Ramadan, the holiest month in the Islamic calendar, is a time of fasting, reflection, and prayer. For Muslim students, balancing the physical demands of fasting with their school routine, particularly during PE lessons, can be challenging. As teachers, showing empathy and making thoughtful adjustments is essential to ensure students feel supported and included during this sacred month.
Below are two realistic examples of PE lessons during Ramadan, highlighting how teachers can accommodate fasting students while maintaining meaningful learning.
Snapshot 1: Year 8 Badminton – Starting with Understanding
It’s second period, and the sports hall is already bustling with students chatting and preparing for their lesson. Glancing around, I notice the mix of energy levels: some students are buzzing with excitement, while others, particularly those fasting, appear quieter and more measured in their movements.
Before starting the lesson, I address the class. “Right, team,” I begin, raising my voice slightly to get their attention. “It’s Ramadan for some of you, and I know fasting can make PE a bit more challenging. Today, we’re focusing on accuracy and control in badminton. No rushing, no smashes—just keeping the shuttle in play and practising placement.”
I pause to look directly at the students I know are fasting. “If you’re fasting, please listen to your body. It’s absolutely fine to adapt what you’re doing if you need to take it easier. Come and talk to me if you’re struggling. You’re not being judged, and you won’t miss out.”
Hamzah raises his hand. “Miss, is it okay if I don’t do the full warm-up? I’m feeling a bit tired today.”
“Of course, Hamzah,” I reply, walking over to him. “Let’s modify it. You can do a gentler version of the warm-up—stretching or light movements—so you’re still included but not overexerting yourself. Sound good?”
“Thanks, Miss,” he says with a small smile.
The lesson begins with pairs practising light rallies, focusing on hitting target zones marked out by cones. Hamzah eventually transitions into the drills, moving at his own pace. I walk over to check in. “How are you feeling now?” I ask quietly.
“Better, Miss,” he says. “I’ll just do a few rallies and take it slow.”
“Good call,” I say. “It’s not about doing everything perfectly—it’s about doing what you can today.”
By opening the lesson with empathy and offering flexible participation options, I create an environment where fasting students feel seen and supported.
Snapshot 2: Period 5 KS4 BTEC Leadership – Supporting Through Adaptation
It’s the last lesson of the day, and the energy in the sports hall is noticeably lower. Fasting students are visibly tired, some sitting slumped on the benches while waiting for the lesson to start. Even non-fasting students look drained after a long day.
Today’s focus is on leadership, and the original plan was to have one student lead the entire session. But seeing the state of the group, I decide to adapt.
“Okay, team,” I say, clapping my hands to get their attention. “I know it’s been a long day, especially for those of you fasting. So, we’re breaking this down into smaller tasks. You’re working in groups of four, with each person taking on a small leadership role. Keep it simple—design a quick warm-up, a skill drill, or a conditioned game. I’ll be here to help if you need ideas.”
I pair fasting students with non-fasting peers to balance energy levels. As the groups get started, I move between them, checking in with individuals.
“Aaliyah,” I say, crouching next to her group, “how are you feeling about leading today? Do you want to take a smaller role, or do you feel up to guiding the whole warm-up?”
She hesitates, then says, “I think I can explain it, but maybe someone else can demo?”
“Great idea,” I reply. “That way, you’re still leading but not pushing yourself too hard. Let Sarah do the demo.”
The group nods and gets to work, dividing roles in a way that accommodates Aaliyah’s fasting while still letting her contribute meaningfully.
In another group, Hamzah and Adam are planning a football passing drill. Hamzah looks a little worn out, so I stop by. “How’s it going, Hamzah? Need to swap roles with Adam?”
He nods. “Yeah, Miss. I’ll just explain, and Adam can show everyone.”
“Perfect,” I say. “That’s teamwork—knowing when to step back and support each other.”
By the end of the lesson, the students have all participated at a level that suits their energy. During the plenary, I praise their leadership and teamwork, emphasising how they adapted to meet the needs of their peers.
Empathy in Action
Both examples show how small, realistic adjustments—whether allowing flexible participation or splitting leadership roles—can make a significant difference. By acknowledging the challenges of fasting and showing genuine care, teachers can create a PE environment where all students feel valued.
Top Tips for PE Teachers during Ramadan
- Talk to Students: Start by having a conversation with fasting students to understand how they’re feeling and what they think they can manage. Let them know it’s okay to sit out or adapt their participation.
- Adjust Activities: Plan low-intensity tasks like skill-based drills or group work. Focus on inclusion and engagement rather than performance or physical output.
- Provide Options: Offer flexible roles, such as allowing fasting students to explain tasks instead of demonstrating or reducing their physical involvement in leadership activities.
- Check In Regularly: Move around the room to quietly ask fasting students how they’re feeling. A simple “How’s your energy?” can make a big difference.
- Foster Teamwork: Pair fasting and non-fasting students to support each other and ensure that no one feels isolated.
Final Reflection
As the bell rings to end Period 5, I gather my things, knowing there’s still more to do—a KS3 away fixture awaits. It’s a busy schedule, but I’m incredibly lucky to work with colleagues who understand the challenges of fasting during Ramadan. They step in to help with the fixture, ensuring I can leave at a reasonable time to go home, open my fast, and pray. This small act of kindness reminds me of the importance of empathy and support—not just for students, but among staff as well.
Reflecting on my own journey as a British Muslim PE teacher, I’ve seen first hand how small adjustments and awareness can make a significant impact. Ramadan isn’t just about fasting; it’s a time of reflection, community, and spiritual growth. By respecting and accommodating these aspects, we create a more inclusive environment where students and staff feel valued.
For those unfamiliar, Ramadan is the holiest month in the Islamic calendar, observed by Muslims worldwide. It’s a time of fasting from dawn to sunset, coupled with increased prayer, reflection, and community activities. The physical and mental demands can be challenging, especially for young students balancing school routines. Understanding these needs is key to fostering a supportive environment in PE and beyond.
It’s not just students who benefit from this understanding. Ramadan can be equally challenging for colleagues who are fasting while managing their workload. Simple acts of support—like taking on an extra duty, covering a fixture, or even checking in to see how they’re doing—can make a world of difference. By supporting each other, we create a more compassionate and united school community.
If you’re curious about the experience of fasting, consider challenging yourself to fast for just one day during the school week. Skip lunch and your usual snacks, and observe how your energy levels and focus are impacted by the end of the day. This small act can offer insight into the physical and mental resilience required and foster a deeper understanding of what students and colleagues experience during Ramadan.
As I watch the students pack away at the end of the day, their tired smiles evidence of a lesson well spent, I’m reminded that Ramadan may bring challenges, but it also offers opportunities—to teach empathy, build community, and show students that their faith and wellbeing are respected. Through thoughtful adjustments and genuine understanding, we can ensure that PE remains a space where every student feels supported and valued, even on the longest fasting day.
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