In conversation with... Matt Tanner

From reshaping PE across 23 schools to rethinking what inclusion, confidence and movement really mean in primary education, April’s In Conversation With Matt Tanner is packed with insight, honesty, and big ideas.

As Academy Trust PE Lead, Matt’s journey spans secondary sport, a transformative switch to primary, and the creation of a specialist PE team delivering curriculum change at scale. In this interview, he opens up about the moments that shaped him, the challenges facing PE today, the power of purposeful curriculum design - and the simple pieces of kit he swears by.

Whether you’re a PE teacher, school leader, or simply passionate about helping children fall in love with movement, Matt’s reflections are filled with practical wisdom and fresh perspective.

Can you walk us through your career journey so far?

I began my career in secondary education, teaching for five years in Surrey, where I also completed a Master’s in Education: Leading Innovation and Change. During that time, I developed a strong interest in how thoughtful leadership and curriculum design shape teaching practice and student outcomes.

A move to Devon marked an unexpected turning point. I entered primary education as a short-term step while applying for secondary PE roles, but it was here that my perspective changed. I saw how crucial primary PE is in laying the foundations for movement and helping children develop a love for sport and physical activity. That experience reshaped my focus, and I’ve now worked in primary PE for almost 8 years.

I first worked across six schools before being supported by our CEO to grow the role into a dedicated PE department. I now lead PE across 23 schools with a specialist team that expanded to three teachers in 2020 and an additional specialist in 2025 to ensure every child receives high-quality PE.

Our team is made up of fully qualified, secondary-trained teachers who specialise in primary PE. Teacher training develops pedagogy, behaviour management, assessment, inclusion and understanding of how children learn. This means our teachers plan carefully sequenced learning, adapt tasks, manage behaviour positively and create inclusive environments. They can scaffold learning, identify misconceptions early and use assessment to inform next steps.

Because of this expertise, we deliver high-quality PE and provide personalised professional development for class teachers, ensuring PE is valued, consistent and celebrated across the trust.

Over the past two years, I have led a major redesign of the PE curriculum, moving from traditional sports blocks to core movement concepts and clear progression. This shift has been transformational, ensuring all pupils can succeed and develop a positive relationship with movement.

Throughout my career, my belief has remained the same: if children leave primary school confident, competent and with a genuine love of PE, they are far more likely to remain active in their teenage years and beyond.

What’s a moment in your PE teaching career that really stuck with you — and why?

This academic year, we organised our first trust-wide fitness festival for Year 5 and 6 pupils, and it’s a moment that will stay with me for a long time. Across two venues and two days, nearly 450 students from 22 schools took part in a wide range of health and skill-based challenges — from handball dribbling and skipping to shuttle runs, squats and mountain climbers. This event wasn’t competitive school v school, but a chance for students to individually challenge themselves and celebrate physical activity.

What struck me most was the atmosphere. There was a real sense of determination and encouragement, with pupils motivating one another. We had adapted activities for children with additional needs, including pupils with cerebral palsy, and the level of participation was incredible. Students who often find PE challenging completed every activity, pushing themselves further than they ever had before.

Seeing those children succeed in a large-scale, inclusive environment reinforced why this work matters. It reminded me that PE isn’t about producing a handful of elite athletes — it’s about giving every child the chance to enjoy being active and build a positive relationship with movement. The buzz afterwards said everything. It confirmed that these experiences genuinely develop resilience, confidence and a love for physical activity.

Primary school children throwing foam javelins during a PE lesson using Sports Directory equipment, developing throwing technique, coordination, and active participation.

What’s one piece of kit you couldn’t live without in your PE cupboard — and why?

Tricky question, but there are a few go-to items I couldn’t live without. Spot markers/flat markers are used in almost every lesson, whether it be for my youngest pre-school students to stand on as a reference point, or a Year 6 lesson where defenders are strategically positioned. Floor spot markers are brilliant.

A fluff ball is a great bit of kit also. It’s a lightweight fluffy ball which is great for throwing and catching games. A step above a bean bag, they’re great for adapting levels of challenge and great for tagging games. I use them a lot during indoor PE because they are so lightweight, they won’t break a lovely smart board or a beautiful new display in the hall.

Pool noodles are amazing too. They’re incredibly versatile and pre-school all the way up to Year 6 love them for coordination games and tagging activities.

Shop Cones & Markers

Sondico Flat Space Markers (Set of 60)

£18.00

£18.00 ~~£18.00~~

Shop Sensory Equipment

Fluff Balls (Set of 6)

£3.00

£3.00 ~~£3.00~~

Shop Pool Noodles

Slazenger Swim Noodles (Set of 12)

£60.00

Sondico Flat Space Markers (Set of 60)

£18.00

£18.00 ~~£18.00~~

Sensory Multi Textured Ball Kit

£70.00

£70.00 ~~£70.00~~

Slazenger Swim Noodles (Set of 12)

£60.00

If you had to use three words to describe your approach to teaching PE, what would they be?

1. Purpose
For me, PE is about far more than physical performance. It is a powerful vehicle for developing life skills that extend well beyond education. Through PE, children learn teamwork, resilience, respect, focus and empathy — qualities that shape character and prepare them for life, not just for sport.

2. Equity
My approach is firmly student-centred. Every child deserves the best possible chance to succeed, and that only happens through a carefully planned and thoughtfully sequenced curriculum. Rather than relying on generic programmes, I believe in asking purposeful questions: What do our students need at this stage? Why are we teaching this now? How does this build on what they already know? When curriculum is designed with intention, it creates genuine progression and meaningful success for all learners.

3. Enjoyment
Above all else, PE must develop a love of movement. If children leave primary school enjoying being active and feeling confident in their own bodies, we give them the best possible foundation for lifelong participation. That sense of enjoyment is what sustains engagement long after formal schooling ends.

Together, these values shape everything I do. I see PE not just as a subject, but as a vehicle for individual character development and for helping young people build a positive, lasting relationship with physical activity.

1. Purpose
For me, PE is about far more than physical performance. It is a powerful vehicle for developing life skills that extend well beyond education. Through PE, children learn teamwork, resilience, respect, focus and empathy — qualities that shape character and prepare them for life, not just for sport.

2. Equity
My approach is firmly student-centred. Every child deserves the best possible chance to succeed, and that only happens through a carefully planned and thoughtfully sequenced curriculum. Rather than relying on generic programmes, I believe in asking purposeful questions: What do our students need at this stage? Why are we teaching this now? How does this build on what they already know? When curriculum is designed with intention, it creates genuine progression and meaningful success for all learners.

3. Enjoyment
Above all else, PE must develop a love of movement. If children leave primary school enjoying being active and feeling confident in their own bodies, we give them the best possible foundation for lifelong participation. That sense of enjoyment is what sustains engagement long after formal schooling ends.

Together, these values shape everything I do. I see PE not just as a subject, but as a vehicle for individual character development and for helping young people build a positive, lasting relationship with physical activity.

What’s the biggest challenge PE teachers face today — and how do you try to tackle it?

One of the biggest challenges PE teachers face today is ensuring that PE is given the same status and value as other subjects. PE can be overlooked because of wider curriculum pressures, yet physical education is essential. Sport has a unique power to inspire and unite.

To tackle this, I am deliberate about the message I share with trust leaders, academy heads, teachers and parents. I place the importance of PE at the forefront of conversations, highlighting the life skills it develops — resilience, teamwork, confidence, discipline and a sense of belonging. By delivering high-quality teaching and organising inclusive sporting experiences, we make the impact of PE visible and tangible.

In schools, PE can develop belonging, provide a safe space to have fun, work as part of a team, challenge yourself and show resilience and strength of character. These are life skills, not just sporting outcomes, and I keep that message central to ensure PE is seen as a cornerstone of a rounded education.

A second major challenge is funding. Budget constraints are becoming increasingly acute, and although schools receive the same level of PE and sport premium funding each year, it doesn’t stretch as far. Rising costs mean opportunities that were once straightforward require careful planning. For example, a five-mile round trip to a local tennis club can cost around £300 in coach hire, limiting what schools can offer. I work closely with trust leaders and academy heads to ensure every pound is used effectively, prioritising opportunities with the greatest impact.

Young boy practising tennis skills with a Slazenger racket and ball from Sports Directory, developing hand‑eye coordination and confidence during PE.

What changes have had a big impact on inclusion in your lessons?

The biggest difference I’ve seen in terms of inclusion has come from redesigning the PE curriculum. By moving away from conventional sports and focusing on overarching movement skills, PE has become far more accessible for all pupils. Focusing on core concepts allows every child to make progress, regardless of ability, prior experience or additional needs.

Practical changes have also helped. Organising the equipment cupboard and knowing exactly what we have makes it much easier to adapt activities. My team and I created an adapted PE equipment checklist to ensure we have resources that can be modified to meet students’ needs.

Training has been important too. A SEND course delivered by a PE teacher from a special school in Devon gave me invaluable insight into how small adjustments can make a big difference, and I would strongly encourage any PE teacher to seek out training in this area.

For those delivering professional development, the focus should be on differentiation, reasonable adjustments, behaviour management and inclusive practice. When teachers feel confident adapting lessons without compromising challenge or enjoyment, inclusion becomes part of everyday teaching. Small changes, made thoughtfully, can have a powerful impact.

What's your secret to engaging reluctant or less confident students to get involved in PE?

There isn’t a single secret formula, but it always starts with making PE enjoyable. Students are far more likely to participate if they see PE as something that brings them joy, and empathy is key — understanding what might be holding them back is the first step to engagement.

If I could go back 12 years, I’d remind myself that it’s okay for a lesson plan to go out the window sometimes. What matters is remembering why you do this job — to make students love sport.

Competition also has its place. Once every student is engaged and enjoying their lesson, it becomes much easier to introduce competition at a level that is appropriate for all. The goal is to create an environment where students feel confident, supported and excited to take part — and once that foundation is there, learning and personal growth naturally follow.

Young boy engaging with a sensory bell ball during a PE lesson using Sports Directory inclusive equipment, supporting coordination, confidence, and sensory development.

How do you handle rainy or bad weather days when outdoor activities aren't possible?

My PE curriculum is focused on key concepts of sport and movement, which gives more flexibility for indoor or outdoor lessons. It’s always a challenge being inside when children love the space and freedom of the field, but a strong curriculum centred around fundamental concepts keeps indoor lessons fun and aligned with the current focus, rather than resorting to a random activity for the sake of it.

I also have a few go-to indoor games that the students love, so these are always an option depending on the topic.

Shop Rainy Day PE Equipment

Bean Bag Bucket (Set of 60)

£50.00

£50.00 ~~£50.00~~

Playsense Parachute Play Pack

£62.00

£62.00 ~~£62.00~~

Choose options

Indoor Discus

From £6.00

From £6.00 ~~£6.00~~

Slazenger Indoor Foam Tennis Ball (12 Balls)

£26.00

£26.00 ~~£26.00~~

Slazenger Pickleball Progression Pack

£165.00

£165.00 ~~£180.00~~

Shop Rainy Day PE Equipment

Bean Bag Bucket (Set of 60)

£50.00

£50.00 ~~£50.00~~

Playsense Parachute Play Pack

£62.00

£62.00 ~~£62.00~~

Choose options

Indoor Discus

From £6.00

From £6.00 ~~£6.00~~

Slazenger Indoor Foam Tennis Ball (12 Balls)

£26.00

£26.00 ~~£26.00~~

Slazenger Pickleball Progression Pack

£165.00

£165.00 ~~£180.00~~

What's your go-to song or playlist for PE lessons?

In certain PE topics, health and fitness for example, the music can be everything! My go to would be some sort of dance/house music. 120-140 bpm is the sweet spot for music when you’re working out and I notice the more up-beat, the harder the kids work.

Young boy in football training controlling a ball with Sports Directory equipment, developing close control, coordination, and confidence during PE.

What’s your favourite memory from your own school days?

I always loved PE and the extracurricular sports which were available at my school. I was lucky enough to go to a school which valued sport and celebrated it as part of school life.

At U16 level, I was part of the school football team which won the English Schools Football Association National Cup, playing the final at the Etihad stadium. Being crowned the best school team in England was a pinch me moment and something I still look back on fondly many years later and still catch up with some of the team to reminisce.

What’s one thing you’d love to add to your PE curriculum if there were no restrictions?

I’d love to introduce a unit on water and beach safety, covering topics like lifesaving, tides, and currents. The beach is an amazing place, but it also comes with unique challenges if you don’t know how to navigate the sea safely. This unit could combine sand-based workouts, swimming, canoeing/paddleboarding and lifesaving skills all in one cohesive program. It would be a great way to incorporate Outdoor and Adventurous Activities within PE.

Living in Devon, it feels especially important — many children have swimming lessons in pools, but the sea is a completely different environment and understanding it can make all the difference.

Who was your most memorable teacher and why?

My biggest inspiration was Mr Passenger. He was the Head of PE at my secondary school and my rugby coach. He was incredibly motivating and had consistently high standards and that always resonated with me and encouraged me to work hard. Not only this, but I saw him and his colleagues having a great time in their jobs, which was part of the reason I chose to be a PE teacher.

If you became education secretary tomorrow, what is the first thing you would do?

I would make PE compulsory, as opposed to ‘recommended’ as per the DfE. I would also increase the minimum hours students should receive per week from a ‘recommended’ 2 hours, to 1 hour of PE every day. 2 hours of ‘recommended’ PE is an easy one to avoid, whereas if it is compulsory, schools can be held more accountable for making students active. This will no doubt have a positive impact on students’ mental and physical health, but there is also a wealth of current research linking increases in physical activity to better academic outcomes, handwriting improvements and overall learning behaviour. It’s a win-win!

It’s important this type of research is spoken about more in schools to see how powerful PE and physical activity can be for driving improvements in schools.

Girl running with a Sports Directory Kooga rugby ball during a PE lesson, enjoying an active, fun rugby activity that builds confidence, coordination, and movement skills.

What are some personal goals you have for the future, both in and out of the classroom?

I’d love the opportunity to work with Youth Sport Trust (or equivalent bodies) to deliver workshops/talks at conferences. Also to pass on my knowledge in more of a consultancy role, sharing expertise with schools across the country, helping them with PE development plans, curriculum rationales and helping students further afield access the PE provision they deserve.

This would also be a great chance to see other schools’ practice and learn from what they do well and set up a network of ‘Active Schools’ who can showcase best practice to schools who need support.

What’s the best bit of advice you’ve ever received as a teacher?

The best piece of advice I’ve received as a teacher is simple: if it’s not for the benefit of the students, why are you doing it?

There’s a lot of pressure in education to justify every action, and that can add to an already heavy workload. Over time, I’ve learnt it’s important to step back and ask whether extra tasks or hoops we jump through are genuinely making a difference for the children. Of course, accountability is important — through assessment, planning, and evidence of learning — but unnecessary work that doesn’t impact students’ experiences or outcomes can distract from what really matters. Keeping the focus on the children themselves helps maintain perspective and reminds you why you became a teacher in the first place.

Teacher giving instructions to her class during a Netball lesson with two girls raising their hands to ask questions, showcasing active learning and Sports Directory PE resources in action.