The use of physical activity to support learning for marginalised pupils attending alternative educational provision

TY - GEN

T1 - The use of physical activity to support learning for marginalised pupils attending alternative educational provision

AU - Fleming, Thomas Peter

N1 - This article was created for professionals working in education. This area of discussion was chosen because of the current phenomenological emergency facing the UK education sector; despite years of raising standards, school inspections, policy reforms and improving GCSE test results our secondary schools have seen exponential rises in permanent exclusions from mainstream settings. Many pupils find themselves removed from school and placed in alternative provision where they attempt to slowly reintegrate back into fully comprehensive schools, not without challenges. This article aims to analyse the use of physical activity in teaching and learning strategies to support these pupils. There is a plethora of literature (both academic and anecdotal) to support the knowledge that regular physical activity of any sort is good for us all, regardless of age. Subsequently then through logic we may assume the same, if not of greater importance, is that regular physical activity is beneficial for all of our school pupils; although not all of our most vulnerable young people get the correct level of opportunity to benefit form this. It may be of worth to consider i) why regular opportunities to take part are so important and ii) what considerations may help school leaders and curriculum planners to meet the individual needs of the pupils involved and create bespoke access to something that perhaps is more important to reintegration than at first considered. In the first instance it may be of use to list the benefits of regular physically activity (of any description) to our young people and pay particular consideration to those that may have additional needs; ˑ Taking part in appropriate physical activity has a therapeutic quality for the student, as it not only helps improve their physical health but also boosts mental well-being, reduces stress, enhances focus, and fosters a sense of accomplishment and teamwork. ˑ Taking part in physically active sessions helps the participant build relationships with other students and staff, reducing anxiety levels when attending other lessons. Preparing them for interaction with others on a calm and positive level. ˑ Taking part in physically active sessions improves mental health for students, particularly with resilience and self-regulation. It supports their ability to cope with the rigours of learning and personal development. ˑ Learning through physically active sessions builds self-esteem, particularly when supported by positive psychology methodologies. Focusing on positive attributes for the learner rather than negative ‘corrective’ strategies encourages the learner to work with staff rather than against them. ˑ Physically active learning promotes access to learning overall and develops a reflective approach from students. This is done through a process of meta-cognition and pupils are provided the opportunity to consider how they learn new skills, information and application of their learning. It has a beneficial effect on the hippocampus area of the brain which is linked to learning and taking on new information. Studies show that it also supports neurogenesis in the brain, so important in this process. ˑ Regular participation in physically active learning sessions may encourage students to access executive functioning skills. Especially when considering embodiment and embodied cognition. Linking cognitive and sensory actions to support learning through perception and action. ˑ As a reactive (and proactive) strategy in behaviour management immediate access to physical activity and exertion can avoid unwanted poor decision making in vulnerable students and ‘crisis’ moments. It can provide an outlet or alternative to support learners that need it due to many factors such as developmental trauma and reaction to anxiety inducing events.

PY - 2025/6/27

Y1 - 2025/6/27

KW - Physical Activity

KW - marginalised

KW - alternative

M3 - Article

SP - 27

EP - 29

JO - SkiLLSEt Magazine

JF - SkiLLSEt Magazine

ER -