Ability grouping in primary physical education in England: Moving beyond binary discourses and practices

This study recognised that there is currently limited understanding of the extent and nature of ability grouping practices in subject areas other than mathematics and English in primary schools. Using survey methods, this research sought to generate data of sufficient scale to extend understanding of the use of ability grouping practices in primary physical education (PE) in England. Administration of a web‐based survey to all (n = 917) state‐funded mainstream and special schools catering for students in Key Stage 1 (aged 5–7) and/or Key Stage 2 (aged 7–11) in the North East of England produced a response rate of 27.7% (n = 254). Analysis of responses revealed that invariably class groups for PE lessons are deemed mixed ability, with a very small number of schools using streaming, setting or blending elements of approaches (e.g., mixed‐ability grouping with a separate top and/or bottom set) to create class groups for PE. However, analysis of responses regarding within‐class grouping practices revealed that ability is a prime point of reference for arranging students into smaller groups for teaching and learning activities in PE. The study findings point to the need for an expansion in research and professional learning relating to abilities and grouping practices in primary PE.