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Are your S's in effect? Ensuring culturally responsive physical education environments

Schools are rapidly becoming a kaleidoscope of ethnicities and cultures represented by demographic changes in America's schools. As educators in this era of change, a unique opportunity exists to ensure quality physical education for all students. Culturally responsive practices in the classroom can assist in minimizing students' alienation as they attempt to adjust to the different "worlds" often represented in school (Ladson-Billings, 1994). Fortunately, recent scholarship (Brown, 2007; Culp, 2006; Villegas & Lucas, 2007) has offered a glimpse into strategies of how this can be accomplished in physical education. While ideas have been discussed regarding student characteristics and routines that should take place to account for diverse learners, an area which is in need of further inquiry is what the physical environment of these classes should resemble. The potential impact that this has on our classes cannot be understated. Davis (2006) and Cole ( 1995) espouse that the appearance of the classroom environment is an important factor in development and growth in student learning as well as preparing individuals from diverse backgrounds to be socially productive members of society. This observation is especially salient when considering that the physical education class environment differs from other classroom environments. In respect to other classes where students spend most of their time in environments filled with desks and chairs, physical education classes hold the promise of being conducted in multiple venues and filled with a variety of unique cultural and ethnic social interactions. Thus, physical education class configurations that are culturally responsive should be considered. Given this information, an appropriate question to pose is to what extent are we as educators paying attention to the sights, sounds, and symbolism found in the physical construction of our classroom environments? In other words, do we have our "Ss in effect?" The following article highlights ways by which physical educators can design their classrooms or gymnasiums to provide a more inclusive atmosphere for the myriad of learners who are entering our classes.