Make teaching personal with the STEP framework,  Debbie Barry FA PE Officer

Your pupils are all different, so why teach them in the same way? Use the STEP framework (Youth Sports Trust, 2002) to design lessons that work for every pupil, no matter their ability.

Why does the step framework matter?

Think about the pupils you’re responsible for. What’s their age? Ability level? What skills do they need to work on most? Chances are, it’s not the same across the board.  After all, pupils are individuals with individual needs. An activity that’s fun and challenging for one person might be easy and boring for another.  Regardless of your teaching experience, to develop, motivate and build confidence in your pupils, it’s best to steer clear of one-size-fits-all.  Instead, think about how you can help each pupil meet their own potential. Design lessons that include different degrees of difficulty to challenge at the right level, whatever that is. 

Space, shape or size

By adapting the size and shape of the playing area you can increase or decrease the level of challenge for a pupil. As a teacher, you can encourage pupils to find different solutions to the problems posed by the physical layout of the game e.g. playing in a larger area with more open space may give pupils more room to move into, or perhaps more time to make their decisions. Another example would be to ask your pupils to move around a triangle, instead of a square. This adaptation might encourage sharper, more agile turns and therefore encourage them to consider the need for effective use of space.

Task

Introducing new rules or challenges into games, can encourage exploration and consideration of how to complete tasks e.g. implementing a rule of having specific pupils needing to make 3 passes or limiting the number of touches they can take, will impact the outcome for that pupil. Another way of adapting the task is to offer those who need support the chance to have superpowers, such as being able to travel into safe zones that others do not have access. By adapting the task, you can help manage difference and not lose the impact or integrity of the game for those who can already perform the required level of skill as well as encourage inclusion in lessons. It is also beneficial to encourage the pupils with a choice of tasks to include them in the learning journey e.g. carrying, bouncing or dribbling a ball in an activity will give them ownership of their own learning and be able to set their own challenge points. Remember, not all pupils have to perform the same tasks at the same time.

Equipment

This can effect the challenge for the pupil e.g. using a football, tennis ball or beanbag can all impact the way in which a pupil finds success in a throwing and catching activity. Changing equipment can also help to manage difference in games. Using a balloon rather than a ball can offer a slower moving object and offer more time to make a decision.

Players, Participants or People

You can consider how to use different numbers of pupils playing to create scenarios or challenges e.g. dribbling against 1 or 2 defenders. Playing in smaller groups may also increase their involvement in the activity. Pupils will also have different abilities, so trying to play a game against a faster pupil may require new or adapted solutions. Pairing players up to support peer learning can also be a useful tool when planning games. Finally, it is worth considering that teams do not always have to be numerically equal. A 3v3 will offer a different challenge compared to a 2v4.

STEP is simply about adjusting the basics to give everyone the chance to shine. Why not give some of these ideas a go and see what happens?