Cultural diversity refers to differences between groups based on factors like ethnicity, race, gender, and religion. These cultural differences can impact students' participation in health and physical education if their perspectives and beliefs are not understood or valued by teachers. It is important for teachers to appreciate cultural differences, build cultural knowledge, and create an inclusive learning environment where all students feel comfortable and included, in order to avoid marginalizing students from differing cultures.

2.  Culture differences is a human manifestation that
includes all the knowledge, beliefs, values and
law etc that are specific to one group of people
or one society.
 Cultural Diversity is the difference in groups of
people and individuals based on ethnicity, race,
language, socioeconomic status, gender, sexual
orientation and religion. Each of these aspect of
diversity is a ‘culture in and of itself (Cruz &
Petersen, 2011)

3.  HPE programmes can be predominantly
characterised by Eurocentric perspectives, standards
and values with little or no consideration for those
with differing worldviews.
 An increase in diverse populations within New
Zealand makes it important for teachers to
remember that the ways in which different cultures
view Health and Physical Education may contribute
to the marginalization of Health and Physical
Education (Cruz & Petersen, 2011).
 Students cultural background, perception and
beliefs may inhibit students participation in Health
and Physical Education activity.

4.  As teachers we need to:
• Understand and value the importance of
individuals customs and beliefs.
• Be a cultural relativist where all cultures are
worthy in their own right and are of equal value.
• Don’t judge another cultures customs but rather
appreciate these differences.
• Build our cultural knowledge, so we are able to
learn how culture impacts behaviour, beliefs and
particularly relationships within Health and
Physical Education context.

5.  Home life and school life may consist of two
different cultures, here conflicting issues may
arise.
 Students may not be able to participate in some
Health and Physical Education activities such as
sexual education which is a contentious subject
especially with more conservative cultures.
 Different cultures have differing customs that
contradict mainstream such as Muslim girls
needing to wear their head piece whilst
swimming.
 Gender intermixing activities, some cultures
don’t allow girls and boys to interact when
conducting Physical Education.

6.  There is a need to provide a nurturing, supportive and positive
learning environment within Health and Physical Education.
 Students need to feel comfortable and included. This will
increase their desire to participate (Kruz & Petersen, 2011).
 Diversity needs to be acknowledged in the classroom by
producing an inclusive learning environment that embraces
cultural diversity.
 Teachers shouldn’t make assumptions based on race or ethnicity.
 Students should be encouraged to get to know everyone in the
classroom.
 Gain students perspective about what Health and Physical
Education means to them as an individual and/or their culture.

7.  Cruz, L.M & Petersen, S.C (2011). Teaching
Diverse Students: How to Avoid Marginalizing
Differences. Journal of Physical Education,
Recreation & Dance, 82 (6); Pro Quest , 21-22.
 Muller, W. (2006). The contribution of ‘cultural
literacy’ to the ‘globally engaged citizen’. The
Social Educator, 24 (2). 13-15.
 Tripp, A., Rizzo, T. & Webbert, L. (2007). Inclusion
in Physical Education: Changing the Culture.
Journal of Physical Education, Recreation & Dance,
78 (2); Pro Quest, 32- 46.