20-minute presentation for pre-service physical education teachers on the intersection of

social justice and physical education:

● Welcome the audience and introduce the topic.

● Highlight the importance of social justice in education.

● Define social justice and its relevance in today's context.

● Discuss how social justice extends beyond individual progress to creating an
equitable future for all.
● Emphasize the role of physical education in promoting social progress.

1. Race and Ethnicity:

○ Differentiate between race and ethnicity.
○ Challenge Eurocentric norms in curriculum and pedagogy.
○ Reflect on promoting diverse ethnicities in PE.
2. Age:
○ Expand the discussion beyond young adulthood.
○ Consider physical activity across different age groups.
3. Gender:
○ Address gender stereotypes in sports and activities.
○ Promote inclusivity for all genders.
4. Ability:
○ Create an inclusive environment for students with varying abilities.
○ Challenge ableism in PE practices.
5. Sexual Orientation:
○ Acknowledge LGBTQ+ students.
○ Ensure a safe and respectful space.
6. Language:
○ Celebrate linguistic diversity.
○ Include students from various language backgrounds.
7. Religion:
○ Respect religious practices.
○ Avoid exclusion based on religion.
8. Socioeconomic Status (Social Class):
○ Address disparities in access to physical activity.
○ Promote equity regardless of socioeconomic background.
 ● Incorporate diverse cultural games and activities.
● Celebrate historical racial minorities (e.g., Tommie Smith and John Carlos).
● Promote integration and reduce re-segregation.
● Question discipline policies for minority students.

● Summarize key points.

● Encourage pre-service teachers to critically examine their teaching practices.
● Highlight the need for ongoing reflection and growth.

Remember, social justice in physical education is not just about individual progress; it's about
creating an inclusive and equitable environment for all students. Thank you for your
attention! 🌟

Look for our detailed article, "The A-Z of Social Justice in PE," for further insights [3] [ ] [6].

Source: Conversation with Bing, 4/5/2024

1. Social Justice in Physical Education - SHAPE America Blog

2. The A-Z of Social Justice in Physical Education: Part 1
3. Pre-service physical education teachers’ attitudes toward inclusive ...
4. Social Justice Issues in Physical Education - Teachable
5. Incorporating Social Justice in the Pre-Service Teacher Classroom
6. Social Justice in Physical Education, A Summary of Research and ...
7. Social Justice in Physical Education - Canadian Scholars
8. Social Justice in Physical Education - Google Books
Copilot
Certainly! Let's delve deeper into the details for each section of the presentation:

● Welcome the audience and introduce the topic.

o Begin by acknowledging the importance of social justice in education.
o Highlight how physical education plays a crucial role in shaping students'
perspectives.

● Define Social Justice:

o Social justice refers to the fair and equitable distribution of resources,
opportunities, and privileges within society.
o Discuss how it encompasses issues related to race, gender, ability,
socioeconomic status, and more.
● Relevance in Education:
o Explain why social justice is relevant in educational settings.
o Emphasize that educators have a responsibility to address systemic
inequalities.

1. Race and Ethnicity:

o Differentiate between race (biological characteristics) and ethnicity (cultural
identity).
o Challenge Eurocentric Norms:
 Discuss how traditional PE curricula often prioritize Eurocentric sports
and activities.
 Encourage teachers to diversify their teaching materials and include
culturally relevant examples.
o Reflect on Promoting Diversity:
 Share examples of inclusive activities that celebrate various ethnic
backgrounds.
2. Age:
o Beyond Young Adulthood:
 Acknowledge that physical activity is essential across all age groups.
 Discuss adaptations for different age ranges (e.g., children, older
adults).
o Promote Lifelong Fitness:
  Encourage pre-service teachers to consider age-appropriate activities.
3. Gender:
o Address Gender Stereotypes:
 Discuss how traditional gender norms impact sports participation.
 Encourage teachers to create an inclusive environment where all
genders feel welcome.
o Promote Gender Equity:
 Highlight female athletes and their achievements.
 Discuss the importance of representation.
4. Ability:
o Inclusive Environment:
 Provide strategies for accommodating students with varying abilities.
 Discuss adaptive PE programs.
o Challenge Ableism:
 Encourage teachers to question assumptions about ability.
 Promote empathy and understanding.
5. Sexual Orientation:
o Acknowledge LGBTQ+ Students:
 Discuss the unique challenges faced by LGBTQ+ students in PE.
 Create a safe space where all sexual orientations are respected.
o Inclusive Language and Practices:
 Avoid heteronormative language.
 Use inclusive terminology.
6. Language:
o Celebrate Linguistic Diversity:
 Discuss how language impacts communication in PE.
 Encourage teachers to be aware of language barriers.
o Include Students from Various Language Backgrounds:
 Provide translations when necessary.
 Foster an inclusive atmosphere.
7. Religion:
o Respect Religious Practices:
 Discuss accommodations for religious observances.
 Avoid scheduling physical activities during religious holidays.
o Avoid Exclusion Based on Religion:
 Encourage understanding and tolerance.
8. Socioeconomic Status (Social Class):
o Address Disparities:
 Discuss how socioeconomic factors impact access to physical activity.
 Promote equity regardless of economic background.
o Advocate for Inclusivity:
 Share resources for low-cost or free physical activities.
  Encourage community involvement.

● Incorporate Diverse Cultural Games and Activities:

o Provide examples of games from different cultures.
o Discuss the importance of cultural competence.
● Celebrate Historical Racial Minorities:
o Highlight athletes like Tommie Smith and John Carlos.
o Discuss their impact on social justice.
● Promote Integration and Reduce Re-Segregation:
o Encourage diverse student interactions.
o Address any unintentional segregation.
● Question Discipline Policies for Minority Students:
o Discuss disparities in disciplinary actions.
o Advocate for restorative justice practices.

● Summarize Key Points:

o Recap the eight strands of social justice.
o Remind pre-service teachers of their role in promoting equity.
● Encourage Critical Reflection:
o Invite teachers to reflect on their teaching practices.
o Emphasize the need for ongoing growth and learning.

Remember, as future educators, your commitment to social justice in physical education can
positively impact students' lives. Thank you for your attention, and let's continue working
toward a more equitable and inclusive educational environment! 🌟

For additional resources and references, please refer to our detailed article, "The A-Z of
Social Justice in PE"
Social Justice in Physical Education
Shrehan Lynch and Dillon Landi September 26, 2018 EDI, Health & PE, Research

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The field of education more broadly has an increased focus on “righting” social inequities
that plague our students, teachers, schools and society. By inequities, we mean the patterns in
our society that favor some individuals over others.

For example, we know that according to the United States Census Bureau, African
Americans make up approximately 13.4% of the country’s population. In prisons, however,
African Americans make up 38% of inmates. Given this, we know that African Americans
are overrepresented in prison populations. This is a pattern of inequity that unfavorably (and
systematically) works against African-American populations.

We believe — as do other educators — that education (and we argue physical education) has
a role to play in creating a more equitable future for ALL persons. We argue that focusing on
social progress is just as important as individual progress — and will outline potential
avenues to do so below.

We also aim to provide teachers with some outline information and reflexive questions so
they can reflect on their own teaching in physical education.

Importantly, these critical approaches are framed around social issues and therefore are
framed by eight strands of social justice:

● Race and ethnicity

● Age
● Gender
● Ability
● Sexual orientation
● Language
● Religion
● Socioeconomic status (social class)
While our explanations below may give the impression that these issues are separate, we
want to emphasize that inequity is not singular and therefore all of these topics are
interrelated.
RACE AND ETHNICITY
There is a difference between race and ethnicity. A person’s race is based on common
ancestry and shared physical characteristics. Ethnicity includes shared cultural factors, for
example, a person’s heritage, national identity, and background.

Within our society, people of color have been historically discriminated against.
Unfortunately, that means that our schools have inherited structures that conceptualize
“white” as normal and anything else as “different” (Eurocentric).

In an effort to de-center whiteness, we question you to think about whether your curriculum
and pedagogy is cognizant of diverse ethnicities:

● What is your school’s discipline policy? Does it expect black and brown minority
students to behave in historically Eurocentric ways?
● What games do you play that emphasize Hispanic, Latino, Indigenous (Native
American), African, and other marginalized cultures?
● Is your school re-segregated or integrated? And how do you do you promote the
benefits of integration?
● What historical racial minorities do you celebrate in class? For example, Tommie
Smith and John Carlos when teaching track and field?

AGE
In PE, we tend to only talk about physical activity in relation to students’ current age and
physical condition. This is ironic because we want to promote a physically active life (which
includes more than just young adulthood).

Given this, consider the following questions:

● Have your students participated in games and activities they can do later in life?
● Are your students aware of the barriers within their own community that limit the
ability of elderly populations from participating in physical activity?
● Do your students think of elderly populations as inactive, non-competent or unskilled?
If so, how have you challenged this?

GENDER
There is a difference between sex and gender. Sex is a biological classification (male, female,
intersex, etc.). Usually, this is based on the external reproductive body parts (e.g. penis,
vagina, etc.). Gender, on the other hand, has to do with the cultural meanings that are given to
bodies.
In the United States, for example, girls have traditionally been seen as feminine, which could
include traits such as being more caring, dainty or less competitive. Boys, on the other hand,
have been viewed as masculine — more aggressive, muscular and competitive.

While these stereotypes are often not true, PE tends to align their practices with them. For
example, think of these questions:

● Do you require different fitness or skills scores for your boys and girls?
● Are your teams/classes/groups split by gender?
● Does your sports program only allow men to coach boys’ teams and women to coach
girls’ teams?
● When you teach specific sports, do you only teach the version for boys? For example,
do you teach girls’ and boys’ lacrosse?

ABILITY
An ability can be defined as things we are able to competently do. Consequently, inabilities
are things that we are not able to do. Ability is seen as favorable in our society and in PE.
Subsequently, PE has adopted practices that strive for students to constantly become “abler”
(more skilled, more fit, etc.) in their physical motor competencies. Reflect on whether your
curriculum is focused on able-bodied students and consider these questions:

● Do you cover any disability-awareness education?

● What disability-focused sports do you integrate into your curriculum? (Examples
might include goalball into soccer units, seated volleyball in a volleyball unit.)
● Is your gymnasium accessible to all students?
● Are your students made aware of their own community barriers that limit persons
with disabilities from participating in physical activity?

SEXUAL ORIENTATION
Research has shown that PE, and sport more broadly, are not positive places for LGBTQIA
students (lesbian, gay, bisexual, transgender, queer/questioning, intersex, asexual). This is
because our society tends to assume everyone is straight (heteronormativity) and that their
gender (cultural) aligns with their sex (biological).

We also know that because of the stress placed on LGBTQIA students in their everyday lives,
they prefer cooperative learning environments compared to competitive activities. Consider
the following questions:

● Do the activities you do in PE stress competition (having a winner and a loser)?

● Are topics like homophobia, heteronormativity, and gender diversity taught in PE?
 ● Is your class set up around the belief that there are only two genders and sexes (think
of fitness/skills tests, how activities are split, posters and cue cards, etc.)?
● Are students aware of the different LGBTQIA organizations in their communities? If
there are none, do they consider how this may impact the health of LGBTQIA
people?

LANGUAGE
Although English is the most commonly used language in the United States, many of our
students speak a variety of other languages, such as Spanish, French, Korean, and American
Sign Language (ASL), to name a few. Furthermore, language influences how we think in our
world (e.g. gendered language, geographical language, etc.).

Therefore, to be inclusive in PE we must consider how much we “enforce” spoken English

within our classes and whether we celebrate other forms of language:

● Are your learning objectives/standards only in one language?

● Do you force students to speak English?
● Do you allow students to teach different languages in your class?

RELIGION
United States culture has been heavily influenced by Christianity. Take for example the
holidays that many schools celebrate (e.g. Christmas, Easter, etc.). However, there are many
different religions practiced in the United States, such as Mormonism, Islam, Judaism, and
Hinduism, as well as a growing sect of the population that is secular.

As a teacher, it is essential you appreciate and acknowledge the beliefs of all students in your
class:

● Are your students aware of the diverse religions in your own class?
● Do any of your students need accommodations during certain months (e.g., Ramadan,
etc.)?
● Do any of your students require different attire in PE (e.g., burka, burkini, etc.)?
● Are there any activities that you teach that may have religious meaning or
connection?

SOCIOECONOMIC STATUS
Students come from all different backgrounds. Some of our students are monetarily
privileged and others are not. Being aware of access to resources outside of school is very
important for our students because access to physical activity is a social justice issue.
If you assign a task to students such as going out for a jog outside of school, but a student is
not able to leave the house due to safety concerns, this may be inappropriate. Furthermore,
physical activity is structured by social class. For example, expensive sports (e.g., hockey,
horseback riding, etc.) provide barriers that limit participation. Fortunately, many
communities provide different opportunities to students at little or no cost through recreation
programs. Consider this:

● Are the activities you’re teaching in PE actually relevant to the students’ lives within
their communities?
● Do you provide students with the opportunities to learn activities that may not be
“valued” in their socioeconomic status, but can make them aware of other
socioeconomic statuses?
● In your projects, do you discuss the role of socioeconomic status on physical activity
throughout the lifetime?
● Do you provide alternative ways for your students to participate in PE if they cannot
afford the basic requirements?

WRAPPING UP
The only way to make PE socially relevant is by spending equal time on social issues (e.g.
access, race, gender, service learning, etc.) and individual progress (e.g. skill development,
goal setting, etc.). If this blog has sparked your interest, be on the lookout for our article
forthcoming in the Journal of Physical Education, Recreation & Dance (JOPERD) titled,
“The A-Z of social justice in PE.”

In the meantime, feel free to reach out to either Shrehan or Dillon at any time and thanks for
reading and taking that first step toward making the world a better place for everyone.

FURTHER RESOURCES:
● SHAPE America’s resources on transgender inclusion
● Greg Curran’s podcast on social justice and making sports inclusive
● ProPublica’s article on segregation
● Road to Racial Justice board game
● History of Black Power salute
● GLSEN posters/guidelines for PE teachers and LGBT-inclusive curriculum
● Teaching Tolerance’s resources on gender and sexual identity, ability, religion, and
class
● TED Talk on “How Language Shapes the Way We Think”
● EduColor resources
The A-Z of Social Justice in Physical
Education: Part 1
Shrehan Lynch May 12, 2020 Health & PE, EDI, Research

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During this time of ambiguity, fear and isolation due to the COVID-19 pandemic, the need
for human connection has been pervasive for me and within my local community. My fellow
educators and trainee teachers have frequently shared how much they are looking forward to
being back in their teaching spaces and how much they miss interactions with their students.

On social media, there has been an inundation of educators questioning their previous
physical education practices and wanting to make a change for their students upon return to
whatever normality we all face.

Having time to reflect on our teaching practices is important because as teachers, we have
entered a profession in which critique is omnipresent and we are professionally obligated to
improve our practice for our students. This can be a challenging task when each year our
classes and students change, however, it is our duty to adapt our practice for all our students.

FREE ACCESS ARTICLE

Toward the end of 2018, I recognized that many physical educators wanted to improve their
practice to be more socially just for the students they serve. However, they did not have the
tools, resources and sometimes knowledge to be able to do so.

I attempted to fill this gap for practitioners by writing an article with co-authors Sue
Sutherland and Jennifer Walton-Fisette, which was published in the April 2020 issue of
JOPERD. The article, “The A-Z of Social Justice Physical Education: Part 1” is free to access
on the SHAPE America website.

In the article we explain the need for a socially just education, describe what social justice is
in physical education, and discuss the starting point of looking at 10 strands of oppression:
age, language, religion, gender, race, sexual orientation, ability, nationality, ethnicity, and
socioeconomic status to question our practice, biases and perspectives.
The remainder of the article then follows the letters of the alphabet (A through M) to explore
ideas and strategies that you can evaluate and potentially implement in your practice. Here is
just a brief excerpt to give you an example:

● A — Ability Awareness. Predominantly in physical education, physical ability is

most valued. An ability-aware educator would consider teaching the concept of ability
to students, to help them reframe assumptions about those who are considered
“incompetent” or “unable” through creating an inclusive context where focus is not
heavily on ability.
● B — Be Aware of Your Bias. In order to engage fully in social justice education, an
understanding of your own bias is imperative. It is important to be aware of both your
explicit (conscious) and implicit (subconscious) bias and how this impacts our
teaching.
We emphasize several key points throughout: It is fundamental as educators that ideas and
strategies should be context- and student-specific. This means professional judgment, teacher
autonomy, and choice are paramount.

Furthermore, a socially just education requires a different teaching paradigm whereby

teachers become facilitators of learning spaces rather than directly instructing each class;
students have freedom, choice, voice and a safe space to identify in ways that they choose.

The ideas and strategies amalgamated contribute to democratic ways of living in society,
where students learn to respect and understand differences and learn to appreciate those
differences. These values are essential to our society in whatever form it evolves to in the
coming months and years.
After reading the free access article in JOPERD, I encourage you to look out for Part 2,
which will discuss how teachers and teacher educators can prepare for and teach about
precarity in physical education. The article will include resources, readings, and examples
from practice to support you in your journey to becoming a more socially just physical
educator.

Please don’t hesitate to reach out to me with any questions, feedback and suggestions.

Additional Resources
● Original Post on SHAPE America Blog: Social Justice in Physical Education
● Relevant Readings and Resources on the BAME PE Website
● Connected PE Blog Post: Social Justice
● Book: Teaching About Social Justice Issues in Physical Education