Cranford Review 2021

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SPORTS / PE
Physical Education
during Remote Learning
Remote learning was a challenge that all staff had to adapt to. In
PE we had to adapt and think outside of the box on how to keep
students engaged in a practical subject now being completed via
computer screens without creating any online unease.
When adapting to remote learning it was a priority that the quality
of PE education was not to be compromised, so we used this as an
opportunity to try something new. Lessons were delivered with a
theory and practical split. Students continued with the sport they
would have been doing if it wasn’t for lockdown. Adaptations were
made for them to be able to practise at home by using items such
as using frying pans and sock balls. In this way we ensured that the
curriculum was still followed. The second part of the lesson had
a theory focus allowing the department to promote healthy active
lifestyles with topics such as nutrition, psychology and sports and
how the human body works during sport.
In order to further promote physical activity to ensure student
wellbeing was at the heart of our “lockdown’’ curriculum we ran
weekly competitions with winners having medals posted out to them.
I am very proud of my team as it was not an easy transition for such
active teachers, but they displayed the right behaviour and attitudes
which reflected on students in order for online PE lessons to be
successful.
Hamesh Rattu (Director of Sport and Community Wellbeing)
Divya Sareen (year 8) Ravrahet Singh (year 9)
PE in
in lockdown sounded to
P.E. me like an old riddle. I was
perplexed about the logistics behind it
and the notion of P.E. in lockdown was
amusing. Were we to do star jumps
and burpees for the fifty minutes or
dance along with our teachers on call?
Well, the inevitable time came that
we had P.E and I was thrown into a
completely different side of Physical
Education that I never really realised
was a discipline.
Diet was a key topic. Although
intuitively intertwined with sports
I never saw this as a topic to be
covered. It wasn’t just the traditional
pie-chart diet plate of veggies, cheese,
meat and a sliver of sugary snacks and
confectionary. Instead lessons delved
into a lot of biology I was unaware of. I
was introduced quite comfortably into
buzzwords I had heard before, calories,
macros, micros, and this established a
foundation of knowledge. Alongside
my own curiosity, which acted as a
catalyst of sorts, this caused me to do
further research and finally apply the
learning to my life. Measuring what
I eat helped me control my weight to
my needs – whether it was to add on
a little more lean-mass or to lean out
after a binge weekend, having that
knowledge of diet radically improved
my training and mental health.
Alongside watching my calorie intake
and my macros, I was soundly retaught
the importance of sleep and
how essential sleep is to my training
Abd El Rahmane Brik -
Chaouch (year 9)
Rianna Lukka (year 7)
Yunnus Sheikh (year 7)
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