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The Victorian Curriculum for Health and Physical Education states that all students should be engaged in regular movement-based learning. The rationale recognises that students will have differing levels of access to resources based on a number of factors (Victorian Curriculum and Assessment Authority, 2018). One of these factors is social class.

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It is important for teachers to consider the sporting capital of their students, which can be viewed as a form of cultural capital that involves skills and knowledge needed for successful participation in physical activity and sport (O’Flynn, 2010). For instance, students from lower social class groups are unlikely to have the opportunity to participate in traditionally upper-class sports such as tennis due to the monetary requirements for equipment, lessons and court hire. It is crucial that Physical Education teachers include a range of sports in the curriculum so that all students are exposed this variety and have the opportunity to participate in them whilst developing their fundamental motor skills.

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1. Sporting capital of students

2. Student access to:

a. PE uniform and/or  shoes for school

b.Sports clothes and/or shoes for home

c. Sports equipment at home

d.Sporting clubs or facilities outside of school

3. The school’s access to equipment and facilities

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Provide free sport competitions at lunchtime or after school. This encourages students who don’t have the opportunity to play sport outside of school to engage in physical activity and try new sports. Schools can include competition for all skill levels – competitive or fun leagues, teacher vs. student, etc.

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Collaboroo. (2017). No equipment PE lessons. Retrieved from https://www.collaboroo.com/t5/PE-Lesson-Ideas/No-Equipment-PE-Lessons/ta-p/5491

Department of Education and Training. (2018). Education for all. Retrieved from              https://www.education.vic.gov.au/about/programs/Pages/Education-for-all.aspx

Department of Education and Training. (2018). Social inclusion at school. Retrieved from              https://www.education.vic.gov.au/Documents/school/principals/spag/management/PP_Soc            ialInclusion.pdf

Irwin, S. J. (2018). Small space games: No gym, no field, no problem! Retrieved from              https://gophersport.com/blog/no-gym-no-field-no-problem/

Minister for Education. (2018). Getting more kids into sport and physical activity. Retrieved from    https://www.premier.vic.gov.au/getting-more-kids-into-sport-and-physical-activity/

O’Flynn, G. (2010). The business of ‘bettering’ students’ lives: Physical and health education and the      production of social class subjectivities. Sport, Education and Society, 15(4), 431-445.

Riddington-Ellery, S. (2015). Games with minimal equipment. Retrieved from              https://www.seslhd.health.nsw.gov.au/sites/default/files/migration/Planning_and_Populati            on_Health/Health_Promotion/Healthy_Weight/docs/Games%20with%20Minimal%20Equip      ment.pdf

Stuij, M. (2015) Habitus and social class: A case study on socialisation into sports and exercise. Sport, Education and Society, 20(6), 780-798.

Victorian Curriculum and Assessment Authority. (2018). Health and physical education. Retrieved from https://victoriancurriculum.vcaa.vic.edu.au/health-and-physical-education/introduction/rationale-and-aims

Youth Group Games. (2018). Top ten games with no preparation and no supplies. Retrieved from              https://youthgroupgames.com.au/top-ten-no-prep-games/

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Include games that can be played with minimal or no equipment. This will allow any student to engage with the game at school as there is no required prior knowledge of how to use equipment. It will also enable students to access the game at home by themselves or with siblings or friends as no equipment is needed. There are many websites with activity suggestions designed for Physical Education teachers: https://youthgroupgames.com.au/top-ten-no-prep-games/

https://www.collaboroo.com/t5/PE-Lesson-Ideas/No-Equipment-PE-Lessons/ta-p/5491

https://www.seslhd.health.nsw.gov.au/sites/default/files/migration/Planning_and_Population_Health/Health_Promotion/Healthy_Weight/docs/Games%20with%20Minimal%20Equipment.pdf

https://gophersport.com/blog/no-gym-no-field-no-problem/

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Stuij (2015) states that people from higher social class groups participate more frequently in sports and physical exercise than people from lower social class groups. One result of this is that Physical Education lessons are particularly important for students from low social class groups as it may be the only form of physical activity they are able to participate in and, therefore, the only opportunity they have to learn fundamental movement skills and related social capabilities, as well as being exposed to a range of sports and physical activities.

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School clothing donation – outgrown uniforms or those of students leaving school can be donated (Department of Education and Training, 2018).

Victorian Government Active Kids Initiative – allocate funds to schools to pay for equipment, uniforms, transport, entry fees, coaching, venue hire and coverage of relief teachers for sports days or interschool sports. This means there is no cost to the students’ families for them to participate in school sport (Minister for Education, 2018)