One of the key components of the The International Baccalaureate (IB) Primary Years Programme (PYP)  that has truly shaped my practice is the use of provocations to spark curiosity and engagement. I’ve come to see provocations not simply as activities, but as intentional invitations to wonder. They are carefully designed experiences, scenarios, or materials that ignite questions, activate prior knowledge, and create space for students to think deeply. When done well, they allow students to construct their own meaning and make authentic connections to the world around them.

I remember last year connecting with Andy Vasily at the AISA PLI (Association of International Schools in Africa Professional Learning Institute) in Mozambique. He shared powerful examples of provocations in Physical Education. One that stayed with me was from his Individual Pursuits Athletics Unit, where he invited a cyclist to ride around the track to “hook” students into understanding speed. It was a way to help them grasp how fast Usain Bolt ran the 100 meters — 9.58 seconds, a world record set in 2009 in Berlin. That visual and embodied comparison created instant curiosity. It wasn’t just data anymore; it was something students could see, feel, and question.

That conversation pushed me to reflect on my own practice. I’ve used personal stories as provocations, shown videos and photos using the See, Think, Wonder routine, invited guest speakers to share cultural dances or traditional games, and created moments of surprise or challenge. Every time, I notice the same thing — students’ eyes light up. There’s a visible shift from compliance to curiosity, from participation to genuine engagement.

In Physical Education, provocations feel especially powerful because learning is embodied. Students are not only thinking — they are moving, experimenting, adjusting, and responding in real time. A well-designed provocation engages them cognitively, physically, and emotionally all at once.

Over time, I’ve realized that strong provocations work because they activate prior knowledge, create a bit of productive confusion, and encourage questioning. They promote agency, as students begin exploring solutions themselves rather than waiting for instructions. They also build emotional engagement — and emotion is such a powerful driver of learning.

This approach has shifted how I see PE. It moves us beyond skill-and-drill instruction toward concept-based inquiry. Instead of telling students how to move, I try to design experiences that help them explore why certain strategies work better than others. Instead of demonstrating first and expecting replication, I sometimes step back and let the questions lead.

For me, a provocation in PE is no longer just a warm-up. It’s the entry point into inquiry — the moment where movement becomes a vehicle for thinking and curiosity becomes the engine for learning.

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