Many schools are rethinking the traditional model of girls' physical education, expanding beyond competitive team sports to include activities such as yoga, dance and fitness classes. Proponents argue that a wider menu of options can reduce barriers that put some girls off sport and encourage lifelong physical activity.
Supporters say these alternatives can meet different motivations and comfort levels. Where ball games or contact sports can feel daunting or exclusionary for some pupils, mind-body practices and fitness sessions may be perceived as less intimidating, offer greater body autonomy and focus on individual progress rather than direct competition.
Implementing a broader curriculum, however, brings practical challenges for schools. Timetabling, training staff to deliver specialist sessions, ensuring equitable access and avoiding the risk of reinforcing gendered choices are all issues that headteachers and PE coordinators must navigate. Advocates stress that provision should be about choice and inclusion rather than steering girls away from particular sports.
Campaigners also emphasise the potential wider benefits beyond physical fitness. Activities like yoga and dance can provide opportunities to build confidence, improve body awareness and support mental wellbeing, they say. Teachers and policymakers say measuring success requires looking beyond short-term participation rates to whether pupils find PE enjoyable, feel included and are encouraged to be active outside school.
The shift in approach reflects a broader conversation about how schools can create inclusive environments that engage all pupils in regular physical activity. While there is no single solution, offering a varied programme and giving young people a voice in what they do in PE are steps that educators and campaigners hope will help more girls stay active through adolescence.