Although splitting up a class into teams is a consistent didactical element in physical education (PE), it is under-investigated in terms of how students handle the social dynamics in these situations. Therefore, the present study examines the strategies of exclusion as markers for non-recognition when students are split up into teams/pairs. The data set includes video data from 6 different classes (a total of 59 video sequences) and 40 video-stimulated recall interviews with children who were excluded when the class was split up into teams/pairs or with children that excluded others. Sociograms as well as PE teacher ratings about their students' sport competence were also analysed. Four different exclusion and inclusion strategies were identified: accepting or ignoring "assurance strategies" before the class is split up into teams/pairs, negotiating the affiliation of an individual when students get into pairs, publicly denying the affiliation to a team, and publicly negotiating the individual's value for a team. The findings show that students use the team-selection proceedings and situations when the class was split up into teams as opportunities to transmit non-recognition. The social order was publicly demonstrated and legitimated.