Physical education (PE) teaches children how to move, learn through movement, and how to build lifelong relationships with physical activity. Yet, a critical question looms: who is teaching our children PE, and why does it matter? These questions have dominated primary PE discourse for years (see Blair and Capel, 2013; Jones and Green, 2015; McEvilly, 2021; Petrie, 2011; Randall and Griggs, 2020), as schools in England, and globally, rely on external providers to deliver their PE curriculum. The trend to outsource is historical and pervasive. It has often been associated with PE’s marginalisation, a lack of teacher confidence, and a perception that external specialists are better equipped to teach PE than teachers.
But what if the solution to all these issues existed within our schools the whole time?
This blog explores the shift from outsourcing to insourcing, celebrating the diverse capabilities within us all, and the potential to reshape PE and wider professional growth.
The outsourcing boom: A well-trodden path
Outsourcing in education refers to ‘the process of curriculum work being dis-embedded from the organisational confines of schools and re-embedded in those of another entity located in the market’ (Sperka and Enright, 2018: 350). In its broadest context, it is a process of procuring goods and services from external providers (Sperka, et al., 2017; Spittle et al, 2021) and in the specific context of PE, it relates to the provision, or privatisation of PE to external providers (Evans and Davies, 2014; McEvilly, 2021; Sperka and Enright, 2018).
The reliance of outsourcing isn’t unique to PE – subjects like music and drama also outsource – but PE’s dependence is notable. Generalist teachers often feel underconfident or undertrained, so schools hire external experts who offer polished lessons and are thought to engage pupils more. However, outsourcing has downsides. Schools are at risk of losing curriculum control, and evidence of improved pupil outcomes is scarce (Sperka and Enright, 2018; Spittle et al. 2021).
Outsourcing mirrors a broader societal tendency to seek external solutions, whether hiring consultants for business challenges or following influencers on social media. Outsourcing often feels the safest option, but engaging in this practice fully may overlook internal potential.
The Case for Insourcing: Tapping into what’s already there
Many generalist teachers avoid teaching PE, feeling unqualified, a sentiment echoed in studies like Deng et al. (2022). This lack of confidence is a form of self-outsourcing, deferring to ‘experts’ instead of trusting personal abilities. This may stem from risk avoidance, self-doubt, or inherited systems that relieve teacher pressure.
Breaking this cycle starts with recognising inherent potential. Professional development, peer mentoring, or observing colleagues can boost confidence. Dr. Leigh Sperka from the University of Queensland highlights the expertise of all involved in PE, including (and most importantly) children.
| “Recognition and enactment of the expertise of everyone that is involved in outsourced learning experiences in physical education is fundamental to the practice of working effectively. One of the most common justifications for engaging with external entities, often sports coaches, is to access their sport-specific knowledge and skills. While this form of expertise is frequently acknowledged and does indeed have the potential to assist in achieving some of the subject’s purposes, it is not the only form of expertise present and of value in outsourced learning experiences. Teachers of physical education have knowledge and skills about, for example, curriculum, pedagogy, assessment, school context, and their students. Further, pupils have experiential knowledge about physical education and schooling broadly, as well as about themselves (e.g., how they learn and what interests them). Moving away from the idea of the external entity solely possessing the expertise in outsourced learning experiences in physical education and instead recognising each individual and the collective expertise is the first step in working together. Once this occurs, it is then possible to have ongoing discussions between students, teachers, and external entities about where and how everyone can best contribute to physical education.” (Dr Leigh Sperka, University of Queensland) |
Insourcing focuses on harnessing existing capabilities. In PE, this means valuing generalist teachers who know their pupils well and possess strong pedagogical skills, even if these are not PE-specific. Insourcing doesn’t reject external help but advocates strategic collaboration. For instance, a gymnastics coach could work alongside a teacher, sharing expertise, while the teacher offers insights into pupils’ motivation and classroom dynamics.
The benefits of insourcing extend beyond logistics. Schools retain curriculum control, aligning PE with wider educational goals. Teachers gain confidence, pupils receive consistent teaching, and schools build sustainable models independent of external budgets. It is a strengths-based approach, focusing on what educators can do, not what they can’t.
The Diverse Workforce: A tapestry of talent
Primary PE’s workforce showcases insourcing’s potential. Generalist teachers offer pupil knowledge, specialist teachers bring deeper expertise, and teaching assistants provide tailored support. External coaches, volunteers, and secondary teachers add to unique perspectives on curriculum and pedagogy. Each contributes value, but diversity requires coordination, to align with curriculum goals and the school’s broader values and educational purpose.
Where outsourcing stems from perceived deficits, insourcing is framed by potential: what do we have, and how can we build on it? By supporting teacher development and integrating external expertise thoughtfully, schools can transform a diverse workforce into a collaborative strength.
Practical steps towards insourcing
- Assess existing strengths: Audit staff skills and passions using a SWOT analysis to identify strengths, weaknesses, opportunities, and threats.
- Invest in growth: Provide targeted training to address weaknesses, leveraging existing strengths or opportunities within the school. Look towards external expertise if needed.
- Collaborate strategically: Use external providers as partners, not replacements. Coaches should support teachers, not take over lessons.
- Promote dialogue: Create spaces for teachers, providers, and pupils to share ideas, sparking innovation through open communication.
- Evaluate and reflect: Assess collaborations for teacher skill gains, pupil engagement, and alignment with wider whole school priorities.
Conclusion: The power within
The shift from outsourcing to insourcing is about trusting the teachers’ potential. In PE, a diverse workforce of teachers, assistants, coaches, and volunteers can create a vibrant curriculum through collaboration, but this should not be at the expense of excluding the teacher altogether. Insourcing places a focus on empowering educators alongside engaging pupils, and building sustainable systems for curriculum delivery.
This principle extends beyond PE. Whether you’re a teacher, professional, or pursuing a personal goal, insourcing invites you to look inward: what skills do you have? What passions can you nurture? The answers may already be there.
As we look forward, let’s embrace change. Let’s move away from a sole reliance on outsourcing in Primary PE and embrace the unique potential of individuals, celebrating the diversity of our PE workforce.
References
Blair, R and Capel, S (2013) Who should teach physical education in curriculum and extra curricular time, in Capel, S and Whitehead, M (Eds) Debates in Physical Education, Oxon: Routledge
Deng, C., Philpot, R. A., Legge, M., Ovens, A., and Smith, W. (2022). Should primary school PE be outsourced? An analysis of students’ perspectives. Curriculum Studies in Health and Physical Education, 14(3), 357–374.
Evans, J., and Davies, B. (2014). Physical education, privatisation and social justice. Sport, Education and Society, 20(1), 1–9.
Jones, L., and Green, K. (2015). Who teaches primary physical education? Change and transformation through the eyes of subject leaders. Sport, Education and Society, 22(6), 759–771.
McEvilly, N. (2021). What is PE and who should teach it? Undergraduate PE students’ views and experiences of the outsourcing of PE in the UK. Sport, Education and Society, 27(6), 662–675.
Petrie, K. (2011). An Enduring Issue: Who Should Teach Physical Education in New Zealand Primary Schools? New Zealand Physical Educator, 44(1), 12–17.
Randall, V. and G. Griggs (2020) ‘Physical education from the sidelines: pre-service teachers’ opportunities to teach in English primary schools,’ Education 3-13: International Journal of Primary, Elementary and Early Years Education 49(4), 495-508
Sperka, L., and Enright, E. (2018). The outsourcing of health and physical education: A scoping review. European Physical Education Review, 24(3), 349-371.
Sperka, L., Enright, E., and McCuaig, L. (2017). Brokering and bridging knowledge in health and physical education: a critical discourse analysis of one external provider’s curriculum. Physical Education and Sport Pedagogy, 23(3), 328–343.
Spittle, S., Spittle, M and Itoh, S (2021) ‘Outsourcing Physical Education in Schools: What and Why Do Schools Outsource to External Providers?’ Frontiers in Sports and Active Living, 4, 1-20.
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