Improving Participation of Muslim Girls in Physical Education and School Sport

Shared Practical GuidanceFrom Birmingham Schools 2008

(i)

Research Team

Famida Begum - Researcher

Dr Tansin Benn – (Team Leader) Associate Professor, School of Education,University of Birmingham

Dr Symeon Dagkas – Senior Lecturer, School of Education, University of Birmingham

Dr Haifaa Jawad – Senior Lecturer, Theology Department, University of Birmingham

Helen Miles – Senior Adviser, School Effectiveness Division, CYPF

Nargis Rashid – Senior Adviser, School Effectiveness Division, CYPF

Simone Whitehouse – Adviser, School Effectiveness Division, CYPF

Rosalind Whitworth – Teacher, Coventry

Administrative Support – Julie Lennon and Annetta Butler, School Effectiveness Division, CYPF

Consultants

Association for Physical Education (afPE)

Muslim Council of Britain

NDTA (National Dance Teachers Association)

Thanks to all the schools, community groups and Leisure Services personnelwho contributed to questionnaires, interviews or case study involvement toenable this guidance to be produced.

Contact: t.c.benn@bham.ac.ukhelen.miles@birmingham.gov.uk

Acknowledgements

Page

Introduction 1

Clarification on religious and cultural requirements 3

Characteristics of existing good practice 4

Recommendations for schools 5

Recommendations for local authority pool providers 10

Final comments 11

Contents

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Purpose: To improve the access andparticipation of Muslim girls in physicaleducation and school sport.

IntroductionIn offering support to improve theinclusion of Muslim girls in physicaleducation, the intention of thisguidance is to be sensitive to theneeds of the city’s diverse Muslimpopulation and to the realities ofresourcing and practice in schools.Local solutions are required becausethe needs, resources and feasiblesolutions are unique to each school.While Health and Safety legislationand the Education Act is fixed, in most instances negotiation candetermine a more satisfactory outcomethan a mandatory framework. Thisdocument contains clarifications andrecommendations that have grown out of city-wide research includingmultiple contributors from schools(headteachers, parents and pupils),community practitioners, providers and related national associations.

The Birmingham guidelines emergedfrom the challenges, realities andsuccesses in the city. Many schoolsare already using different supportapproaches to the inclusion of Muslimgirls. Each school offers differentopportunities and constraints, mainlyrelated to facilities available, forexample there are primary schools withtheir own sports halls and secondaryschools with their own swimming pools

but this is uncommon. Headteachersand staff have shown creativity infinding positive local solutions toissues raised and characteristics ofgood practice are shared to furtherclarify and improve issues surroundingthe inclusion of Muslim girls in physicaleducation and school sport.

Good practice is evident in schoolsthat have an ethos based on inclusionand respect for diversity, and whereleadership establishes a culture thatpromotes personalised learning, highexpectations and high self-esteem.Positive relationships enhance trustand ensure that learning and teachingtakes place enabling every student tohave equal opportunities to achievetheir potential. The Leadership Teamsof such schools set high standards andmodel best practice by ensuring thatall school policies and practices areregularly monitored and evaluated toachieve their stated outcomes.

The Muslim Council of BritainGuidance (2007) “Meeting the Needsof Muslim pupils in state schools”starts with recognising the highimportance of education in Islam andthe need for all to pursue knowledgeand learning. Inside the documentthere is much support for children’sparticipation in a broad and balanced physical education programme, withregard for Islamic requirements.

Improving Participation of Muslim Girlsin Physical Education and School Sport

Shared Practical GuidanceFrom Birmingham Schools 2008

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The guidelines presented here bothsupport and challenge some aspectsof that document and negotiations aretaking place that will bridge areas ofdispute which surround withdrawal of pupils from participation in physicaleducation, derogatory conceptions of dance, and the challenges inswimming.

New national curriculum for physical education – The new key stage 3/4 curriculum due to be implemented fromSeptember 2008 brings with it a new focus. The content is no longerdriven by activities, but by overarchingconcepts that are more outcomesfocused. Primary curriculum change islikely to follow. The development of a

healthy active lifestyle is reinforcedthroughout the curriculum and a keypart of this is teaching pupils how toexercise safely and effectively throughphysical education.

“Physical education is a very importantpart of school life and full participationis to be encouraged, in order todevelop a healthier lifestyle. Physicaleducation is a compulsory part of thenational curriculum at all key stages.There are some basic Islamicrequirements for modesty which needto be considered in order to removeany unnecessary barriers for Muslimpupils to participate fully in physicaleducation and swimming in particular.”1 (MCB 2007, p 36)

1 Muslim Council of Britain (2007) “Towards greater understanding: Meeting the needs of Muslimpupils in state schools: Information and guidance for schools, London: MCB.

2 afPE (2008) Safe Practice in Physical Education and School Sport, Leeds: Coachwise.Range of information on subject association website - www.afpe.org.ukHealth and Safety at Work Act (HaSWA (1974)

3 ICSSPE World Summits on Physical Education (1999, 2005) www.icsspe.org 3

• Islam supports the rights of allchildren to education and the rightto participate in physical education.

• Islam encourages attention tophysical health alongside spiritualhealth in the holistic upbringing ofMuslim children.

• There is equal attention to healthand the importance of exercise forboys and girls.

• Attention to modesty in dress codesrelates to both boys and girls of allages but predominantly followingpuberty. (There are differentinterpretations depending oncultural and educationalbackgrounds of communities butthe predominant interpretation is forwomen to cover hair, arms and legs,men from waist to knees.) None ofthat should preclude participation inphysical education where dresscodes accommodate both Islamicrequirements and safe practice.

• Mixed-sex participation should bepossible in non contact activitiessuch as badminton, orienteering,tennis and fitness activities, ifappropriately dressed. (Again thereare different interpretations, some

Muslims will see no need to ‘cover’or seek separate spaces, others, ifappropriately covered, will feel ableto participate in physical activity inmixed-sex groups from puberty.)

Cultural Differences1. It is a cultural preference in some

communities to introduce strictermodesty codes with youngerchildren, for example the wearing of hijab (headscarf) before pubertyand indeed peer pressure oftenoperates at this level. The approachproposed here is for flexibility toaccommodate local needs whereverpossible, without compromisinghealth and safety regulations, inorder to encourage participation.2

2. More serious tensions are createdby cultural views in which physicalactivity and exercise can bedeemed inappropriate to expectedroles and behaviours for girls andwomen. Such views need to bechallenged because they deny therights of girls and women to life,health enhancement andempowerment through physicaleducation, sport and physicalactivity, and to their entitlement thatis on the global agenda for equality.3

Clarification on religious and cultural requirements

Muslims worldwide find their own ways to express and live theirlives, in diverse contexts, to meet Islamic requirements. Sincereligious requirements can impact on structures and practicesin physical education it is important to know that:

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Characteristics of existing good practice

Good practice in the area of inclusion of Muslim pupils inphysical education and school sport at primary and secondarylevels has been achieved in schools where there is:

1. Commitment to the Every ChildMatters (ECM) government agendaand finding solutions to meet theneeds of individuals,

2. Commitment of senior managementand whole-school to embedding ofhealth and well-being agenda, ofwhich physical education is arespected part,

3. Ethos of celebration of differentcultures and religions,

4. History of stability in localcommunity,

5. Flexibility of approach, respect forand accommodation of needs as faras is reasonably practicable inrelation to statutory health andsafety requirements Policy withclarity of school provision andexpectations (eg range of provision,kit, participation),

6. Clear communication ofexpectations in prospectus, oninductions and through constantreinforcement with parents,

7. Knowledge of Islamic requirementsand clarity on extent to whichschool is able to embed these in provision,

8. Pupils’ engagement in school-life in related ways such as kit design,problem-solving and opendiscussion of issues eg SchoolCouncil / Islamic society,

9. Consistency of approach amongst staff,

10. Clear procedures for managingissues when they did arise, throughhead / co-ordinator of subject,head of school and / or communityliaison personnel,

11. Good relations with localcommunity, Imams, parents intoschool (often for community fitnessprogrammes or engagement withspecific projects), home / schoolliaison staff with language skills,where required, to ensure goodcommunication on home visits.

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Recommendations for schools

1. Physical Education Kit

All schools should have within their physical education policy, adress code that is produced inconsultation with the young people.

Indoor & Outdoor

• Allow the wearing of tracksuits/leggings to enable Muslim pupils to participate without concern forbare arms or legs.

• Give all children the same choice as equitable practice. For example,T-shirt and shorts or tee shirt andtracksuits for all.

• Allow long-sleeved tops andleggings to meet Muslimrequirements for modesty whererequested, especially in pools andgymnasiums. Some pupils whohave reached puberty mightconsider the tighter fit of Lycragarments inappropriate.

• Apply the same flexibility to meetrequirements for modesty of dresscode for physical education lessons outside.

• Encourage adoption of latest, safesthijabs. Currently, there is muchcompetition between leadinginternational sports clothing firms to design Islamically appropriatesportswear. Modern sports hijabsare being designed in flexible,breathable fabrics. They do notrequire tying and do not slip ormove around. Some schools areencouraging girls to adopt this typeof hijab because it is much saferand more comfortable for physicalactivity than the tied version.

• Be flexible. If girls are unable toadopt the modern sports versions,the wearing of headscarves shouldbe permitted, where requested,provided they are safely secured(tied not pinned), tight-fitting, withends tucked in and are not a hazardor a distraction. A properly securedhijab should be as safe as properlysecured long hair.

Accommodate needs wherever possible within health and safety boundaries to maximise pupil participation.

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2. Changing The principles of dignity, respect and decency for all pupils areparamount.

• Ensure young people change intoappropriate clothing for physicaleducation. Such practice ishygienic and ensures greater safety.

• Recognise gender segregation andprivacy sensitivities. Gendersegregation provision is possible insecondary schools because theyhave separate sex changing rooms.Many lack privacy in showeringfacilities but where showering isoptional this is less of a problem.

• Be creative in approaches to gendersegregation for changing in primaryschools as children mature andrequest such provision. Where there is adequate room and adultsupervision, girls should be allowedto change in separate spaces toboys, especially in the top years of primary schools when pubertycan begin. Creative solutions atlocal level have included use ofscreening, spare classrooms, and towelling changing covers.

• Engage school and sports-spacedesigners in the issue of privacy inchanging. Where new-build schooland community sports facilities are being designed or refurbished,

for example through currentgovernment secondary plans‘Building Schools for the Future’(BSF), a more creative use of spacein communal changing rooms,which would afford greater privacyfor individual boys and girls isrecommended. The major barrier to personal privacy created by opencommunal changing and showeringareas in schools and communitycentres needs to be addressed as a matter of urgency for thebenefit of all.

3. Swimming

Every possible avenue should beexplored to find a solution to enablechildren to learn to swim for obviouslife saving reasons.

Also because:

“where it is a statutory experiencein the national curriculum, and inorder to ensure the development of a genuine life skill, the option for a pupil to be excused the activity cannot be implementedother than to place the school andpossibly the individual teacher incontravention of laws of the land.”4

(Health and Safety Project Manager, afPE)

4 Education Acts 1996 and 2002 regarding schools’ and parents’ responsibilities to provide and ensure children’s participation in the national curriculum.

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In Birmingham it is a damningindictment that in a recent survey only19 per cent of 11 years olds in the citycould swim the required nationalcurriculum standard of 25 metres. This means many young people are at risk of drowning and the wealth ofwater-based opportunities to enhancelife and health are denied. A positiveapproach to inclusion is the best start to improving these figures:

For Schools and Pools

• Allow flexibility in the wearing ofcostumes that cover the body morefully, when preferred. Sportsweardesigners have started to findattractive solutions.

• Encourage wearing of the swimmingcap, it covers the hair and protectsthe pool.

• Reassure children who becomeanxious having accidentallyswallowed water during Ramadan.This is never intentional and isindeed unpleasant and undesirable.

• Provide all-female environmentswhere requested by parents andschools. This has proved highlysuccessful in enabling Muslimchildren to learn to swim. Pool and school flexibility have brought solutions, for exampleamalgamation of classes orco-ordination with other schools.(additional recommendations forpool providers see page 10).

4. Dance/Creative Movement

Dance in education has a longhistory (over one hundred years) inthe English state education systemand is recognised as a valuable facet of human experience, asdemonstrated through its manycultural forms of expression.

Teachers will meet different attitudestowards dance in Muslim communities,some parents and pupils will have nodifficulties with full participation. Someparents/carers will be comfortable withtheir children’s participation in certaincultural dance forms and others willprefer their children not to participatein the activity at all. It appears thestrongest opposition is rooted inmisunderstandings of the nature andpotential of dance in education.

Dance is seen as a distinctive andimportant part of the nationalcurriculum in schools. Many childrenenjoy the activity area because of itsdiversity and aesthetic/creativelearning environment. Its value lies inknowledge, skills and understandinggained through creative movementexperiences that develop artistic andaesthetic capabilities. Its value as adiscipline is reflected in advancedacademic studies in Dance from GCSEto A-Level and indeed to PhD level,with 518 higher education courses at60 UK Universities (UCAS 2007).

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Dance stands alongside other artforms such as music and drama as aworthwhile human endeavour in mostcountries of the world and through allhistorical periods. It exists in manydifferent forms for example as high art, folk, creative and social forms. The problem related to the negativeimpression documented in the currentMuslim Council of Britain Guidance(2007, p39) suggesting that mostMuslim parents would see no value in dance after early childhood or find it problematic on moral or religiousgrounds, appear related to socialdance forms associated with popularculture. Mention of movements of“sexual connotation” would not beintended or condoned in any school.More positively, the following provideideas for inclusive actions that willencourage participation in thisworthwhile educational activity:

• Consult with Muslim communitieswhere there is misunderstanding ofthe nature and value of dance in theeducation context.

• Increase shared understanding of aims, purpose, diversity andbenefits of dance in educationbetween members of Muslimcommunities, parents, governorsand dance educators.

• Provide dance in all-femaleenvironments if there are tensions in mixed-sex environments andsuch a solution can be resourced.

• Show sensitivity in teachers’ choices of the multitude of typesand styles of dance experiencesthrough which they teach.

• Use variety in accompaniment. The teaching of dance is notdependent on the use of music.Teachers can use a variety of forms of accompaniment such as percussion, poetry, words,stories and music and each can add enjoyment and atmosphere to the lessons.

• Be imaginative on ways to secureinterest and confidence in the firstinstance. Some teachers introducechildren to ‘creative movement’ andothers have found keep fit routinesto be an acceptable and successfulstarting point for transition to dance.

5. Ramadan

Where pupils choose to fast:

• Keep them involved and engaged in physical education.

• Teachers can place emphasis onvaluable learning experiences inphysical education that reduceintensity level of physical activitydemands.

• In consultation with the youngpeople adaptations can be madein relation to need.

6. Out of hours learningthrough physical activities

Where non-participation of Muslimgirls is causing concern:

• Consult with young people onpossibilities and preferences, forexample of activity type and timingof provision. (This is voluntary time).

• Where necessary develop parental trust through improvedcommunication of purpose,organisation and safeguards forthose participating in extracurricular activities or travelling with related sporting events.

7. Information andCommunication with Parents

Good practice in schools happenedwhere details of curriculum content,organisation and expectations wereshared with parents.

• Ensure parents are fully informed of policies, activities and provisionbefore registering their child with a school.

• Provide clarity of expectations,organisation and requirements inphysical education activities on theinduction of pupils into schools.

• Publish relevant physical education/ school sport information forparents in the school prospectus.(One example of trying to ensuremutual understanding andacceptance of provision possible in a school has been throughcontracts between parents and school).

• Ensure on-going communicationwith parents to keep them fullyinformed of changes in provision,organisation and expectations.

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10

1. Consider separating times for publicaccess and schools’ access topools. This would give schoolsgreater control over the changingand swimming environments.

2. Prioritise the recruitment, trainingand retention of female pool staff,and more creative ways of usingcurrent expertise. (Evidenceindicates insufficient female staff to provide an all-female poolenvironment. Some good initiativesare starting with training in all-female environments enablingMuslim women to participate.)

3. Improve policy and practice onseparate-sex swimming timeswhere there is demand, andpublicise with the help of schools toattract more members of the public.

4. Involve stakeholders in problem-solving, including city council staff,teachers, parents and pool staff, inorder to share difficulties and seek solutions.

Recommendations for local authority pool providers

Sometimes an impasse is reached where schools can do nomore to meet the needs of Muslim pupils in swimming becauseof structures and systems beyond their control. In these casesit is suggested that local luthority personnel with responsibilityfor management of pools continue to work with schools andthe local community to seek positive solutions, for example:

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Photographs used with the kind permission of QCA

No guidance can ever cover all issues that could emerge but itis hoped the above is of some value in supporting decisions toimprove the inclusion of Muslim pupils in physical education.Many of the ideas would be welcomed by all young people as their bodies grow and develop in these important years. The overriding emphasis throughout is about making changes to facilitate participation wherever possible.

Final comments

Zahida Hussain, Head of StrategicDevelopment, Al-Furqan PrimarySchool, Birmingham Muslim Liaison Committee:

“The document will help schools tomeet the needs of every child intheir school in an informed way.With co-operation from thepersonnel at the local authorityswimming pools every child will beable to take up their entitlement toswimming as well………….. I thinkthat would be a fantasticachievement!!

afPE:

“The Association for PhysicalEducation warmly welcomes thisguidance. It is a well informed andsensitive resource, which shouldhelp schools and parents to ensurethat all children can benefit from thefull range of physical education."

Tahir Alam, The Muslim Council of Britain:

“The Muslim Council of Britainwelcomes this initiative to producethis most comprehensive guidancein the subject area to date and wewelcome the continuing dialogue forbetter accommodation of Muslimpupils needs in our schools.”

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Matthew Scarratt - HeadteacherGolden Hillock:

“I find the guidance both informativeand clear in its advice - somethingthat has not always forthcoming inother literature. In particular, Iwelcome the specific informationregarding the wearing of hijab, thevalue and nature of dance in thecurriculum and the list of goodpractice. The document sets outclearly religious and culturalrequirements and also notesdifferences of interpretation whichmay have to be considered inindividual contexts. However, it alsois clear that 'views need to bechallenged when rights are denied.’

I believe that the documentpositively achieves both recognitionof religious and cultural values,whilst delivering firm advice toachieve its aim of improvingparticipation of Muslim girls in PE.”

Governor Support (Birmingham):

“Governor Support receives anumber of queries around this issue.I and colleagues in School andGovernor Support think theguidance is balanced, sensitive,sensible, reasonable and practicaland will be useful for supportinggovernors, schools and parents."

QCA – Curriculum Division:

"This is really useful material that fitswell with our goals to promoteinclusion and equalities through thenew curriculum.” www.qca.org.uk

Photographs used with the kindpermission of QCA

National Dance Teachers Association (NDTA)

“A very helpful guidance documentto support teachers in making danceaccessible to all young people.”www.ndta.org.uk

Amateur Swimming Association

“The ASA endorse this document asa valuable contribution to inclusiveopportunities for all children"

www.birmingham.gov.uk/childrenservices

© School Effectiveness, Birmingham CYPF School of Education, University of Birmingham

Q36304 10/08