In this edition of In Conversation With, we hear from Mark Halse, PE Lead at Barley Lane School, an SEMH setting where physical education is used as a meaningful tool to support both wellbeing and personal development. With experience spanning mainstream, independent, and specialist education, Mark brings a thoughtful, inclusive perspective to his role.
Throughout the interview, Mark shares how his approach to PE has evolved to prioritise relationships, enjoyment, and individual success. He reflects on the wider impact PE can have when it moves beyond performance, highlighting its role in building resilience, confidence, and positive experiences that stay with students long after the lesson ends.
Can you walk us through your career journey so far?
My journey into teaching PE has been shaped by a desire to make a difference, although it wasn’t something I had mapped out from the start.
After completing my A-Levels, I knew I had a real love of sport but wasn’t sure what direction to take. I headed to Melbourne on a working holiday to play cricket, and while there, began helping with junior cricket sessions on Friday evenings. That experience was a turning point, as I realised how much I enjoyed working with young people and supporting their development, both in sport and confidence.
This led me to seriously consider PE teaching as a career. After completing a full season, I returned to the UK and enrolled for the following year before heading back out to Australia for another season. On my return, I completed a BA (Hons) in Coaching and PE at the University of Exeter, followed by a PGCE at Plymouth Marjon University.
I began my teaching career at Thomas More Catholic School in Croydon, where I spent three years developing my classroom practice and understanding the importance of structure, relationships, and high expectations. I was promoted to Head of Year in my second year, giving me valuable early experience in pastoral care.
I then moved to Stover School, spending eight years as Head of Boys’ PE. This allowed me to grow as a leader, refine curriculum design, and build a strong culture of participation and performance across the department.
For the past three years, I’ve been PE Lead at Barley Lane School, an SEMH setting, which has been the most rewarding chapter of my career. It has shifted my perspective on PE, showing me how it can be a powerful vehicle for improving mental health, building resilience, and helping students experience success, often for the first time in education.
What’s a moment in your PE teaching career that really stuck with you — and why?
One moment that has always stayed with me came a few years after I’d left Thomas More Catholic School, when a former student got back in touch to tell me he was pursuing a career in PE teaching and that my lessons had played a big part in that decision.
It was incredibly humbling. As teachers, you rarely see the long-term impact you have, especially over a relatively short period of time. Knowing that something from those lessons had stayed with him and influenced his future was really powerful.
It reinforced why we do the job, sometimes the biggest successes aren’t immediate, but they last.
If you had to use three words to describe your approach to teaching PE, what would they be?
Enthusiasm is key to setting the tone, if I bring energy and positivity, it gives students permission to do the same (even at 9am on a Monday).
Honesty is particularly important in an SEMH setting; students value authenticity and quickly see through anything that isn’t genuine. Being clear, consistent, and real with them helps build trust.
Resilience underpins everything. Not every lesson will go to plan, and not every student will engage straight away. It’s about staying patient, adapting your approach, and continuing to support students until you find what works for them.
What’s one piece of kit you couldn’t live without in your PE cupboard — and why?
A good pair of Gore-Tex or waterproof trainers! It might not be the most traditional answer, but there is nothing worse than wet feet, especially if it happens first thing in the morning and you’ve got a full day of teaching ahead.
I always keep a pair in school. Being comfortable and prepared for the conditions means you can focus fully on delivering the lesson, rather than worrying about the weather (and no one delivers their best lessons with wet feet!).
What’s one piece of kit you couldn’t live without in your PE cupboard — and why?
A good pair of Gore-Tex or waterproof trainers! It might not be the most traditional answer, but there is nothing worse than wet feet, especially if it happens first thing in the morning and you’ve got a full day of teaching ahead.
I always keep a pair in school. Being comfortable and prepared for the conditions means you can focus fully on delivering the lesson, rather than worrying about the weather (and no one delivers their best lessons with wet feet!).
One of the biggest challenges is engagement, particularly with the increasing influence of technology and more sedentary lifestyles. Alongside that, there is a growing expectation for PE to play a key role in supporting mental health, not just physical development.
At Barley Lane, I tackle this by focusing heavily on relationships and relevance. Students need to feel understood before they are willing to engage. Once that foundation is in place, it’s about designing a curriculum that is accessible, varied, and, crucially, enjoyable.
If students don’t enjoy PE, they won’t engage with it, and if they don’t engage, they won’t benefit from it. That’s why creating a positive, fun environment is so important. When students are smiling, relaxed, and feel successful, that’s when you see the real impact, both physically and emotionally (and usually a lot less “Do we have to do this, sir?”).
I also place a strong emphasis on celebrating effort over outcome. For many of our students, success isn’t about being the best, it’s about taking part, staying regulated, or pushing themselves slightly outside of their comfort zone. Recognising those moments helps build confidence and encourages continued participation.
What changes have had a big impact on inclusion in your lessons?
A significant shift has been moving away from a one-size-fits-all model of PE and instead focusing on individual needs and outcomes. In an SEMH setting, inclusion isn’t just about adapting the activity, it’s about adapting your expectations, communication style, and definition of success.
I use a range of strategies, including differentiated tasks, adapted equipment, and clear visual structures to support understanding. I also build in opportunities for students to take on different roles within a lesson, whether that’s leading a warm-up, supporting a peer, or helping to organise equipment.
Perhaps the most important change, though, has been cultural. Creating an environment where effort is valued, mistakes are accepted, and students feel safe to try has had the biggest impact on participation and inclusion.
What's your secret to engaging reluctant or less confident students to get involved in PE?
It starts with taking the time to understand the individual. Every reluctant student has a reason, whether it’s confidence, past experiences, or something else entirely.
Building strong relationships is at the heart of it. Once a student feels safe and knows you’re there to support rather than judge, they’re much more open to engaging.
From there, it’s about setting achievable steps. That might mean starting with very small goals, simply being present, then joining in briefly, and gradually building from there. Celebrating those small wins is crucial, as it helps students see their own progress and builds confidence over time.
Ultimately, it’s about patience, consistency, and showing that you genuinely care.
How do you handle rainy or bad weather days when outdoor activities aren't possible?
I’m fortunate in my current role to have access to a sports hall, which allows for consistency in delivery. However, earlier in my career I learned quickly that flexibility is essential.
Where possible, I try to maintain the intent of the lesson, adapting activities to suit the space. If that’s not feasible, the focus shifts to keeping students active, engaged, and enjoying what they’re doing.
Ultimately, a successful lesson isn’t defined by the setting, it’s defined by the level of engagement and the quality of the experience for the students.
What's your go-to song or playlist for PE lessons?
“Can’t Hold Us” by Macklemore is always a reliable choice. It brings energy, a bit of humour, and tends to get a positive reaction from students (even if they don’t always appreciate my music taste straight away).
Music is a simple but effective way to lift the atmosphere and create a more relaxed, enjoyable environment, something that can make a big difference, particularly for students who may feel anxious.
What’s your favourite memory from your own school days?
Some of my best memories come from the sense of belonging that sport gave me at school. Whether it was representing the school team or just playing with friends at lunchtime, those moments created a real sense of identity and connection.
That feeling of being part of something bigger is something I try to replicate in my own lessons now, making sure every student, regardless of ability, feels included and valued.
What’s one thing you’d love to add to your PE curriculum if there were no restrictions?
I would love to introduce multiple padel tennis courts. It’s an incredibly inclusive and accessible sport, which is a big part of its appeal.
Padel naturally encourages longer rallies, more success, and more social interaction compared to some traditional racket sports. That makes it ideal for engaging students who might otherwise find sport challenging or intimidating.
In an SEMH setting, those elements are really important. Activities that promote communication, teamwork, and enjoyment can have a huge impact, not just physically but socially and emotionally as well. I genuinely think it’s a sport our students would thrive in (and I wouldn’t mind getting involved myself).
Who was your most memorable teacher and why?
My form tutor, Dr O’Keefe, stands out more than anyone. He was incredibly knowledgeable, but what really made him memorable was his honesty and the way he treated us.
Even from Year 7, he spoke to us like young adults. There was a level of respect in how he communicated that stayed with me. He wasn’t just focused on academics, he took an interest in us as individuals and was someone you could go to for advice.
He also gave our class one of the best pieces of advice I’ve ever received: go to university, it will be the best years of your life. He was absolutely right.
He was more than just a teacher, and that’s something I’ve carried into my own practice, trying to be someone students can trust and relate to, not just someone who delivers a lesson.
If you became education secretary tomorrow, what is the first thing you would do?
I would prioritise increasing the amount of time dedicated to physical activity in schools. At present, two hours of PE a week simply isn’t enough, particularly when you consider the physical and mental health challenges young people are facing.
I would look at embedding more regular movement into the school day, not just through PE lessons, but through active breaks, enrichment opportunities, and a stronger whole-school focus on physical wellbeing.
PE has the potential to support so many areas of a young person’s development; confidence, resilience, teamwork, and mental health. Giving it greater priority within the curriculum would have a long-term impact far beyond the sports hall or playing field (and might help us win the battle against screen time).
What are some personal goals you have for the future, both in and out of the classroom?
Professionally, I want to continue developing as a leader and refining a PE curriculum that supports both physical development and mental wellbeing. Working in an SEMH setting has given me a real passion for this area, and I’d like to keep building on that work and sharing good practice.
A key part of this is ensuring PE remains something students genuinely enjoy. If young people associate physical activity with positive experiences and achievement, they’re far more likely to stay active beyond school. I’m also committed to continued professional development, reflecting on my practice and striving to provide the best possible experience for my students.
Outside of the classroom, staying active is important to me, and I hope to continue playing sport for as long as possible (ideally with minimal injuries), while maintaining a healthy balance between work and personal life.
What’s the best bit of advice you’ve ever received as a teacher?
“Build the relationship first, everything else follows.”
It’s something that has stuck with me throughout my career. No matter how well planned a lesson is, it’s the relationships you build with students that truly determine its success. Once that trust is there, everything else becomes much easier.
