Why Structure in P.E. Lessons is Crucial for Student Success

Apr 1, 2025

Image cover for blog post.
Profile image of Kas

Kas

Having structure in your classroom is important for student learning outcomes, as well as for effective behaviour management and general class expectations. A well-structured environment allows students to have autonomy, opportunities for self-direction, and also creates a safe space for learning, fun, and discovery. It also provides boundaries for how we conduct ourselves, how we handle issues and problem-solve dilemmas, how we interact with peers and the teacher, and how we respect and maintain our learning space. Structure in a classroom is not meant to be rigid and oppressive; rather, it’s the basic discipline that allows constructive and creative freedom to learn.

Structure in every lesson, class, and subject area looks different. In this article, we will discuss what structure looks like in a physical education classroom. While this is targeted to physical education, these principles are transferable and apply to all subject areas.

Important Caveat: All of the mentioned strategies will not happen initially and will not occur without direct, purposeful discussion and student involvement. Have a conversation with your class at the start of the year about expectations, what your plans are, and if they have any input. For the lessons that follow, ensure you are strict about these expectations until they become second nature for your students. Some classes may take longer than others, and consistency is key.

Entering A Learning Space

Physical education is taught in a variety of places in a school—on an oval, court area, and, if you’re lucky, in a gymnasium. Regardless of where your lesson takes place, students should understand how they enter a learning space.

A simple example of this would be:

  • Students always walk behind the teacher.
  • Students never enter the learning space before the teacher.
  • Students do not touch equipment on their way in.
  • Students sit down/stand in the same spot each time.

These are examples of some ‘structures’ you can add to entering a space. Does it seem a bit pointless? From the outside looking in, it may seem trivial, but let me tell you the benefit of those simple changes.

When students walk behind the teacher, you are able to supervise them and ensure they are safe, as students are always in a place that you can turn around and observe. You have the ability to navigate the school, other classes, changes of play space, and other teachers safely and effectively as students follow your lead. If they are all around you or in front of you, you will resort to using your voice to ‘herd’ them to the designated area. Not only does this add chaos at the beginning of your lesson, but it can dysregulate some students, open the door to potential risks and issues prior to the lesson taking place, and does not start the lesson off in a peaceful way.

When students enter a space before the teacher, they can and will be very tempted to touch things that may be set up for a specific game or run across into another lesson or class. Students should generally always enter after the teacher and then wait for teacher direction as to where they will need to be to get instruction prior to starting the lesson. This falls into the next point of ‘structure’: having a set area where students sit. This can really be anywhere appropriate and applicable to the class, but it needs to stay the same each time. What this does is provide students with an understanding of where they need to go as soon as they enter the learning space. It saves time, creates efficiency, and once again prevents you from trying to ‘herd’ students into an area and overusing your voice. If you enter a space calm and organised, your lesson will start calmly and organised; if you enter chaotically and loudly, it will generally follow that direction.

At the start, you may need to stop students, make them walk back outside of the learning area, and then come back in with the proper structure. I know I have done that many times, but it is important for students to know that this is our expectation, and being consistent will help them understand that for the lessons that follow.

Additionally, you cannot be upset at students for running around in a learning space or being in the wrong area if they have not been provided with clear direction of where they need to go. Once again, this can be catered to the age of your students.

My reception and junior primary students all sit down in a circle at the centre of our basketball courts. It is easy to remember and associate with a familiar shape. I just instruct them, “Okay, everyone in the circle,” and they can easily identify the spot they need to be in. Students have autonomy in who they sit next to but need to ensure they are all in the same area. For my year 10 students, who are 16, I will just say “stand in the circle” or “stand against the wall.” This just allows them to be in a place where I can talk directly to all of them prior to the lesson starting.

These small changes can have a massive impact on your overall lesson, your own wellbeing, and energy as you go through your day, but they also prevent a lot of issues at the beginning of your lessons. It sets you and your students up for success.

Incentivising The Structures You Want To See

Sometimes, setting structures is not enough on its own. These behaviours and expectations need to be incentivised in order for students to abide by them. An example of this would be ‘How we end a lesson’.

For my primary class, I end the lesson 5 minutes early. This allows time to pack up and for us to debrief on key learning outcomes before students move on to their next lesson. Students will generally not want the lesson to be over (one of the benefits of a quality P.E. program). Students love P.E. and want it to go forever. If we just ask them to pack up and stop where they are, you will generally get students arguing, some will continue playing, and most will be so involved in the game they won’t even notice. You will have some students leaving equipment on the ground and running towards you, some still playing, and general chaos happening as you try to ensure everything is put away for the next class.

Here is an example of how incentivised structure can fix this:

At the end of each lesson, 5 minutes before it concludes, blow your whistle 3 times. This should be part of the class routine and added to the ‘structure’ of your lesson. When this whistle is blown, students are to immediately stop what they are doing and then pack up the equipment to the best of their abilities. When they are done, they need to return to their designated sitting spot ready for further instruction. The teacher will pick two students who cleaned up the best and fastest, following directions the best, to be the line leader and the end of the line. (Two apparently very desired spots when it comes to being in a line for little people.) Or you can create any reward of your choice—stamp, sticker, you name it.

This works extremely well, but once again, you need to be consistent with this, and over a few lessons, once students see this in action, it will ensure your lessons end as they have started—smooth and efficient. Particularly with younger students, structure is necessary, but it needs to be incentivised. This is no different from what a classroom teacher would do with individual reward charts, class rewards, points, etc. We are taking those classroom reward systems and adopting them for a P.E. practical environment, using them to incentivise the structure we want to see to ensure we end our lesson in a safe way that ensures a smooth transition from one class to the other, and also puts students in a place to reflect effectively on the learning that has taken place and allows them to be organised, ready to leave the lesson in an orderly fashion.

Why is structure needed in Physical education lessons?

Here are 10 evidence-based facts explaining why structure is important in Physical Education:

1. Improved Student Engagement

  • Fact: A well-structured lesson increases student engagement and focus.
  • Evidence: Structured lessons are linked to higher student engagement, as clear expectations and routines minimize distractions and allow students to focus on the task at hand (Boudah, 2019).
  • Source: Boudah, D. J. (2019). Effective Teaching Strategies for Students with Learning Disabilities. Pearson.

2. Enhanced Learning Outcomes

  • Fact: A structured environment leads to better learning outcomes in physical education.
  • Evidence: Research suggests that a structured lesson plan allows students to develop skills progressively, promoting long-term retention and mastery (Miller et al., 2017).
  • Source: Miller, C. M., & Watanabe, K. (2017). The Role of Structure in Effective Physical Education Instruction. Journal of Physical Education, Recreation & Dance.

3. Positive Behaviour and Reduced Disruptions

Fact: Clear structure promotes positive behaviour and reduces classroom disruptions.

Evidence: According to studies, students who are given clear instructions and expectations in a structured environment show fewer disruptive behaviours (Simonsen et al., 2008).

Source: Simonsen, B., & Sugai, G. (2008). Positive Behavioral Interventions and Supports: History, Defining Features, and Misconceptions. Journal of Positive Behaviour Interventions.

4. Safe Learning Environment

Fact: Structure in a P.E. lesson ensures safety.

Evidence: A structured environment reduces the likelihood of accidents in P.E. by keeping students focused on instructions and appropriate behaviours, minimizing risk-taking (Smith et al., 2016).

Source: Smith, M., & Jones, S. (2016). Safety in Physical Education: Structuring Lessons to Prevent Injury. Physical Education Journal.

5. Encouragement of Social Skills Development

Fact: Structured lessons encourage social interaction and teamwork.

Evidence: Structured activities in P.E. provide students with opportunities to work together, fostering social skills like communication, cooperation, and conflict resolution (Cohen et al., 2013).

Source: Cohen, E., & Hsu, D. (2013). The Importance of Structured Play in Developing Social Skills. Journal of Social Psychology in Education.

6. Consistency Helps Build Trust

Fact: A structured lesson builds trust and respect between students and teachers.

Evidence: When students know what to expect in each lesson, it creates a predictable environment that builds trust in the teacher and the classroom environment (Zohar & Dori, 2003).

Source: Zohar, A., & Dori, Y. (2003). The Role of Structure in Building Trust in Educational Settings. Learning and Instruction, 13(3).

7. Promotes Physical Skill Development

Fact: Structure helps students progressively develop physical skills.

Evidence: A structured approach in P.E. allows skills to be taught in a step-by-step manner, which is critical for physical development and skill acquisition (Derri et al., 2003).

Source: Derri, V., & Kounou, D. (2003). The Impact of Structured Lessons on Physical Skill Development in Children. Journal of Sports Science & Medicine.

8. Increases Time on Task

Fact: Structure increases time spent on physical activity during lessons.

Evidence: A structured lesson minimizes wasted time and increases the time students spend being physically active, leading to better fitness outcomes (Bartholomew et al., 2005).

Source: Bartholomew, J. B., & Jowers, E. M. (2005). Time on Task and Physical Activity in Physical Education Lessons: A Review. Journal of Teaching in Physical Education.

9. Boosts Motivation and Confidence

Fact: Structure leads to increased student motivation and confidence in physical tasks.

Evidence: When students understand the expectations and progress in structured lessons, they experience greater success, which boosts their self-confidence and motivation (Deci & Ryan, 2000).

Source: Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behaviour. Psychological Inquiry, 11(4).

10. Facilitates Effective Assessment

Fact: Structured lessons allow for better assessment of student progress.

Evidence: Clear structure enables teachers to assess students’ development in a more systematic and organized way, making it easier to track improvement (Baker et al., 2011).

Source: Baker, D., & Crocket, L. (2011). Assessing Student Progress in Structured Physical Education Lessons. Journal of Physical Education Assessment.

Helpful Resources: