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Schools Advocate Training - What Section
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Section 3: What does an inclusive sports kit policy look like?
Key Principles of Inclusive PE kit policy.
It should be noted that there is not one ‘ideal’ PE kit that can be stipulated as there will always be a broad spectrum of views and experiences identified.
However, there are some common areas that are essential and should be considered by schools when reviewing their PE kit.
Task 1: In the school context, based off the Inclusive Sportswear Charter and the School Guidance, there are 3 underlying principles. Click all the below statements to check your understanding of the 3 key principles:
Pupil Voice
The importance of asking pupils about their PE kit and actively listening to their thoughts and suggestions is vital to ensure appropriate changes are made which are understood and well adopted.
It is recommended that schools gather feedback on their own pupils’ opinions and improvement proposals.
This process is supported in the Inclusive Sportswear School Champion Process next!
Choice
Schools should provide enough options to ensure all pupils can find items of PE kit that they are happy with and comfortable wearing.
By having a range of items to choose from, will enable pupils to select what they feel most comfortable wearing, without conforming to any expectations based on gender.
Inclusivity
PE uniform lists should be developed considering the widest range of pupils that attend school, ensuring no-one is prevented from participating.
Full consideration to comfort, material, style, fit, colour, sizing and cost should be given when devising the uniform and kit list, with contingencies in place to support potential groups of pupils/families.
Regular monitoring enables you to check that everyone is able to access items, wear it and be fully included within PE.
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What are the key areas a PE Kit policy should address?
We, alongside the Association for Physical Education (afPE), recommend schools should have a clear, unambiguous PE kit policy which is made available to all staff so they can put into practice what the policy requires.
Task 2: We invite you to consider what the key areas of an inclusive PE Kit policy.
The importance of PE in school and therefore the importance of wearing comfortable, practical kit for all.
Sports kit was initially derived from male clothing versions which do not always suit female body types thus impacting how women and girl feel and undermining confidence.
Clear guidance for where kit can be accessed, and second-hand or swap shop access.
Sports kit was initially derived from male clothing versions which do not always suit female body types thus impacting how women and girl feel and undermining confidence.
The timetabling of PE lessons and whether PE kit can be worn during the day before or after PE lessons.
Sports kit was initially derived from male clothing versions which do not always suit female body types thus impacting how women and girl feel and undermining confidence.
Support for students going through puberty, such as sports bra guidance or advice. *See Inclusive Sportswear Sports Bra Guidance.
Sports kit was initially derived from male clothing versions which do not always suit female body types thus impacting how women and girl feel and undermining confidence.
The management of personal effects including jewellery and cultural or religious adornments.
Sports kit was initially derived from male clothing versions which do not always suit female body types thus impacting how women and girl feel and undermining confidence.
Support for pupils who require help with accessing PE kit.
Sports kit was initially derived from male clothing versions which do not always suit female body types thus impacting how women and girl feel and undermining confidence.
Cold and wet weather options and flexibility for the context of the school.
Sports kit was initially derived from male clothing versions which do not always suit female body types thus impacting how women and girl feel and undermining confidence.
Arrangements in place when pupils have forgotten their PE kit, including a provision of spare kit and contextual support for why PE kit is missing. [See Next Slide]
Sports kit was initially derived from male clothing versions which do not always suit female body types thus impacting how women and girl feel and undermining confidence.
Injury and illness issues and processes, allowing flexibility for kit options.
Sports kit was initially derived from male clothing versions which do not always suit female body types thus impacting how women and girl feel and undermining confidence.
Reasonable requirements for kit including for specific sports and activities, indoors and outdoors.
Sports kit was initially derived from male clothing versions which do not always suit female body types thus impacting how women and girl feel and undermining confidence.
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The importance of PE in school and therefore the importance of wearing comfortable, practical kit for all.
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Clear guidance for where kit can be accessed, and second-hand or swap shop access.
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The timetabling of PE lessons and whether PE kit can be worn during the day before or after PE lessons.
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Support for students going through puberty, such as sports bra guidance or advice. *See Inclusive Sportswear Sports Bra Guidance.
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The management of personal effects including jewellery and cultural or religious adornments.
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The management of personal effects including jewellery and cultural or religious adornments.
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The management of personal effects including jewellery and cultural or religious adornments.
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Support for pupils who require help with accessing PE kit.
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Cold and wet weather options and flexibility for the context of the school.
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Arrangements in place when pupils have forgotten their PE kit, including a provision of spare kit and contextual support for why PE kit is missing. [See Next Slide]
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Injury and illness issues and processes, allowing flexibility for kit options.
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Reasonable requirements for kit including for specific sports and activities, indoors and outdoors.
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Items in an Inclusive PE Kit Policy
Common themes emerged from the research to help create comfortand confidence in PE kit for all. Explore below the key findings.
Task 3: Click all the below statements to test your knowledge of what the key advice is for each principle of PE kit policy.
Safety
All our Guidance on items recognise the importance of safety.
Inclusive Sportswear supports the Association for PE (afPE) in advising schools on safe practice in Physical Education, School Sport & Physical Activity.
Mouthguards are a safety requirement for some sports at certain times, therefore follow afPE guidance (2024).
Logos & Branding
Prioritise school logos on top-half layers, such as t- shirt and jumper, follow DfE Guidance for school logos.
Allow wearing of different sports brands items with small logos if similar colours to school colours.
Prioritise enabling pupils to wear layers in wet or cold weather conditions for PE even if they have different logos.
Sizing & Labelling
By having a range of items for students to choose from, this enables any pupils to have the choice to wear what they feel most comfortable in, without conforming to any expectations based on gender.
Provide appropriate sizing for girls rather than expect them to wear boys style cuts and sizes.
Offer slim and standard fit sizes without gender stereotyping labels, and support those wanting over- sized items.
Offer uniform on the same website location for stereotypical boys, girls and unisex items.Sizing for shorts should be in a shorter and longer option for pupils to choose.
Changing Rooms
Empathetic messaging around changing, encourage pupils to find their own space in the changing room and be respectful of others.
Support pupils coming into school in PE kit when PE kit is before lunch to avoid delays in getting changed and anxieties of getting changed.
If necessary, provide alternatives to change outside main changing room, such as accessible toilets.
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What are the principles of a successful inclusive PE Kit policy?
Task 4: Click all the below statements to test your knowledge of what the key advice is for each principle of PE kit policy.
Spare Kit
Availability of spare kit and footwear in a variety of sizes to support pupils who forget or cannot access PE kit.
If possible, sports and PE departments should keep a spare set of PE kit in a smaller and larger size to support all pupils being able to wear PE kit if they forget it.
For example, this could include a unisex pair of shorts, tracksuits and t-shirt.
Bibs
Lightweight bibs, larger sizes better.
Regularly wash bibs.
Bags
Pupils should be encouraged to bring PE kit in a separate closable bag, e.g., a drawstring, over-shoulder sports bag, or small rucksack.
Avoid stipulating colour, style or make.
Swimming
Swim England recommend that swimwear can include a swimming costume, trunks, tight shorts, t-shirt and/or leggings.
All pupils should be given the option of swimming shorts, even on top of leotard swimwear. This could be lightweight cycling shorts
To support religious and cultural sensitivities, dark long-sleeve tops or tights can be worn, but must be safe as per afPE guidance (2020).
Ensure pupils bring a towel, goggles.
Swim England Colour Recommendation: opt for brighter colours in swimwear because contrasting colours are easier to see in the pool.
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What is good practice for choosing PE Kit items?
Task 5: Click all the below statements to test your knowledge of what the key advice is for each principle of PE kit policy.
Material
Balance aesthetics & comfort.
Material should be fit for purpose, comfortable, soft, lightweight, breathable, temperature regulating.
Layers
Support options for long- sleeves and long-bottoms for outdoor participation, whether school or own with similar colour.
For example, allow wearing of own waterproofs, allow own long-sleeve base layer or under t-shirt.
Top Style
Round-neck t-shirt without collar style preferred.
Offer both short-sleeve andlong-sleeve option, weather T- shirt style of, especially for body-image support and religious consideration.
Hoody-style jumpers are popular (thick, soft); for safety, afPE suggests pupils should remove for contact sport.
Bottom Style
Choice of shorts (longer-length), shorts (shorter- length), leggings, tracksuit bottoms.
Compression/cycling shorts are popular and can be worn underneath shorts for warmth or under school uniform to support anxieties in getting changed for all pupils.
If skorts are dominant for girls, there must be an appropriate shorts option available as well, this is important to consult with pupils to empower genuine choice.
Leggings and jogging-bottoms popular, school may provide but preference is own.
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What is good practice for choosing PE Kit items?
Task 6: Click all the below statements to test your knowledge of what the key advice is for each principle of PE kit policy.
Spare Kit
Wearing a sports bra should be personal choice.
Sports bras encouraged for pupils experiencing female puberty; advice to provide guidance but not stipulate which to purchase.
Language important, consider using both ‘sports bra’ and ‘sports support vest’.
Early education must come alongsideprovision, such as Treasure Your Chest.
Headwear & Headscarves
Headscarves or sports hijabs should be tight, secured in a safe manner, particularly at the side of the face, and unlikely to obscure vision or catch on anything that may put the wearer at risk. This is in line with afPE guidance (2024).
Warm hats and gloves should be supported for warmth in winter (where safe to be worn).
Caps should be supported for sun safety in summer.
Glasses / Sports Goggles should be supported in a safe manner, determined by nature of the activity. For example, in physical contact and full game situations may not be appropriate to wear glasses.
Footwear
Footwear should be appropriate for activity and location providing effective grip and support. Consider what are necessary shoe requirements.
For example, trainers for outdoor and indoor games, and studded, bladed or ribbed soles suitable for outdoor surfaces that are soft or slippery.
Some activities may require bare feet (gymnastics and dance) and some, such as trampolining, non-slip cotton or wool socks are recommended to protect toes.
Colours
Plain dark-coloured tops most popular.
A ‘school-based colour’ signifies belonging.
Have the option to wear own t-shirts ofschool colour range can support affordability and those with neurodiversity.
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