‘In Conversation With’ interview featuring Joe Khalfi discussing his experiences in school PE. Joe shares personal insights on teaching, pupil engagement, and how high‑quality PE can shape confidence and long‑term participation in sport.

An interview with Joe Khalfi where he talks about school PE, reflecting on his journey, key challenges, and the importance of inclusive, engaging physical education. Joe offers practical advice and real‑world examples from his time working with pupils.

In conversation with... Mr Khalfi

There is a real energy behind the way Mr Khalfi approaches physical education, and it comes from a lifetime shaped by sport, community and strong role models. His journey began with the influence of a teacher who first sparked his love for PE, and it has grown into a career defined by opportunity, encouragement and genuine care for every child who steps onto his playground. Whether he is pushing his borough’s athletics teams to new heights, opening doors for children who have never represented their school before, or finding simple ways to make lessons feel welcoming for those who lack confidence, his passion shows in the practical choices he makes every day. In this interview, he reflects on the experiences that shaped him, the challenges teachers are navigating, and the ideas that keep his lessons fair, fun, and free for all.

Can you walk us through your career journey so far?

The reason I became a teacher is because of my current Head Teacher, who was my Year 6 teacher as a child. He was also the PE Lead of that school and the football coach. I was his captain and he inspired me to participate and enjoy sport from such a young age, something that stuck with me. When I decided to become a teacher I immediately applied for a job at the school he was headteacher of knowing that I would be working for someone with similar values and vision. Since I became PE lead in my second year, we have entered many competitive and inclusive events and regularly give chances to a very high percentage of children in our school. I have also always loved sport, I was lucky enough to compete at some great venues in football growing up and still play for pleasure now. I have a keen interest in many sports, making it easier for me to relate to most sporty children, whatever their passion.

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

If I can be cheeky I have three! From a competitive edge, helping lead our school to comfortably be the best athletics team in the borough for the past 5 years and completing a borough high of finishing 2nd at the London Youth Games.

As an inclusive point of view, was the year that I managed to ensure 83% of Year 5 and 6 children represented the school in some sort of sporting event. Most notably our SEND children having regular football matches and multi-skills events.

As a personal achievement, being asked to become the borough’s SGO last year. A role that means helping children become more active and helping children and schools work on mental and asocial skills as well as technical and tactical.

Two children taking part in a school sports day relay race, with one child reaching forward to pass a relay baton to the next runner. The image captures teamwork, speed and PE activity, highlighting the handover moment in a primary school athletics relay.

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

Bibs — without a doubt. They’re one of the most versatile pieces of equipment you can have in a PE cupboard. Of course, they’re great for quickly organising teams, but their usefulness goes far beyond that. You can scrunch them up and use them as soft balls for throwing and catching activities, tie them together to create an improvised tennis or badminton net, or even tuck them into waistbands for tag and evasion games. They also make perfect makeshift goal posts for small‑sided football or hockey games.

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

Fair.

Fun.

Free.

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

Confidence. Many teachers who find themselves delivering PE do so without the same level of regular, subject-specific training they receive for other curriculum areas. This can leave them feeling unsure about planning lessons, managing activities or adapting tasks for different abilities. In some cases, their confidence is affected by their own negative experiences of PE when they were younger, which can create a kind of lingering anxiety when they step into a sports hall or onto the field.

Teacher guiding a child in a school PE lacrosse lesson, demonstrating the correct way to hold a lacrosse stick. The image shows supportive coaching, skill development and safe technique as the pupil learns basic lacrosse handling.

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

Lack of funding for additional class support. As a confident PE teacher, I can find it really worrying when I know I have a child in my class that could run off at any moment and I will have to make a split decision on whether to follow them or stay with the rest of my class and how to keep everyone safe. I can use my knowledge and experience to keep that child as entertained as possible or know a task to keep the class busy and learning so I can focus on the one child. Other teachers with less confidence must find that really daunting and I have witnessed times when it has stopped a teacher from attempting to teach a lesson at all.

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

Praise the little wins just as much as the big ones. Small successes can make a huge difference to a child's confidence, especially if they are already unsure about PE. When you have the equipment available, give children as much time as possible to practise skills on their own or in pairs. This creates a quieter space where they can focus without the pressure of others watching.

It also helps to think carefully about how you group children for games or matches. Organising them into confidence-based groups and then forming teams from there creates a much more supportive environment. This avoids situations like picking captains or asking children to find a partner, which can feel intimidating for those who already feel reluctant. Small adjustments like these can completely change how a child feels about taking part.

School teacher giving instructions to pupils while holding the Sports Directory exclusive PUMA Vitoria football. The image shows a PE lesson focused on teamwork, listening skills and football technique as students prepare for the next activity.

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

I have a range of classroom-based activities that I have tried and tested over time, and I now know which ones work best for different groups. I keep all of these ideas saved in a Word document, which I have also shared with my colleagues so that everyone has quick access to reliable options when the weather turns.

Indoor sessions can also be a great chance to slow things down and focus on the tactical side of a sport. Children often benefit from having extra time to talk through strategies, review previous lessons and plan for what they want to achieve in future sessions. Giving them this ownership helps build understanding and confidence, even on days when practical PE is limited.

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

"Now That’s What I Call Music" has never let me down. The tracks are usually upbeat, familiar and energetic, which helps lift the atmosphere and get children moving. It is an easy way to set a positive tone for the lesson.

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

I would love to introduce more well-being days for entire year groups that are centred around sport and physical activity in a more relaxed, enjoyable way. Activities like bowling, Topgolf or similar experiences would give children the chance to be active in environments that feel fun, social and different from a standard PE lesson.

School child using SNAG Golf equipment during a PE lesson, practising aiming and striking with bright, beginner‑friendly golf tools. The image highlights skill development, coordination and engaging introductory golf activities for pupils.

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

There are two (both sporty of course). The first is a diving catch I made in rounders game and everyone just stopped playing and clapped for what felt like an hour. The other was when I was in Year 4 and was invited to play football with the Year 6s. For penalties, everyone would be a goal keeper as the entire playground wall was the goal and I just happened to be the one the ball went to and saved it. From that, I decided to be a goalkeeper going forward and ended up playing games for Brent, Middlesex and QPR.

Who was your most memorable teacher and why?

My Year 6 teacher and now my headteacher. Someone that always seemed to know how to treat every child differently depending on their personality, but also fairly as a class. He allowed you to be cheeky and relaxed, as long as you didn’t cross a line and always applied yourself.

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

I would place far greater importance on PE and make it statutory for all children to take part in high-quality physical education at least four days a week. This would not simply mean playing sport. It would include dedicated time for learning about physical well-being, researching healthy habits and understanding how to look after mental health. PE should be seen as a core part of a child’s development, not an extra, and a consistent timetable would help build confident, active and resilient young people.

Child enjoying a PE lesson, playing hopscotch and moving towards the camera with energy and focus. The image highlights active learning, coordination and fun physical activity as she hops through the numbered squares.

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

One of my main goals is to include more children with SEND in sporting events across the borough. I want to make sure that these opportunities are genuinely accessible and that every child feels they have a place in sport, regardless of their needs or abilities. Creating more inclusive environments can make a huge difference to confidence and long-term engagement.

I also want to support more teachers in understanding just how important PE is. Physical education can benefit children in every area of school life, from behaviour and concentration to teamwork and emotional well-being. Helping teachers see the wider impact of good PE, and giving them the tools to deliver it confidently, is something I want to continue developing in the years ahead.

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

Don’t be afraid to copy something you have seen someone else do.

PE teacher officiating a school basketball game, watching play closely and giving clear instructions to pupils. The image highlights fair play, guidance and active participation during a structured PE basketball lesson.