The Relationship between Physical Education (PE) and Emotional Health and Well-Being (EHWB) from an Islamic perspective: A case study of Muslim Primary School (MPS), London.

Abstract

The research was titled the relationship between Physical Education (PE) and Emotional Health and Well-Being (EHWB) from an Islamic perspective: A case study of Muslim Primary School (MPS) in London, United Kingdom. The study explores the role of Islamic teachings in promoting physical health and well-being among Muslim school-aged children, an area that is understudied and often overlooked in contemporary education systems, particularly in the west. PE has been the topic of discussion for many years, but more significantly in the past 5 years since the pandemic, which research shows is due to the positive emotional development outcomes. The aims of this study are twofold. Firstly, to examine the relationship between PE and Emotional Health. Secondly, to examine the relationship between PE and Emotional well-being. The objectives of the study are three. They were; 1. To assess Muslim Primary School policy on PE and EHWB. 2. To investigate the impact of MPS’s PE curriculum overview. This will also involve looking at the PE scheme the school uses. 3. To make recommendations to improve the overall effectiveness of the policies in order to maximise opportunities for Muslim children, and their uptake of PE and Sports. The research explores a mixed-method, interpretivist approach combined with questionnaires, survey and group discussion to assess children’s understanding and experiences, and teachers understanding and experiences, of PE in Muslim Primary School in London. The findings suggest that the Islamic ethos and values of the school have positive influence on children’s outcomes particularly in terms of emotional health and emotional well-being. The study demonstrates that an Islamic environment, coupled by the integration of Islamic teachings on health and emotional development can enhance children’s participation and foster strong engagement which impacts on their EHWB. The findings also offer value insights for educational policy and practice with a strong recommendation for future studies on Muslim children in London.