Why choice matters in PE

By Leonie Wade, St Bede’s Catholic College

Submitted as part of involvement in SSAT’s Leadership Legacy Project 2025-26

As second in department for physical education, I identified a significant barrier to student participation in physical activity: our existing PE kit. In line with wider national trends, many of our students – particularly teenage girls – reported feeling uncomfortable, self-conscious, and restricted by traditional, rigid kit policies. This discomfort directly impacted their engagement, confidence, and willingness to participate fully in PE lessons. Addressing this was not merely a matter of school uniform aesthetics, but a crucial step toward tackling inactive lifestyles, fostering positive body image, and ensuring physical activity is accessible and enjoyable for every young person in our school community.

To address this need, I spearheaded a comprehensive project centred on pupil voice and modernised kit design. Recognising that student ownership was vital to driving sustained engagement, I organised focus groups across all year groups and both genders to gather authentic feedback on fit, fabric, comfort, and inclusivity. To amplify the impact of this work beyond our school gates, I collaborated with Inclusive Sportswear on a national campaign advocating for greater choice and flexibility in PE attire. This included a whole cohort assembly from Tess Howard, founder of Inclusive Sportswear followed by a day’s workshop for several of our students who became the face of a campaign that went all the way to government. Recognising that physical comfort extends beyond outerwear, I followed up the kit rollout with specialised sports bra workshops. These sessions educated students on proper fit, support, and adolescent health, directly addressing a widely documented yet frequently overlooked obstacle to female participation in sport.

This initiative linked directly to our broader whole-school development plan, which prioritises student wellbeing, equity, diversity, and student voice. By placing inclusive practice at the centre of PE, the project directly supported the school’s strategic goal of narrowing engagement gaps and driving equal opportunities across all student demographics. Furthermore, addressing barriers to physical activity complemented our pastoral framework by promoting physical literacy, mental health, and healthy lifestyle choices. Empowering students to shape their own learning environment directly aligned with our school’s commitment to fostering a supportive, student-centred culture where every learner feels confident, respected, and equipped to succeed.

Preparation for this project was built on thorough research, inclusive stakeholder engagement, and data-informed decision-making to ensure the new PE kit met the diverse needs of our student body.

To establish a clear rationale, I conducted extensive research into national trends and guidelines regarding adolescent activity levels, body confidence, and physical education engagement. I reviewed key research from organisations like Youth Sport Trust and Women in Sport, which highlight how restrictive or uncomfortable clothing directly contributes to teenage drop-off in sport. I also researched the physiological and psychological impact of proper sports support, revealing that a lack of education around sports bras remains a major unaddressed barrier for teenage girls. Furthermore, I evaluated different ethical sportswear suppliers to find partners capable of delivering high-quality, inclusive, and affordable options.

Stakeholder collaboration was central to the preparation phase. Within the school, I worked closely with the PE department to align our vision, present research findings, and ensure full team buy-in. I consulted with senior leadership to secure approval for policy changes and liaised with pastoral teams to understand specific barriers faced by vulnerable or disadvantaged students. Externally, I partnered with Inclusive Sportswear, leveraging their expertise to co-design our national campaign on kit choice.

Most importantly, I prioritised student voice. I established and facilitated structured focus groups across all year groups for both boys and girls. These sessions provided a safe space for students to share candid feedback regarding current uniforms, preferred fabrics, fit, and cultural or religious considerations. Following these discussions, I collaborated with external health and fit experts to prepare content for dedicated sports bra workshops, ensuring the information delivered was age-appropriate, evidence-based, and practical.

Deciding on key actions required systematically analysing the qualitative and quantitative data gathered from our focus groups and staff consultations. Three clear priorities emerged:

• Choice and flexibility: Students requested versatile layering options rather than rigid gendered items, leading us to adopt a modular kit design.
• Comfort and functionality: Feedback highlighted the need for breathable, stretchable fabrics that accommodated different body types and religious requirements.
• Education and health: Survey data revealed a significant knowledge gap around breast health and support, prompting the inclusion of the sports bra workshops as an essential companion initiative.

By combining national research with direct feedback from our school community, I established a clear, structured action plan that addressed both physical uniform requirements and the educational support needed to maximise student participation and confidence.

National campaign launch (September 2026) The project’s public-facing delivery commenced with our nationwide campaign in partnership with Inclusive Sportswear, placing our school at the front and centre of the movement for choice in physical education. By positioning our students’ focus group feedback as the core narrative of the campaign, we highlighted the necessity of flexible, body-inclusive sportswear in secondary education. This national platform not only validated our students’ input but also elevated our school’s profile as a forward-thinking institution leading best practices in PE engagement.

Educational workshops (Term 2) To address the critical health and body-confidence needs identified during the preparation phase, I have scheduled and coordinated specialist sports bra workshops in term 2 in partnership with Boobydoo. These interactive, age-appropriate sessions are designed to educate female students on proper support, sports bra fitting, and breast health, removing a significant, unspoken barrier to physical activity. Working alongside pastoral staff and the PE team ensures these workshops are embedded smoothly into the curriculum, providing a safe, supportive environment for open discussion.

Supplier coordination and sample procurement Following the insights gathered from our student focus groups, I collaborated with our sportswear supplier to finalise the design specifications for the new PE kit, in line with the new government policy. I managed the procurement of sizing kits and sample garments to ensure materials met our standards for comfort, durability, and inclusivity. Establishing clear communication channels with suppliers guaranteed that pricing remained accessible for families while offering flexible layering options for all year groups and genders.

Policy revision and stakeholder engagement In preparation for the full rollout, I led the revision of the department’s official PE uniform policy. The updated policy formally removes rigid gender-specific requirements, replacing them with a flexible, choice-based dress code. To ensure a smooth transition, I have organised communication materials for parents, guardians, and staff, detailing the rationale behind the changes, launch timelines, and ordering procedures.

Future actions ahead of launch (Easter 2027) Leading up to the official launch in Easter 2027, several key actions will complete the delivery phase:

• Fit and try-on sessions: Hosting dedicated sizing sessions for students and parents to ensure correct ordering and address any specific accessibility or cultural wear adjustments.
• Staff briefings: Conducting final briefings with the PE team to ensure consistent policy enforcement centred on encouragement and inclusivity rather than rigid uniform checks.
• Full launch rollout: Executing the official kit rollout for Easter 2027, backed by promotional materials celebrating student ownership and participation across the school.

Because the project is still in progress ahead of the Easter 2027 launch, structured reflection across every stage offers the strongest proof of project management, adaptiveness, and strategic leadership.

Reflections on preparation and research The initial research and focus group phase provided a crucial learning curve in stakeholder consultation. Engaging students across all year groups and genders revealed that uniform anxiety was far more nuanced than simple aesthetic preference; issues ranged from religious modesty concerns to acute body confidence issues related to breast support.

Reflecting on this phase, the decision to partner with Inclusive Sportswear was pivotal. It validated the students’ feedback by connecting local issues to a national conversation. However, coordinating focus groups across an entire secondary school taught me the importance of build-in buffer time for scheduling conflicts and pastoral alignment. If starting again, I would establish a dedicated panel of student “PE Ambassadors” earlier in the process to help facilitate peer feedback and maintain consistent momentum between sessions.

Reflections on delivery and execution Executing the national campaign in September 2026 put our school in the spotlight, which brought both opportunity and pressure. Managing the public narrative alongside internal planning required careful balancing. Fronting the campaign raised student pride significantly, but it also raised expectations for the final product launching in Easter 2027.

Coordinating the upcoming term 2 Boobydoo workshops reinforced the need to look beyond physical kit items and address educational barriers to participation. Working through the logistics of these workshops highlighted that physical literacy and health education must go hand-in-hand with policy changes. A key insight during delivery was the necessity of early, transparent communication with parents. While student enthusiasm was immediate, parental buy-in required clear reassurance regarding cost, durability, and transition periods.

Reflections on ongoing leadership and future impact Managing an extended project timeline across multiple academic terms requires sustained focus and proactive adaptability. While formal participation metrics cannot be calculated until the kit is live in Easter 2027, the qualitative shift within the department is already evident. Staff discussions have shifted from enforcing rigid uniform compliance to fostering comfortable, inclusive participation.

This project has reinforced that effective middle leadership relies on evidence-based action, authentic consultation, and patience. By using this interim period to refine policies, run targeted educational workshops, and ensure robust supplier logistics, the foundation is set for a smooth transition that will deliver long-term improvements in student engagement and well-being.

I named my project, Why Choice Matters, because I truly believe this is what creates a lifelong engagement with physical health. When you give students choices and listen to their voices, you also build ownership, psychological safety, equity and inclusion. These are all values our school is built on.

In regard to my leadership learning points I think leading change is hard. With students I needed to build on authenticity of who we are doing it for, communicate proactively to prevent resistance and be open to the students making decisions that benefitted not just them, but future cohorts. With adults it required strategic patience. To ensure we, meaning staff and parents, put the needs of the students at the forefront and not ourselves, to be clear in long term rollout and transition timelines, and to continue momentum keeping us all focussed on long-term culture change over quick fixes.

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