The Importance of Safety in Physical Education

Safety is of the utmost importance in physical education (PE) for several reasons. It not only ensures the physical well-being of pupils but also promotes a positive environment conducive to learning and progress supporting pupils’ emotional well-being. By prioritising safety measures, teachers can instil confidence in pupils, fostering a sense of responsibility and respect for their own safety and that of their peers.

Physical Well-being

Physical harm and injuries can and do occur in physical education so conducting risk assessments and establishing safety protocols are crucial in reducing the risk of such occurrences, allowing pupils to engage in activities confidently and without fear of harm or injury.

Emotional Well-being

Feeling safe and supported in a PE environment fosters a positive attitude towards physical education. When pupils feel safe and secure, they are more likely to engage fully and challenge themselves with confidence.

Physical Well-being

The following are examples of issues to consider when conducting risk assessments and establishing safety protocols to reduce the risk of physical harm and injuries occurring. 

Please note this is not an exhaustive list.

1. Safe practice with regards to clothing, footwear, personal effects (such as jewellery and fitness trackers), different activities/ sports, needs of individual pupils (such as cognitive, visual, hearing, motor impairments or long-term health conditions).
2. Management and supervision of pupils including staff/ pupil ratios, qualifications and experience of staff, insurance, safeguarding/child protection, discipline/behaviour protocols, roles/responsibilities, matching teaching methods/ strategies to the needs and abilities of pupils.
3. Procedures and routines including first aid, digital technology, parental consent, emergency action plans, facilities and getting out/ carrying/ placing / putting away and safe storage of equipment. 
4. Equipment with regard to it being fit for purpose; in good condition, safety checked, matches pupils age, experience or the activity being undertaken.
5. Transport including it being roadworthy/ legal, getting on/ off procedures, use of seatbelts, maximum numbers.
6. Facilities including safe and secure changing, hazard free, appropriate size, ventilation/ lighting/ sound, condition of practical space.

Emotional Well-being

Emotional well-being in PE involves pupils feeling safe and secure when participating in physical activities and being able to engage fully and challenge themselves without fear of judgement or ridicule. 

Please note this is not an exhaustive list.

The following are examples of how to create a positive learning environment:

1. Create a culture where respect, support and empathy are central between teacher and pupil, and pupil and pupil. Diversity should be celebrated, and pupils should feel included, supported, valued and accepted.
2. Foster open communication and trust between teacher and pupil, and pupil and pupil. Pupils should feel comfortable expressing their views, asking questions, and seeking help when needed.
3. Build relationships with pupils by taking time to get to know your pupils, their likes, dislikes and motivations. Pupils should feel they belong and can trust their teachers.
4. Promote positive peer relationships and teamwork to help create a sense of belonging and camaraderie. Pupils should feel connected to and supported by their peers.
5. Model positive behaviours and attitudes towards learning, communication and relationships. Teachers’ actions should serve as powerful examples for pupils to copy.
6. Incorporate learning activities that teach pupils about emotions, empathy, self-awareness, and conflict resolution. Pupils need opportunities to develop the skills to recognise and manage their emotions and actions effectively.
7. Model and encourage pupils to give constructive feedback that focuses on effort, progress, and areas for improvement rather than simply on physical performance. Pupils should feel empowered and supported by feedback.
8. Provide opportunities for pupils to make choices in their learning, such as identifying their own targets for improvement and designing activities that will help them to get better. Empowering pupils with autonomy fosters a sense of trust, ownership and belonging.

Strategies to Support Learning

In addition to creating a safe environment to ensure pupils’ physical and emotional well-being teachers can also support and deepen pupils’ learning about safety:

• Teach pupils about how to make the physical and learning environment safe.
• Ask pupils how they would make the physical and learning environment safe, this could include them producing a checklist and code of conduct.
• Celebrate/ reward pupils when they demonstrate desirable behaviours linked to creating a safer physical and learning environment.
• Revisit and reflect on safety in mini plenaries throughout and plenaries at the end of the lesson.