Withrespectofaspecificgroupofsecondaryagedpupils,criticallydiscusshow,ifatall,
theyarethoughttobeexcludedfromelementsofphysicaleducation.Ifappropriate
explorehow,selectedstrategiesemployedbyteachersofPEmightbringaboutgreater
inclusion.
Today’sdynamicsocietyhasbeendrasticallyaffectedbysocialandeconomicissues,which
havealteredthemake-upofpupilswithintheeducationalsystem(GreenfieldandCocking,
2014).Thisnecessitateschangesinthesystemtocaterfortheneedsofdifferentgroupsof
pupils(HealyandO’Brien,2014).Muslimstudentsareagroupdisadvantagedbyboththe
institutionofeducation,havingparticularneedsthatareneglected/unfulfilledbythe‘one
sizefitsall’approach,inadditiontoworryingsocietalvaluesthataffecttheintegrationof
thisgroup(NorrisandInglehard,2012).ThisproblemisexacerbatedinrelationtoPhysical
Education(PE)aslessonsthatrevolvearoundinteractions/teamworkbetween
teachers/pupilsandpupilsthemselves.This,almostinstitutional,exclusionwouldaffectany
student;fundamentallyinpairingtheirabilitytoengagebothsociallyandwithPE(Bennetal,
2011).Strategiesrevolvingaroundinclusivitytoaddressunderlyingissuesthatsurround
religiousandculturalbarriers,inherenttoMuslimstudents(BennandPfister,2013).When
analyzingexclusionswithinminorityethnicgroupsitisimportanttoavoidaone-dimensional
viewpoint(Davies,2014).Religionisindividual;thereareover400,000Muslimswithin
BritishSchools,withapproximately96%ofthesewithinmaintainedschools(MuslimCouncil
ofBritain,2014)eachofwhommaytreattheirreligiondifferently.Particularregardshould
begiventoMuslimswhointerpretIslamstrictly,placinggreatemphasisonappropriate
genderedbehaviour,whichmayreadilyconflictwithPE(Dagkas,2015).Groupswithinthe
MuslimcommunitywillfacetheirownbarrierstoinclusionwithinPEandina'biggerpicture'
society(Travis,2010andSparrowandOwn,2010).
Unfortunatelyeducationisconstrictedbybudgetrestraints,whicharebecomingeven
tighterundertheausteritymeasuresintroducedbytheConservatives(Wealeetal,2015).
Thus,areaswithahighpopulationdensityofMuslims,suchasLondonorBirmingham,
(OfficeforNationalStatistics,2011)maybeabletofinanciallyjustifymeasuresthatcaterto
Muslimspecificneeds.However,inlowlypopulatedMuslimareas,itmaymeanthatthe
educationsystemcontinuestoneglectstudentsbasedoneconomicsalone;ostracisinga
wholesocietalgroupsfrommaximisingeducationopportunitiesandthelong-term
consequencesofthis.Therforeargumentsregardingbarriersandexclusionsneedtobe
understoodcontextually,withregardfortheproportionofMuslimstudents.Thispaper
reviewsreasoningforthisexclusioninrelationtoPhysicalEducationandanalyzestrategies
thatcanbedeployedbyteachers,departmentsandschools.
CulturalandreligiousdifferencesmaypresentbarrierstoinclusivenesswithinPE,assome
corevaluesconflictwithkeyaspectsofthesubject(FloryandMcCaughtry,2011).
Alternativelythesebeliefsmaynotbefullyunderstoodbysociety,affectingteacher/pupil
relationships;interactionbeinghinderedbyprejudices.Usingtheexampleofacorebelief
surroundingdress-thatencompassesidealsofdignityandmodesty,whichmanymuslims
have-PE'sexclusionaryeffectswillbeexamined.
Swimmingisanarea,whichrequiressportspecificuniform;unlessitissensitivelyaddressed
itcouldresultinselforparentalexclusionfromtheclass.Therearemanyconsiderationsto
takewhenplanningthistypeofactivityinvolvingMuslimpupils,particularlygirls:dress
code,changingfacilities,mixedsexclasses,sexoftheteacherandRamadan(Grimes,2013).
SomeMuslimgirlsarerequiredtobetotallycovered,excepttheirhandsandeyes.Therefore
afemaleMuslimpupilmayfeelthatastandard,orschooldesigned,swimmingcostume
doesnotsufficientlymeetthisstandard(HamzehandOliver,2012).Thismaybeunknownto
ateacher,ornotrespected,resultinginadisconnectandabreachofthetrustand
confidencewithintheirrelationship,makingapupilunresponsivetofuture
feedback/encouragements,hinderingprogressoverall(Ipgrave,2012).Indeed,itmay
jeopardisetheteacher/parentrelationshipalso.Thusaninitialdisinterestinswimmingover
theuniformmayresultinabreakdownoftheteacher/pupilrelationship,spillingintoother
subjectareasofPhysicalEducation(Bennetal,2013).
Principalsofmodestydonotallowchangingofclothes,downtounderwear,inviewof
teachersorpeers.Thiscanraiseissuesbeforethelessonhasbeganandisalmostuniqueto
PEasfewothersubjectsrequireachangeinclothes.Aschangingfacilitiesarecommonly
communalinsecondaryschools,theissuesdetailedabove-breakdownofrelationships-are
likelytobeaoccurastheyarecontrarytothemodestylevelrequired(Doughty,2007).
Situationslikethisplacecancausepupilsdecidingtoself-excludethemselvesfromactivities
withinPE.However,astheproblemarisesfromintolerance/ignoranceofbeliefs,disruption
isunlikelytobeconfinedtoonesubjectarea.Onceself-excludedfromaunitofwork,it
couldgenerateisolationwithintheindividual,loweringconfidenceandmakingthemless
inclinedtoparticipateinfuturePElessons(DeKnopetal,1996).
Pupilviewsofteachersmayalsocontributetothisexclusionwithassociationofbelief
violationandaparticularmemberofstaff.Staff,withlittleknowledgeorexperiencewhen
dealingwithdifferentcultures,religionsandraces,maynotbeawareoftherepercussionsof
theiractionsandinstructions(Shah,2014;ElliottandHoyle,2014).Theymaymistakethe
pupil’sgenuinereservationsasinsolence/disobedience,resultingindisciplinemeasures,
furtherharmingtherelationship.
Astrategytoovercomethesebarriers,allowinginclusionwithinPhysicalEducation,wouldto
bethatofaflexiblekitpolicy(HamzehandOliver,2012).Byhavingakitavailableiscapable
ofadheringtoIslamicrequirements,suchasatracksuitandallowingsportshijabstobe
used,muslimswillnotfeelalienatedorworriedabouttheirparticipationinPe.Additionally,
itwillaccommodatetheneedsofnon-muslimspupils;thosewithbodyconfidenceissues
willnotfeelexposedbyastrictuniformthatmaynotfitproperlyorbecomfortable(Sport
Birmingham,2014).Thiswillimproveallpupilssocialinteractionastheycanbeconfidentin
whattheywearandmoreabletofocusontheactivityathand.Ifthesecondaryschooluses
anexternalpoolforthiscurriculumarea,communicationandlinksshouldbemadewiththe
externalprovisiontoallowthistobecateredfor(CouncilandHall,2014).Thisislikelytobe
sufficient,giventhehighstandardsofaswimmingpoolwithprivateandgendersegregated
changingrooms.Havingthisprovisionacrossthecurriculumshouldenablethisbarriertobe
overcome.TheEqualityAct(2010),hasmadeitmorelikelythatthisisavailableinpublic
facilities.
Privatechangingcubiclescouldalsobeofferedtopupils.Itissaidthatsomepupilsmaysee
thisaspreferentialtreatmentofMuslimpupils;however,changingisanissuethatmany
pupilsfinddauntingwithinPhysicalEducation.Allowingprivatechangingoptionsforall,
allowsthisbarriertobeovercome,allowingPhysicalEducationtobeinclusivetoallinthis
respect.However,thisisobviouslylimitedbybudgetary/spatialissues.Instead,changing
couldbeseparatedbytime,withmalesandfemalesusingthesamefacilitiesoneafter
another,althoughthiswillreducethetimeavailableforteaching.
PhysicalcontactbetweenopposingsexesisdeemedinappropriateaccordingtoIslamicFaith,
meaningMuslimswillbereluctanttoparticipateinmixedgenderclasses(Knezetal,2012).
Physicalcontactisinevitableinsomesports,suchasinvasiongames,gymnasticsanddance.
Itisalsohighlylikelyinothers,makingmixedgenderclassesveryproblematic.Thiscould
leavesomeMuslimsdecidingtoself-excludefromlessons.Tocombatthisissueschools
couldallowforsinglesexclasses,whichdon’tencounterthisissue(Walseth,2013).
Toovercomethisissueastrategycouldincludeallowingsinglesexclassesinthecurriculum
tocaterfortheneeds,wishesandbeliefsofthesepupilsandtheirparents.Whilethiscould
beseenasbeingexclusivepractice,itcouldbearguedthattheinclusionallowseveryone
allowedtoparticipate.ItisalsoareasonablyviablestrategyifyeargroupsdeterminedPE
timeslots,astherearelikelytobesufficientnumbersofeachgendertofillaclassquota.
Thereismuchresearchregardingbestpracticewitheither,mixedorsinglegenderclasses
withinPhysicalEducation,butwhenfacedwithnoparticipationorthatinvolvingsinglesex,
singlesexlessonsareasignificantlybetteroption,facilitatingpupildevelopmentand
engagement/interestinthesubject(Cairneyetal,2012).
Aregardspecifictoswimmingandgenderwouldbethatoftheteacherandlifeguardsofthe
pool.ThisspecificallyrelatestofemaleMuslimpupils.Parentsandpupilsalikemaybe
extremelyapprehensiveanddecidetoself-exclude/excludetheirchildrenbasedonthese
factors(BariandAlam,2007).Aspreviouslydiscussed,linksbetweentheexternalprovision
ofthepool,andtheschoolshouldbemadeinattempttoaddressthisissue.Factorsoutside
oftheschoolscontrolmaypreventthisfromhappening.StrategiestocompensateMuslim
pupildevelopmentwouldbetoofferalternativeoptionsofactivitiesandlessonswhere
learningaimsandgoalsareassimilarastheycanbetothosewhichwouldhavebeen
experiencedintheswimmingenvironment(Kloeketal,2013).
Similartoswimming,DanceisahighlycontentiousareaofdiscussionforsomeMuslims
(Dagkas,2010).Parentsandpupilsperceivethiscurriculumareatoincludemessagesand
movementofasexualnature,greatlycontradictingIslamicteachings.Inaddition,parents
maybegreatlyopposedtodance,astheyseenoeducationalimportancewithinit(Bennet
al,2011).ExpectationsandtreatmentdifferssignificantlyamongstmaleandfemaleMuslim
pupilsinregardtodance(Shah,2014).Singlesexdanceformalepupilsraisesconcerns
amongstparentsrelatetosexualprovocativemovements,leadingtosexualityissues;a
contentiousissueamongstmanyMuslims(MuslimCouncilofBritain,2007).Whilethis
viewpointisvariableamongsttheMuslimcommunity,itisanimportantconsiderationwhen
planningforthisschemeofwork.Messagesthatfocusonemotionsonforcesofnature,are
acceptableforMuslimpupilsinDanceareasatKeyStage2,couldbeafocusforschemesof
workwithinKeyStage3also(BariandAlam,2007).Whileimplementingtheseelements
couldallowforpractice,whichdoesn’tcontradictIslamicmessages,parentsmaystillbe
apprehensiveaboutallowingtheirchildtoparticipateinthisarea.Astrategytoovercome
thiswouldbegreatercommunicationsbetweenparentsandstaff(Thijs,2012),sharingand
discussingschemesofworkinactivityareastheyhaveconcernsaboutandoutlining
principlesandvalesDanceholdswithinPhysicalEducation(ElliottandHayle,2014).This
wouldstarttheprocessofchangingperceptions,possiblyenablingtheirchildtoparticipate
anddevelopinkeyconceptareasthatmakesdanceanintegralpartofwholesomegrowthin
PhysicalEducation(Benn,2012).
Muslimpupilswhoundergofasting,aspartofRamadan,needtobeconsideredwhen
planninginclusivepracticewithinPhysicalEducation.DuringthefollowingofthisIslamic
pillar,strenuousandphysicallydemandingactivitiesmayleaveMuslimpupilsexhausted,
experiencingtiredness,feelingdrowsyordevelopingheadaches;allofwhichcouldbe
attributedtodehydration(MaughanandShirreffs,2012).Aswellashealthrisks,confidence
ofpupilsshouldbeaconsideration.Muslimpupilswhoarehighperformersandexcelwithin
PhysicalEducationmayexperiencedecreasedskilllevels(Chtourouetal,2012),possibly
demotivatinganddemoralizingthem;andleavingthemvulnerabletobeingridiculedby
peers(Bejerotetal,2011).Teacherknowledgeandunderstandingofthiseventwouldallow
themtoplanlessonsandschemesofworkduringthistimethatfocusoncognitiveand
holisticdevelopmentratherthanphysicallydemandingsubjectareas(Aown,2011).Areas
suchashealthrelatedfitness;performanceoffitnesstestsandhighlystrenuousgames
shouldbeactivelyavoidedtoallowfullinclusionofthesepupils;respectingtheirfaithand
allowingcontinualdevelopmentinPhysicalEducation.
Abovediscussedissuesarethoseofwhichreligiousbeliefsandfollowingscanbeseenas
barrierstoPhysicalEducationwithinasecondaryenvironment(Bennetal,2011;Bennetal,
2013;Dagkas,2011).Whilesaidstrategiesarefarfromperfect,theyareprovisionstowhich
PhysicalEducationdepartments,teachersandschoolscanundertaketoallowinclusionof
Muslimpupilswithinaspectsofthesubject,thattheymaynotpreviouslyofparticipatedin.
Theremainderofthispaperdiscussesnegativesocialbeliefs,perceptionsandattitudesthat
areprominenttolargeportionsoftheUK'spopulation(Whiteetal,2012),whichcould
resultinthemassexclusionofMuslimpupilsinthecommunicativeandsocialtasksrequired
withinPhysicalEducation.PhysicalEducationbyitsnatureisunderpinnedbyskillsand
abilitiessuchasteamwork,problemsolving,communicationandtrust(Kirk,2012).
AddressedbelowishowperceptionsofMuslimpupilscanbeexcludedfromtotal
inclusivenesswithinPhysicalEducationasaresultofthis.
Societalvaluesthatareoutdated,havinglaggedfarbehindsocietalandpopulationchanges
bestdemonstratethecurrentexclusionofMuslimpupils.Therapidchangeinthe
compositionofpopulation,withimmigrationaprimaryconcernformany(Hopkins,2011;
Ballingeretal,2014;McLaren,2012),hasleftsocietywithpoliticalpartiesthatscapegoat
immigrants,andinparticularMuslimsleadingtopoliticalandracialtension(Eide,2012;
Sultanova,2012).Theseattitudes,whilemaynotfullyunderstoodbysecondaryagedpupils,
canleadtoexclusionwithinPhysicalEducationlessons.
SincetheinfamousmurderofStephenLawrence,accusationsof‘institutionalracism’
(Troyna,2012;LeonardoandGrubb,2013)havesurfacedinrelationtotheeducationsystem
(GillbornandGlipps,1996).Infamousactsofterror,suchas9/11,7/7andmorerecentlythe
CharlesHebdomurdershavecontributedtogrowing‘Islamophobia’(RymymedeTrust,2000;
MacanGhaillandHaywood,2015)withintheUnitedKingdom.Mediaportrayalofthese
events(Bleich,2013),aswellasstereotypingthroughfilms,televisionshowsandvideo
gamesallexacerbatingviewsheldbyproportionsofthepopulation(Fletcher;2012;Cohen,
2014andKundnani,2014).
PupilperceptionsofMuslimsmaybeformedlongbeforetheyaresubjecttoanyformal
schoolingoreducationalsystem.Parentalinfluenceunconsciouslymoldsattitudesand
ideologiesoftheirchildren(GniewoszandNoack,2015).Thesebeliefscancauseprejudiceor
actsofdiscrimination(Migliettaetal,2014).
AforementionedissueshaveresultedinunfoundedpublicconcernregardingMuslimsand
theirsusceptibilitytoradicalizationwithintheeducationsystem(Abbas,2008).Tocombat
this‘TraditionalBritishValues’wereaddedtothecurriculum(DepartmentforEducation,
2014).Whilethevaluesunderpinnedbythisintroductionconsistofequaltreatmentand
freedomofbeliefs,terminologyused,associatedandusedwithpoliticalpartiessuchasthe
BNP(BritishNationalParty),,couldbeseentocontributetosocietiesviewpointthat
Muslimsare‘un-British’(Tilley,2014;Goodwin,2014;Franks,2000).Furtherfuelling
isolationthatcouldbefeltbyMuslimpupilsinsecondaryeducationaswellaswidersociety
(Peek,2003).
Viewsandbeliefsheldbytheteacher,arolemodelforthepupils,evenwhenverbalizedcan
bepassedontopupilsandultimatelydeterminehowtheytreatpeersoftheMuslimfaith
(Solomonaetal,2005;Bennetal,2011;MilesandBenn,2014).ThishasledtoMuslim
pupils,andthoseassociatedorconfusedwiththereligion,facingdiscriminationand
prejudice(Verkuyten,2013;GhummanandRyan,2013).Tensionsbetweenpupils,whohold
contrastingviewsandbeliefs,cancauseexclusionwithinPhysicalEducation(Elliottand
Hoyle,2014).
GrouporpairedactivitieswithinPhysicalEducation,reliantontrustcommunicationand
teamworkmaybehinderedbytheseexistingtensions(DoerschlerandJackson,2012;.This
maybeevidentinpairedbalanceswithingymnastics.Pupilsmayfaceapprehensionsof
workingalongsidepupilswhotheyfeelhavedifferentopposingandderogatoryviews(Zahidi
etal,2012).Reservationsthatnon-MuslimpupilsholdregardingworkingwithMuslimpupils
isanexampleofhowthiscanexcludeindividualswithinlessons.
Lackofknowledgecanbeattributedtothesefirmheldviews(Clements,2013;Garrettand
Segall,2013).Purposefulchangeforafuturecontainingsocialjusticeisbasedonthe
optimismthatcantransformsociety,makingadifferencetoeverypupil(Daviesand
Brighouse,2010).Pupilsshouldbeeducatedinareasofdifferentculturesandreligionsin
attempttoremovethese,potentiallymisinformedviews,allowingmutualrespectbetween
pupilsandindividualsfromallreligions,cultures,racesandalternativewalksoflife
(Kalantzis,2013).
Astrategyemployedbysomeschoolsisofthemhavingenrichmentsdaysandweekswhich
focusonexploringandcelebratingdifferentcultures(Lindseyetal,2013).Utilizingthis
approachallowsteacherstoempowerMuslimpupilswithresponsibilityfordifferenttasks
throughoutculturalenrichment(Cheminais,2013).Knowledgeandexperiencesofthese
pupilscouldbedrawnupon,engagingotherclassmemberswithrelatablecontent(Tsang,
2013).InspecificrelationtoPE,NationalSportsandactivitiesofthesecountriesandcultures
couldbeincorporatedtothecurriculum.Muslimpupilscouldundertakecoachingand
leadingroleswithinthelesson.AllowingMuslimpupilstodemonstrateworthtopeersis
anothermethodthatcouldbreakdownexistingmisconceptions,bothwithintheschooland
inwidersociety.Ifschoolsfeeltheydonothavethetimetofacilitatetheseculturedays,the
principlestheycontaincouldbeattributedtodifferentsubjectareas.History,Geography,
ReligiousStudiesandLanguageaswellasPElessonsenableteacherstoutilizethesepupils
andfirsthandexperiencesandalternativeperspectivesthattheyhold(Spodek,2013).
Useofthisapproachcouldbeseentoreinforcestereotypesheldbypupils,affirmingsome
longheldbeliefs(Ali-Khan,2014).Highlightingthesefactorscouldenablebullyingorfurther
raiseexistingtensions(Dagkasetal,2011).Provingunconfirmedassumptionspupils’hold
couldfurtherdeveloptheirbeliefssurroundingMuslimsandotherMinorityEthnicgroups,
whichcouldbeuntrue.Parentalsupportregardingtheseenrichmentactivitiesareamajor
roleoftheirsuccess(Leonardetal,2013),withsomespecificallyrequestingthattheirchildis
removedfromsuchactivities.Itislikelythatpupilswithparentswhomholdtheseviewsare
theoneswhoneedexposingtothisculturaldevelopment.Whilefocusingandcelebrating
culturaldifferencesforaweek,orwithinindividuallessonsmaybeseenas‘tokengestures’.
Unlessawholeschoolapproachistakenthatcontinuallycontainsandunderpinsthecore
principalsthattheseculturaleventshold.Schemesofworkthatfocusonculturalactivities
couldbedevelopedwithinthePEcurriculum.Thiscouldbeseenasagainsttraditionalvalues
ofboththeUKandPE(Kirk,2012).However,itcouldbearguedthatalternativeactivities
enableaholisticapproach,developingspiritual,moral,socialandculturalaspectsofthe
individualaswellaskeyconcepts,fundamentaltoPE(Weiss,2011).
Educatingagainststereotypesistheonlyrealchanceofchange(Scharrerand
Ramasubramanian,2015).Asthismaybedauntingforanindividualtoexpress–especiallyif
culturaldifferencesarecoupledwithlanguagedifferences,diversitydays/weekscouldbe
usedtoexploreotherculturesandbelieftocreateandmaintainatolerantand
understandingenvironmentswhereMuslimstudentscanflourishandotherstoobecome
well-roundedandenriched,improvingtheminadulthoodtoo.This,approachalsoexpandsa
child’sviewpointfromthosetheyreceiveathomeandthroughmedia.
DiscussedthroughoutthispaperarebarriersthatMuslimpupilsfacetoinclusionwithin
secondaryPhysicalEducation.RootsofPhysicalEducationwithinEnglandlayamongstthat
ofamono-culturalsociety.However,withevolvingtimesanddrasticchangesto
demographicsandpopulationsinthisdiversecountry,theeducationsystemandthe
curriculumitcontainsmustalsoevolvetoallowaninclusiveenvironmentforall.
Inconclusion,theeducationsystemneedstoadapttoMuslims,aswellasotherMinority
EthnicGroups.Duetocultural,languageandreligiousbarriersthisgrouphasexperienced
exclusionfromPhysicalEducation.Fearofimmigrationcoupledwith‘Islamophobia’haveleft
thisgroupvulnerabletobeingvictimsandprejudiceandtheconsequentialeffectsthiscan
haveontheirsocialdevelopmentandwillingnesstoengageinPhysicalEducation.Strategies
discussedthroughoutthisessayregardtowhatteachers,departmentsandschoolscould
deploytoovercomeexclusionthisgroupfaces,withintheirspecificschools.However,the
EducationalSystemshouldtakepositivestepstoremedythissituationasnopossiblebenefit
canbegarneredfromnotfullyutilizingeducation.Governmentpolicyshouldcontinueto
focusonthatofinclusionregardingallMinorityEthnicGroups,includingMuslimswiththe
aimofcreatingatolerantandsafeenvironmentforall,riddingpupilsandfuturegenerations
ofunfoundedprejudices.
WordCount–3,343
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