Reflect

Take Jamie Laing, for example. At first glance, he might not seem like an obvious choice. Best known for Made in Chelsea and a stint on Strictly Come Dancing, he built his reputation on light entertainment rather than grit. But in recent weeks, the now Radio 1 DJ has shown a different side to himself, and he might just have emerged as a role model for male vulnerability and resilience. His recent ‘Marathon Man’ challenge, which raised over £2.2 million for Comic Relief, saw him running five ultramarathons over five days. Since he claims never to have run over 5km until only months ago, this could have been considered almost reckless. Much of his challenge was broadcast to Radio 1 listeners, and over the course of the week it attracted huge attention, including that of many boys and young men. Turns out, it wasn’t only a feat of physical endurance, but a display of strength through vulnerability. His tearful interviews, hugs with his wife and dad, and expressions of love for and from supportive friends were given centre stage, and in one interview he declared, “This week has made me realise that talking about things is the coolest thing in the world, being vulnerable is the greatest thing in the world”, sparking many conversations on social media around male mental health. In a world where high-profile male figures often equate toughness with emotional detachment, Laing’s openness was refreshing.

I’ve also been tuning in to Expedition, a recent addition to the BBC Sunday evening schedule, where naturalist and explorer, Steve Backshall, takes on daring challenges, exploring some of the world’s most remote locations and pushing himself to his limits to uncover unmapped wonders. On the face of it, he’s a stereotypically masculine explorer - muscular, physically tough and not averse to wrestling a crocodile. But whilst his physical capabilities are undeniably impressive, what stands out for me is his deep respect for the natural world and the people he meets, and his unshakable sense of curiosity and determination. Throughout the series, he frequently demonstrates vulnerability - whether that’s working through fears when cave diving or getting back into a kayak after a near-disastrous encounter in Himalayan white water - and openly acknowledges the mental toll of extreme challenges. He’s proof that adventure, masculinity and emotional intelligence can coexist, offering a well-rounded model for resilience. I’d definitely recommend watching it with your kids. My teens are loving it!

At Tooled Up, we’ve also been privileged to work with record-breaking adaptive adventurer Darren Edwards. Darren's life changed dramatically in 2016 when a near-fatal climbing accident left him paralysed from the chest down. He had to fight not only to survive, but to rediscover his passion for adventure despite negotiating a life-changing injury. Since then, he’s become the first person with a disability to complete seven marathons in seven days across seven continents in a wheelchair, and led ground-breaking expeditions, including kayaking the length of Great Britain and sit-skiing across Antarctica to the South Pole. Really, Darren's accomplishments are nothing short of awe-inspiring. He’s also a thoroughly nice guy and awesome role model, often speaking in schools about the five key concepts that have helped him to overcome adversity: accountability, reframing, courage, social connection and purpose. Darren now has a company called Adaptive Expeditions, which takes individuals with disabilities (both seen and hidden) on expedition opportunities around the world, giving them a platform to discover just how capable they are and empowering them to be aspirational.

All three of these men encourage boys to express themselves and stay connected to their physical and emotional wellbeing. They also show us how being physically active is not just about building our bodies. It’s also about developing the courage to face challenges, both external and internal, and to grow in the process.

Motivate

We know that many young children at primary school are only able to perform fundamental movement skills (the building blocks of more complex movement), such as running, skipping, catching, throwing, kicking or balancing to a low level. In fact, one English study found that less than one fifth of children aged six to nine years old have mastered the four key fundamental movement skills identified in the PE curriculum, yet early acquisition of these skills boosts long-term physical fitness and activity levels.

Similarly, only last week, I interviewed our upcoming April ‘Researchers of the Month’ about findings from the first ever British Preschool Children’s Play Survey. The study showed that whilst preschool children generally spend around one hour and 45 minutes playing outdoors, girls tend to play outside significantly less than boys, even at the age of two. It’s some of the first evidence that gender stereotypes may be cemented even earlier than previously thought, beginning a trend that continues during childhood and into adolescence and which reinforces long-term disparities in physical activity. As the researchers noted, “Given the link between playing outdoors and physical activity, girls may already be at a disadvantage very early in life”. Whether due to safety concerns, lack of access, or lingering social stereotypes, it's a gap that needs to be addressed to ensure equitable opportunities.

Last month, London Sport launched More Ball Games, a campaign which aims to unlock sport, play and physical activity for all. The group aims to lobby policymakers to take urgent action to remove 7000 outdated and restrictive ‘No Ball Games’ signs, which it argues stifle play, physical activity and community connection across London and England. The initiative highlights a crucial issue: how access to sport and physical play is vital not just for physical health, but also for emotional and social development, building confidence, developing important social skills and honing children’s understanding of the value of teamwork and resilience. Play, sport and movement are essential tools for nurturing well-rounded, confident, happy and resilient young people.

As spring unfolds and the Easter holidays beckon, warmer days (fingers crossed) and brighter evenings give us a natural cue to get moving. Let’s take advantage of it! Whether it’s kicking a football in the park, chalking out hopscotch on the pavement, or simply walking to school instead of driving, small changes can make a big difference. Making outdoor play a daily habit - even if it’s just 15 minutes before dinner - can help to embed movement into our children’s routines whatever their age (did you know by the way that the gold standard step count for teens is 12-15,000 steps, rather than the 10,000 goal most adults work towards?).

Remember, not all kids want to play football. Encouraging them to explore movement in ways that suit them is crucial, and reframing sport as play through obstacle courses, scavenger hunts or fun challenges can also make physical activity more appealing. Within the boundaries of general safety, accepting a little bit of risk is also a good thing, and can help with learning how to land, hold on and balance, as well as showing children that they can successfully manage those butterflies in their tummies. Maybe this weekend, I’ll let my kids take the lead. After a busy week at school and the pool, it might be more about a long walk for hot chocolate and cake than a kickabout in the park. Whatever keeps us active, right? How will you get moving this week?

Support

Over the last couple of months, we’ve had numerous requests from Tooled Up teachers who want to learn more about helping neurodivergent pupils get the most out of PE lessons and sport. Neurodiverse Sport, an organisation which champions the participation of neurodivergent people in sport at all levels, notes that neurodivergent individuals often experience greater barriers to participation. In fact, activity levels among the neurodivergent population are far below average. Yet, some of the world’s best athletes are neurodivergent and with the right support, neurodivergent people have much to contribute.

A recent panel event for Tooled Up school staff highlighted strategies that can make PE more accessible and enjoyable for neurodivergent students. One key takeaway was the importance of building positive relationships. Creating a supportive environment where students feel valued and encouraged can significantly improve their experience, especially in subjects like PE where abilities are often on display to peers. Offering positive feedback, highlighting effort over results, and fostering a culture of mutual respect can go a long way to boost confidence.

Remember that interventions are likely to be most effective when children are involved in planning them. It’s important not to make assumptions about their needs. Fostering open dialogue with individual children, asking them what might trigger feelings of anxiety, discussing their sensory preferences and exploring which anti-anxiety strategies might help, will provide shared ownership and reduce stress. Leaning into any special interests can also be beneficial. Ask children about their hobbies or passions and, if possible, consider weaving them into the physical activities you offer. Feeling seen and valued can make young people more engaged. Allowing students to choose roles, such as being a referee instead of a player, can also provide them with greater control over their experience and increase participation.

Any sensory sensitivities might be particularly heightened at points of transition, such as after school holidays. It's vital to be mindful of sensory overload - whether that’s loud sounds, strong smells, or visual distractions - and to consider triggers in spaces like changing rooms, which can often feel cramped and chaotic. Allowing children to come to school dressed in their PE kit can help alleviate some of the stress in these areas.

In more traditional sports, neuroinclusive rule changes, such as smaller teams, more frequent breaks, or providing alternative roles for children to choose from (being referee rather than player, for example), can help accommodate different needs and preferences. Allowing pupils to choose roles or activities that they feel comfortable with encourages self-awareness and gives them more control over their experience. As much as possible, introduce sports that might feel less intimidating. If team sports feel too competitive or high-pressure, consider alternative activities like orienteering, which can offer the restorative benefits of outdoor movement without the same level of anxiety.

For any competitive fixtures, whilst a certain degree of stress can be beneficial, it’s essential to reduce the anxiety that can come from the unknown. Preparatory talk is vital - don’t underestimate its power. Talk about what success looks like, but also discuss how to handle situations when things don’t go as planned. Familiarity with the environment and what to expect can help reduce fear and make the experience more enjoyable for all students, neurodivergent or not.

If you are a parent who’d like to learn more about how to support your neurodivergent child in sport, Neurodiverse Sport has some great tips. We can all try to challenge the stereotypes around who can be active, remembering that every child has their own path to finding joy in movement.