitgeverij, 2013), Charlotte Visch defines socialisation as the foundation of a group in which everyone is welcome and where there is concern for one another’s wellbeing. Physical activity and sport have important social benefits:

  • Physical activity brings children into contact with one another. For example, in the playground they make agreements with each other about the rules and roles in a game. They learn to take the participants’ abilities into account and adjust to them, thereby learning to appreciate the differences between one another.
  • Physical activity teaches children to play together respectfully. The teacher teaches children how to play together properly during physical activity, games and sports. Regulatory objectives also play a role here: children learn to play together independently and respectfully in various contexts. This includes making agreements about whose turn it is, how players change during a game and how teams are formed.

Socialisation is still too often seen as a separate skill. The art and challenge lie precisely in integrating social development into teaching. This makes socialisation part of the whole. Additional physical activity in the classroom can be an excellent means of achieving this.

The role of group formation in physical activity in the classroom

Working together respectfully does not happen automatically. The starting point for collaboration is being included and feeling that you belong, in other words, not being excluded. This has everything to do with group formation. Being excluded or ignored makes people deeply unhappy. It is therefore important for teachers to be alert to this during physical activity, sports and games in the classroom.

De kennis van nu (a programme by NTR, the public broadcaster) discusses an experiment by social psychologist Kip Williams. In a simple ball game on a computer, subjects are passed the ball only at the beginning and then not at all. The result? They feel much unhappier. Being excluded is so painful because the person is denied access to the sense of “we”. The message is: “You don’t belong with us.”

Why do children do this? It is caused by an unsafe group climate, according to another article on De kennis van nu. There is a sense of danger or uncertainty, and leadership is lacking in groups where exclusion occurs. For example, this may happen when, as a teacher, you do not provide enough clarity about how people should and should not treat one another and do not have an overview of what is happening in the group.

You now understand why it is so important to promote group formation in the classroom. But how do you do this?

Conditions for group formation

Group formation develops when the situation in the classroom feels safe for children. Only then do they have the opportunity to connect well with one another. The SSGS training materials identify five conditions for working together:

  • Raise the other person’s status. Have children play introductory games, talk to one another and give each other compliments. This increases their willingness to work with someone.
  • Make clear what the pupils can expect. You keep the situation predictable and the brain in a state of calm by setting clear expectations. For example, think of clear agreements about the rules.
  • Give pupils autonomy. By introducing autonomy into the relationship, you give someone the space to do things in their own way. Providing choices is important, because it increases the likelihood that your pupils will want to work together.
  • Pay attention to connectedness. The more connected pupils feel, the closer their friendships often become. Friendship is about being there during difficult moments and about emotional and physical connectedness.
  • Be reasonable. Pupils must consider the things you ask of them or plan to do with them reasonable. They may not always be fun, but they should at least be reasonable.

All these points contribute to pupils’ social skills. These include good communication, appreciation for one another, respect for one another, being able to work together and offering each other help (Visch, 2013).

Different forms of physical activity in the classroom

The good news is that physical activity in the classroom contributes to these skills and stimulates the group process. Through physical activity and sport, you promote a safe climate in the classroom and counteract exclusion. Which forms of physical activity and sport are suitable for this? We have listed a number of them (source: training materials for the SSGS programme):

Physical activities between lessons

Think of “energisers” or short physical activities such as doing a dance, fitness exercises or acting out particular animals. Because these activities are short, they have little effect on a child’s physical development, but they do create a pleasant atmosphere in the classroom.

Physical activities with the whole class

Go outside with the whole class and play a large-group game, such as rounders. Or how about a trip to the swimming pool, playground or ice rink? Another possibility is to take part in clinics organised by local sports clubs.

Letting children organise physical activities themselves

Organising, for example, their own classroom tournament for marbles or table tennis teaches children to make agreements and take one another into account.

Cooperative games

In Groene spelen (developed by consultancy Onderwijs maak je samen), cooperation is central rather than comparing performance. The objective of the game lies in the activity itself; it can only be “won” through a joint effort by all participants.

Outdoor play

Every day, the children play outside together in the school playground. Here they learn to interact peacefully with one another. Some schools do not only have a teacher supervise the playground, but also appoint children as playground coaches. They then help resolve conflicts.

Tutor role in physical education

Have older children take on a tutoring role for younger children, for example during physical education for kindergarten pupils. The older children then help with the lessons. Consult the teacher concerned about where help is needed.

Extracurricular physical activities

Think, for example, of the evening four-day walking event or municipal sports tournaments. The school often arranges registration and looks for parents to help during these activities. At many schools, children take part in the evening four-day walk wearing a school shirt, and they represent their school at tournaments. This creates additional group cohesion.

Getting started with physical activity in the classroom

Physical activity in the classroom stimulates group formation and contributes to pupils’ socialisation. This is essential for a safe atmosphere in the classroom where children are not excluded.