Teaching sequence

Work through this resource material in the following sequence:

10 minutes

Tune In: Inclusion map

20 minutes

Find Out: Barrier breakdown

25 minutes

Take Action: Diversity dive

5 minutes

Reflection

Learning intentions

Students will:

identify barriers to inclusion in sports.

Success criteria

Students can:

identify and explain common barriers that prevent full participation in sport
evaluate and suggest ways for local sporting clubs to improve inclusivity.

Tune In: Inclusion map

Preparation

Draw a large map or pathway on the whiteboard, with the start labelled ‘Access to sport’ and the end labelled ‘Full inclusion and belonging.’ Place markers along the path for ‘Barriers,’ ‘Supports,’ and ‘Milestones.’

Step 1

Students will collaboratively add to the map on the whiteboard. This visual, interactive activity allows everyone to see the diversity of experiences and barriers to accessing sports without singling out individuals. Give each student 3 sticky notes (different colours for each category: barrier, support, milestone).

Ask students to write on each colour-coordinated sticky note:

One barrier they or someone they know has faced in accessing sport. For example, ‘Not being able to afford equipment,’ or ‘feeling excluded because of my background.’
One support that helped or could help. For example, ‘There was a girls team I could join.’
One milestone or positive moment. For example, ‘The first time I scored a goal.’

Step 2

Invite students to place their sticky notes on the map by placing barriers near the start, and supports and milestones further along the map. As a class, cluster similar notes together and discuss patterns. For example, ‘Many barriers are about cost or feeling unwelcome.’

Step 3

Initiate a short class discussion with students about the data created by using the following prompts:

What patterns do you see? Where do most barriers occur? What supports make the biggest difference?
How can we, as a class or club, add more support and reduce barriers?

Learning support: Allow for pictorial representation of each of the categories.

Learning opportunity: Using their devices, invite students to dig deeper into the barriers to participation in sport via the Australian Sports Commission.

Learning extension: Invite students to use the map as a starting point for a class project or proposal to the school or local sports club, suggesting real changes based on the class’s findings.

Find Out: Barrier breakdown

Step 1

Your students’ task is to investigate barriers that might prevent participation in popular sports. Begin by surveying the class on what their favourite sport is, and record their responses in a labelled tally chart on the whiteboard.

Step 2

Using the data, select the 4 sports with the highest votes. Divide the class into 4 groups, assigning each group 1 of the top 4 sports. Give each group a large sheet of paper or a whiteboard marker for jotting down ideas.

Instruct the students to discuss and write a list of potential reasons that might stop someone from playing the sport they were allocated, such as cost, access, equipment, rules and belonging.

Step 3

Invite a representative from each group to briefly share their list of barriers with the class. As each group shares, write key barriers on the board under the sport’s name.

Step 4

Facilitate a short discussion with the whole class:

Did any barriers come up for more than 1 sport?
What could be done to help more people join in these sports?

Learning extension: Ask students to suggest 1 idea to reduce a barrier for any of the sports.

Learning opportunity: To build on their understanding of barriers to sport, invite students to research the declining numbers of First Nations players in the AFL, where it is currently at the lowest level it has been in 20 years. Direct them to read the following articles to further determine the barriers:

Take Action: Diversity dive

Step 1

In pairs or small groups, ask students to choose a local sporting club, such as football, netball, cricket, basketball, or swimming.

Explain to the students that they are to use their own devices to search club websites and social media to research how their local sporting clubs promote, value, and showcase diversity.

Present students with the activity sheet and ask them to use the 3 guiding questions to assist them with their research.

Guiding questions	Suggestions
How does the club show that it values diversity?	Look for inclusive language on websites, diverse images, programs for different groups, accessibility and events for different cultures/genders/abilities.
What actions or programs does the club run to include everyone?	For example, gender diverse teams, wheelchair access, cultural days, LGBTIQ+ support and disability-friendly programs.
Who can join? Are there any barriers?	For example, cost, equipment or language.

Step 2

Ask each group to share 1 way their club promotes diversity and 1 area for improvement. As students share, list their responses on the whiteboard as a T-Chart with 2 columns labelled ‘positives’ and ‘improvements.’

Step 3

Ask students to suggest actions each of these clubs could take to promote community inclusion by referring to any of the items listed in the ‘improvements’ column. Write these suggestions next to each area.

Learning extension: Students can choose 1 club and write a short email or social media post suggesting their idea for improving inclusion.

Learning opportunity: Ask students to identify how diversity and cultural safety bring positive outcomes in sporting environments. Direct students to the Australian Sport Commission findings to support their understanding.

Reflection

Step 1

Invite students to silently respond to each of the prompts below by drawing or writing their responses on paper as a form of self-reflection.

Head (cognitive): What do you think about what you have heard, learned or discovered?
Heart (emotional): How do you feel about what you have heard, learned or discovered?
Hands (practical): How can you use what you have heard, learned or discovered?

Barriers and Solutions to Inclusion

Go to

Summary

Learning intentions

Students will:

Success criteria

Students can:

Lesson Guides and Printables

Lesson Details

Skills

Curriculum Mapping

Resources Required

UN Sustainable Development Goals

Additional Info

Related Professional Learning

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