inserts aw
16/11/05
PESSCL
2:50 pm
Page 1
PHYSICAL EDUCATION, SCHOOL SPORT & CLUB LINKS
Change the way you timetable PE Regular and frequent opportunities to practise are essential. One lesson a week is seldom sufficient for pupils to make progress and improve the quality of their performance.
•
Increase the number of PE lessons that pupils have each week or fortnight. Many schools provide two lessons a week in key stage 3 but only one in key stage 4. Providing an extra lesson sends out a positive message about the importance of PE, as well as giving pupils more opportunities to practise.
•
Consider changing the length of PE lessons. Lessons of less than 45 minutes don’t give pupils enough time to explore ideas and consolidate their skills effectively. Lessons of over 70 minutes can lead to fatigue and a decline in the quality of pupils’ skills.
•
Could you gain extra time for PE by combining it with aspects of other subjects? For example, linking citizenship and PE can lead to ‘active’ citizenship lessons that focus on physical activity.
•
Time for PE is often a particular issue at key stage 4. Try to offer a wide range of PE related qualifications so that PE is available in all of the option blocks.
•
Consider blocking some activities (for example, give pupils the opportunity to practise gymnastic activities two or three times a week for several weeks). This gives pupils a concentrated period in which to develop their skills and means that less time is wasted at the start of lessons recapping on what was covered a week before.
•
Some pupils benefit from going off site for specialised activities. To allow time for travel, timetable lessons back to back. Bear in mind that, as a school, you do not need to stick rigidly to the same timetable every half term or term.
1 >
inserts aw
16/11/05
PESSCL
2:50 pm
Page 2
PHYSICAL EDUCATION, SCHOOL SPORT & CLUB LINKS
Blocking the way to success Bishop Challoner Catholic School, Birmingham
Bishop Challoner Catholic School is a sports college with approximately 1,200 pupils aged 11–18. It was keen to increase pupils’ participation in PE lessons and school sport. To increase participation, the school: •
gave all key stage 3 pupils three hours of timetabled PE
•
blocked lessons so that pupils focused on the same activity area for four weeks
•
gave pupils a one hour session practising skills, followed by a two hour session putting those skills into practice
•
created an event, festival or tournament for the pupils to work towards at the end of each block of work (held out of school hours)
•
actively promoted school and community clubs where pupils could continue taking part in the activity once the block of work was over.
What difference did this make? Before changing the curriculum, about 10% of pupils did not actively participate in PE lessons. Now, all pupils participate fully in PE lessons. As a result of holding events out of curriculum time, all pupils take part in regular school sport activities in addition to their PE lessons. Uptake of GCSE PE has increased from 30 pupils in 2003 to 60 pupils in 2005.
Pupils have their say Tapton School, a large comprehensive in Sheffield, rearranged the timetable to provide a two hour block when they could take key stage 4 pupils to specialist facilities and clubs offering activities such as aerobics, tennis and racket ball. As a result, pupils became much more enthusiastic about PE and their levels of participation increased. They enjoyed the freedom of off site coaching and preferred the blocked time arrangement. One pupil who frequently failed to attend school always attended Thursday afternoon sports sessions.
To find out more, visit www.qca.org.uk/pess
inserts aw
16/11/05
PESSCL
2:50 pm
Page 3
PHYSICAL EDUCATION, SCHOOL SPORT & CLUB LINKS
Change your approaches to teaching PE The way you use time available for PE can have an enormous impact on pupils’ levels of participation in lessons.
2
•
Introduce a Sport Education approach and give pupils the opportunity to take on different roles and responsibilities in PE lessons (for example official, manager, trainer and performer).
•
Make the most of new technology – pupils tend to find using ICT highly motivating. Digital video, in particular, provides excellent opportunities for pupils to analyse their own and others’ work and helps them to take more control of what they are doing. When they know that they are going to be videoed, pupils often practise harder and perform better.
•
Use core tasks from the QCA/DfES schemes of work. These provide a target to aim for and give pupils a greater sense of control over their work. As a result, their desire to get involved and make progress increases.
•
Give every unit or module of work a strong sense of purpose by arranging a performance or competition at the end.
•
Consider introducing a transition curriculum for year 7 pupils, to provide a seamless progression from key stage 2 to 3. This can be particularly effective if PE staff go into primary schools to work with pupils.
•
Group pupils so that they have the confidence to take part in lessons fully. For example, teaching year 7 pupils with their primary peers can make them more willing to participate. Grouping pupils by ability later in key stage 3 helps them to feel that they are included and can achieve. Introducing single gender classes for some activities can have a positive effect on the participation of girls.
>
inserts aw
16/11/05
PESSCL
2:50 pm
Page 4
PHYSICAL EDUCATION, SCHOOL SPORT & CLUB LINKS
Sport Education sparks enthusiasm Southfields Community College, London Borough of Merton
Southfields Community College is a specialist sports college for pupils aged 11–18. The school was keen to improve pupils’ motivation in PESS. To increase participation, the school: •
ran a departmental training day on Sport Education and decided to use the model to deliver athletics, invasion games and gymnastics to year 7 pupils
•
targeted disaffected pupils who were unwilling participants in PE lessons
•
offered leadership roles within class and encouraged the pupils to mentor others
•
gave them responsibility for warm-up sessions and asked them to share their understanding of skills
•
built on the approach in PE lessons by giving the pupils opportunities to help with extracurricular activities such as football, basketball and table tennis.
What difference did this make? Before this project began, the targeted pupils had to be persuaded out of the changing rooms at the start of lessons. Some of them did enjoy PE, but they would not dream of trying to help others or consider taking on a leadership role. After the school introduced Sport Education, pupils were punctual and arrived ready to work, organising their own warm-up sessions if they were ready before the teacher. They helped to get out equipment and turned up regularly to help with extracurricular activities. One boy refereed about 25 football games in an after school tournament lasting five weeks.
To find out more, visit www.qca.org.uk/pess
A new perspective on learning Earls High School in Dudley found that digital video cameras added a new, exciting dimension to PE. Using technology to improve their performance captured the imagination of many pupils who, in the past, had been disinterested in PESS. Editing and analysing the tapes gave some their first opportunity to shine in PE lessons. As a result, pupils felt greater ownership of their work and their attendance and participation improved.
inserts aw
16/11/05
PESSCL
2:50 pm
Page 5
PHYSICAL EDUCATION, SCHOOL SPORT & CLUB LINKS
Introduce a wider range of qualifications Provide a range of qualifications to meet a variety of needs and interests. Key stage 4 pupils are more likely to continue playing an active part in PESS if they are working towards a qualification.
•
Give pupils the option to take GCSE PE as either a long or a short course. Both courses are useful for pupils who are keen to carry out a study of PE, sport and/or dance, forming part of the range of qualifications that pupils take with them at the end of key stage 4.
•
Provide opportunities for pupils to take sports leadership, dance leadership and/or community sports leadership qualifications. Pupils become most effective as leaders when they have the chance to use their skills outside PE lessons.
•
Introduce vocational qualifications. Some of these are particularly suitable for pupils who are organised and committed, but who struggle to show their knowledge and understanding in written tests. In some cases, pupils who work towards these courses can end up with qualifications the equivalent of four GCSEs at grades A* to C.
•
Give pupils opportunities to take national governing body awards in sport or dance (for example graded dance examinations or a sports coaching award). These are particularly valuable to pupils who want to get involved in performance or teaching.
•
Develop and offer in house accreditation. Some schools have gained sponsorship for awards from local businesses keen to support PE and sport.
3 >
inserts aw
16/11/05
PESSCL
2:51 pm
Page 6
PHYSICAL EDUCATION, SCHOOL SPORT & CLUB LINKS
New options at key stage 4 Kingsbury School and Sports College, Birmingham
Kingsbury School and Sports College is a mixed comprehensive for pupils aged 11–16. The school only offered two accredited PE courses in key stage 4 – GCSE PE and the Certificate of Achievement – and was keen to increase the number of pupils taking qualifications. To increase participation, the school: •
changed the year 9 option package to make it more flexible, offering pupils the opportunity to specialise in areas that interested them
•
introduced several new courses, including BTEC Level 1 Introductory in Sport and Leisure, Junior Sports Leader Award (JSLA), St John’s first aid certificate, and the Badminton Leaders’ Award
•
began to promote the Certificate of Achievement as a course in its own right, not simply as an option for those who wanted to pull out of GCSE
•
brought in external providers to run the first aid course and the Badminton Leaders’ Award. What difference has it made? Before this project began, motivation was low among key stage 4 pupils. There was high absenteeism, high non-participation rates and many pupils turned up for PE without kit. Since introducing the new qualifications, the school has almost full participation in PE lessons. If pupils are sick or injured, they join in as a referee or a coach. From a cohort of around 210 pupils: 26 opted for GCSE PE (up from 22); 52 for JSLA; 32 for the first aid certificate; 26 for the Badminton Leaders’ Award; and 14 for the BTEC Introductory course. No pupils dropped out of courses.
To find out more, visit www.qca.org.uk/pess
Staying the course Kirkley Community High School Sports College in Lowestoft, Suffolk decided to introduce the BTEC First in Sport to encourage disaffected year 11 pupils to continue into post-16 education. Before starting the qualification, staff described the pupils as ‘uncommitted’. All were motivated by the course and enthusiastically took part in the wide range of activities on offer. After completing the qualification, 64% of the students planned to continue in further education and 14% accepted jobs in sport related employment.
inserts aw
16/11/05
PESSCL
2:51 pm
Page 7
PHYSICAL EDUCATION, SCHOOL SPORT & CLUB LINKS
Develop new curriculum pathways Not all pupils demonstrate their skills best as performers. Make sure that your curriculum is broad enough to give everyone the opportunity to enjoy PE and show what they can do.
4
•
Provide a range of options for pupils so that they can choose courses that suit their preferences and needs. For example, some pupils may want to follow a course with an emphasis on competitive games activities, while others might want to focus on dance or outdoor and adventurous activities. Make sure that they make informed choices.
•
In key stage 4, provide opportunities for pupils to take one of three courses: working on a narrow range of activities (for example dance); learning how to develop healthy, active lifestyles through a broad range of activities; or following a health and fitness programme.
•
Give pupils opportunities to choose how they show their knowledge, skills and understanding. Not all demonstrate their skills best as performers – many are stronger as leaders, officials or organisers. Ask pupils to identify the role in which they would like to be assessed and give them sufficient opportunities to practise.
•
Provide regular opportunities for pupils to develop their skills and experience in leading or coaching. Appoint pupils to support teachers who run school teams. Ask teams of pupils to set up and run festivals and competitions both within your own school and with other schools.
•
Provide regular opportunities for pupils to develop their judging, refereeing and umpiring skills. Monitor pupils’ progress and give them increasingly challenging situations in which to officiate. Once they are good enough, give them opportunities to use their skills in events in school and, when qualified, in local leagues and competitions.
>
inserts aw
16/11/05
PESSCL
2:51 pm
Page 8
PHYSICAL EDUCATION, SCHOOL SPORT & CLUB LINKS
A choice of pathways Peacehaven Community School, East Sussex
Peacehaven Community School opened in September 2001 to serve the needs of pupils aged 11–16. It was keen to ensure that its new cohort maintained high levels of participation in PESS throughout key stage 4. To increase participation, the school: •
provided all key stage 4 pupils with two hours of curriculum PE each week (those taking GCSE had an extra three hours)
•
offered them three PE pathways to choose from – competing and performing (a team performance route), developing personal fitness (an individual performance route) and promoting health and wellbeing through recreation (a social route)
•
gave year 9 pupils a questionnaire to help them identify which pathway they would like to follow
•
guided pupils on making the choice that would best suit their strengths.
What difference has it made? Having chosen their pathway for key stage 4, pupils’ enthusiasm was high and there was 100% participation. They came to lessons on time and ready to work, talking about what they were going to do. At the end of year 10, 82% of pupils said that they enjoyed PE more than in key stage 3.
Reluctant participant to leader When Louise was in year 9 at Astley Sports College and Community High School in Cheshire, her behaviour in PE lessons was obstructive. Then the school introduced different pathways for PE, including one for leadership. Having begun with the Junior Sports Leader Award, Louise went on to achieve football coaching, netball organising, hockey coaching and multiskills awards. She led tournaments for primary schools, gave support in PE lessons, helped to run the borough’s mini-paralympics and assisted at a summer school. She also manages the year 7/8/9 football team and helps to run open evenings. In her spare time, she represents the school at football, hockey, rounders, badminton, netball and athletics.
To find out more, visit www.qca.org.uk/pess
inserts aw
16/11/05
PESSCL
2:51 pm
Page 9
PHYSICAL EDUCATION, SCHOOL SPORT & CLUB LINKS
Ask pupils what they want to do Pupils are more likely to participate if they feel they have had a say in what’s on offer and are able to choose activities that they enjoy.
5
•
Talk to pupils, carry out surveys and talk with the school council to find out what pupils would like to do in PE lessons, out of hours clubs, and activities at break and lunchtimes. Make sure that you put some of the pupils’ ideas into action. Be receptive to what they want, even if it is out of the ordinary!
•
What would they like to experience for each area of activity in PE? For example, would they enjoy tap dancing, street dance or hip-hop more than contemporary or classical dance? Would they rather play water polo than hockey?
•
What out of hours clubs and activities do pupils want you to provide? For example, would they prefer extreme sports like skateboarding to athletics? Ask pupils who do not participate in school sport what they would enjoy, then provide activities and clubs targeted at them.
•
Would pupils rather take part in activities before or after school? Would they welcome the opportunity to take part in activities in the evenings, at weekends or in the holidays? Be sensitive to the needs and concerns of your pupils and the community. For example, if pupils go to prayer straight after school, think about offering activities in the early morning or evening.
•
Do your pupils want to be active during break and lunchtimes? What activities would they like to be able to choose from?
•
Many pupils – particularly girls – are deterred from taking part in PESS if they don’t like their kit or feel uncomfortable in the changing rooms. Find out pupils’ views and, if possible, make changes to meet their needs.
>
inserts aw
16/11/05
PESSCL
2:51 pm
Page 10
PHYSICAL EDUCATION, SCHOOL SPORT & CLUB LINKS
Listening to girls’ views Wright Robinson Sports College, Manchester
Wright Robinson Sports College is a large, mixed comprehensive school for pupils aged 11–16. It was keen to increase girls’ participation in PESS. To increase participation, the school: •
asked girls for their views on PE kit and, as a result, changed from gym skirts to shorts
•
gave girls a questionnaire asking them to choose the activities they would most like to participate in during a special ‘girls’ week’
•
put together a curriculum for the week and enlisted specialists to deliver sessions on street dance, self-defence and football
•
took pupils off site for activities such as break dancing, golf, gymnastics, cheerleading and rock climbing
•
introduced a reward scheme to recognise girls’ participation
•
allowed pupils to wear their own kit for the week
•
talked with the girls about changing facilities and, as a result, introduced liquid soap, soft toilet tissue,
Pupils have their say
In the past, some girls refused to take part in PESS because they were unhappy wearing a gym skirt. As a result of changing to shorts, girls’ participation increased by 10%.
Parkview School in Cumbria identified a group of year 8 boys with a poor participation record for PESS. It took them out of lessons to talk with them about what they wanted and, as a result, changed the way it taught PE and the options on offer.
The girls responded positively to their special week and over 70 attended lunchtime activities. The most popular sessions were those that were new (such as break dance) and those that were relaxed and non-competitive (such as swimming). Improvements to changing facilities increased girls’ willingness to take part.
Among the group, attendance at PE lessons increased by 4.56 points. The changes also had an impact on year 8 pupils as a whole. On average, 95% remembered their kit (compared to 83% in year 7). Participation in school sport clubs rose from 10% to 28% and in local clubs from 5% to 25%.
What difference has it made?
To find out more, visit www.qca.org.uk/pess
inserts aw
16/11/05
PESSCL
2:51 pm
Page 11
PHYSICAL EDUCATION, SCHOOL SPORT & CLUB LINKS
Give your pupils recognition Harness pupils’ enthusiasm for PE and school sport to help motivate those who are less willing to participate.
•
Set up a sports council for your school to promote physical activity and find out pupils’ views on PE lessons and school sport clubs. Ask pupils to arrange elections and to set their own agenda.
•
Appoint year or class representatives to ensure that as many pupils as possible have a voice on the council.
•
Ask the sports council to plan a semi-formal programme of sport and healthy activity for pupils to opt into. This could include, for example, cycling to school, carrying out an exercise challenge each week (such as distance walked or run) and activities for pupils to do in the school grounds. Ask members of the sports council to monitor pupils’ involvement with the support of class tutors and to reward commitment on a regular basis.
•
Ask pupils who are enthusiastic participants in PE and school sport to act as sports mentors or PE buddies for pupils whose activity levels are low.
•
Draw on sporting role models from across the school and local community to inspire your pupils. For example, if you want to increase the number of boys participating in dance, ask a male dance specialist to lead workshops for boys.
•
Reward participation in PESS by introducing sports award assemblies. Give certificates and badges for taking part in events and praise pupils for giving demonstrations in lessons.
6 >
inserts aw
16/11/05
PESSCL
2:51 pm
Page 12
PHYSICAL EDUCATION, SCHOOL SPORT & CLUB LINKS
Making PE buddies The Alfred Barrow School, Cumbria
The Alfred Barrow School is a mixed comprehensive school for pupils aged 11–16. The school was keen to increase year 7 girls’ participation in PE and school sport. To increase participation, the school: •
asked for year 10 and 11 girls who had completed the Junior Sports Leader Award to volunteer as PE buddies for year 7 girls
•
gave the year 7 girls a questionnaire to find out more about what activities they would enjoy
•
arranged for the older students to explain the buddy scheme to the younger girls at registration
•
organised buddy sessions at lunchtime and after school, when the older and younger girls worked together on activities such as badminton, table tennis, rounders and basketball
•
expanded the scheme to include boys
•
trained junior buddies to lead warm-ups, collect equipment and take other responsible roles in PE lessons.
Reaping the rewards What difference has it made? The pupils involved in the buddy scheme have become a close group who enjoy each other’s company while taking part in sport. Attendance at the buddy sessions has been virtually 100%. The project has had an effect on the girls’ attitude to PESS as a whole. The number of year 7 pupils remembering PE kit has risen by 20% and there is 100% participation in lessons. Forty per cent of those involved in the buddy scheme have also joined out of hours clubs, including rounders and table tennis.
To find out more, visit www.qca.org.uk/pess
As part of a range of initiatives to increase participation in PESS, Calthorpe School and Sports College, a special school in Birmingham, introduced an internal accreditation system to recognise participation, bringing kit, working well in class and commitment. For example, pupils are awarded a tick for each attendance at a lunchtime club and three ticks equal a merit. At the end of the year, gold, silver and bronze certificates are awarded in assembly.
inserts aw
16/11/05
PESSCL
2:51 pm
Page 13
PHYSICAL EDUCATION, SCHOOL SPORT & CLUB LINKS
Make the most of young leaders
7
Make the most of young leaders in your school. As well as providing practical support to enable you to increase out of hours sport opportunities, they will motivate and inspire others to take part.
•
Train young leaders in specific sports and activities, then ask them to work in teams and under supervision to provide clubs and activities after school. They could also help to run school squads or teams.
•
Give young leaders responsibility for specific groups of pupils at clubs (under the direction of a teacher or coach). This will enable more pupils to be able to attend clubs.
•
Young leaders in primary schools are often given responsibility for organising and leading playground activities for other pupils. Why not do the same in your school? Recruit a team of leaders from each year group and ask them to organise and lead activities for younger pupils before school, during lunchtime and after school. As well as increasing physical activity, this is likely to reduce negative behaviour.
•
Arrange for your young leaders to lead playground activities and clubs in feeder primary schools. This helps to ease the primary pupils’ transition to secondary school and makes them more likely to be physically active when they move up.
•
Use your most senior and qualified young leaders to support teachers in lessons. They can raise pupils’ participation levels by providing support and direction for groups and individuals who need it.
•
Consider giving disaffected pupils leadership roles. One school identified year 9 pupils with poor behaviour records, trained them as leaders and gave them responsibility for organising and running events. As a result, their motivation, participation and behaviour improved dramatically.
>
inserts aw
16/11/05
PESSCL
2:51 pm
Page 14
PHYSICAL EDUCATION, SCHOOL SPORT & CLUB LINKS
JSLA pupils lead the way Bordesley Green Girls’ School, Birmingham
Bordesley Green Girls’ School is a comprehensive with 603 girls aged 11–16. It was keen to increase pupils’ involvement in physical activity at lunchtimes. To increase participation, the school: •
asked year 10 Junior Sports Leader Award (JSLA) pupils to organise lunchtime activities for year 7 pupils, including cricket, rounders and tag
•
arranged training sessions with a member of the PE team
•
assigned each leader a group of five younger pupils to work with and gave them a bag of play equipment and activity cards
•
gave them special tops to wear that identified them as sports leaders
•
organised a system for borrowing equipment, run by two sports reps
•
appointed a lunchtime supervisor to be dedicated to the playground area.
What difference has it made? Year 7 pupils enjoyed the opportunity to try new activities in a friendly, noncompetitive atmosphere. Many formed close relationships with their year 10 leaders and some shy individuals gained the confidence to take part in team activities for the first time. As well as increasing participation, the activities led by the young leaders had a positive effect on behaviour in the playground. The community spirit in the school improved and teachers reported that pupils were returning to lessons after lunch calm and ready to learn.
Confidence from leadership At Dowdales School in Cumbria, a low ability year 10 class spent English lessons on a Friday afternoon developing their oral skills through PE leadership. A school sport coordinator worked with the pupils for six weeks, at the end of which they led minitennis activities in local primary schools and their oral skills were graded. The pupils were motivated by physical activity at the end of the week and showed commitment to developing their leadership skills. Almost all of them improved their English oral grade by at least one mark. Several went on to volunteer to help lead Saturday morning sessions for children.
To find out more, visit www.qca.org.uk/pess
inserts aw
16/11/05
PESSCL
2:51 pm
Page 15
PHYSICAL EDUCATION, SCHOOL SPORT & CLUB LINKS
Provide activities at lunchtime Many secondary schools are reducing the length of lunchtime to contain pupils’ behaviour. However, evidence suggests that this is counterproductive both in terms of behaviour and pupils’ health and wellbeing.
•
Consider making the lunch break longer and offering pupils a range of activities in both indoor and outdoor spaces. For example, pupils could play football, join a dance club, use basketball hoops, do fitness circuits or take part in aerobics sessions.
•
Set up lunchtime leagues in a range of activities chosen by the pupils. Let them form their own groups and teams, and arrange for other pupils to officiate. Provide weekly or half termly prizes for winners.
•
Provide low level supervision for activities. Consider deploying ‘sport and activity’ prefects or using young leaders to make sure that they run smoothly. Alternatively, pay teachers and teaching assistants lunchtime supervisory rates to run clubs and activities.
•
Make sure that there is plenty of equipment available – where necessary, invest in more. Give pupils responsibility for operating a fair system for booking space and equipment. This could involve using ICT booking systems.
•
To save time, allow pupils to put on trainers and take part in activities in their uniform.
•
Only allow pupils to use indoor spaces at lunchtime if they are involved in a club or activity inside.
8 >
inserts aw
16/11/05
PESSCL
2:51 pm
Page 16
PHYSICAL EDUCATION, SCHOOL SPORT & CLUB LINKS
Getting pupils active at lunchtimes Hailsham Community College, East Sussex
Hailsham Community College is a specialist sports college with 1,409 pupils aged 11–18. It was keen to improve behaviour at lunchtimes and in afternoon lessons by giving them more opportunities to take part in physical activity. To increase participation, the school: •
maintained the length of lunchtime
•
introduced a rule that pupils could only stay indoors at lunchtime if they were involved in a supervised activity
•
gave Junior Sports Leader Award pupils responsibility for running activities in the gym
•
paid teachers to supervise activities from the lunchtime supervisory budget
•
opened up the all weather pitch for pupils to use, supervised by PE staff
•
installed basketball rings for pupils to use, supervised by non-PE staff
•
set up a fair, efficient system for borrowing equipment.
Lunchtime clubs What difference has it made? In winter, around 200 boys play football each day on the all weather pitch, while 20 to 30 girls play netball. In summer, the pitch is mainly used for tennis. Each day, 25 pupils (the maximum number) attend table tennis club and 30 pupils go to dance club. In total, around a third of the whole school is involved in lunchtime activities. There is now very little negative behaviour at lunchtimes and pupils from different year groups interact better. Rooms are left tidy, displays and equipment are no longer damaged and there is less litter. Afternoon lessons are more purposeful, with less disruption and poor behaviour.
To find out more, visit www.qca.org.uk/pess
Mount Grace High School in Leicestershire introduced a range of new sports clubs at lunchtime and after school, including martial arts, dance, girls’ football, basketball and table tennis. Before the clubs were introduced, 30% of pupils took part in out of hours sport. This figure has risen to 50%, with many pupils taking part at lunchtime. Pupils are also more ready to join community clubs – they now have to be selected to go to the local athletics club because it does not have the capacity to take all who are interested.
inserts aw
16/11/05
PESSCL
2:51 pm
Page 17
PHYSICAL EDUCATION, SCHOOL SPORT & CLUB LINKS
Enlist the help of local coaches and clubs Teaching staff have limited time to provide the number and range of clubs and activities that your pupils want. To increase opportunities, use local coaches and clubs as providers.
•
Invite high quality local coaches, specialist teachers and clubs to run activities or teams for your school. Make sure that they understand the school ethos and that their work is overseen.
•
Offer coaches the opportunity to use your facilities to run activity sessions for pupils before school, after school and in the evenings. Provide the facilities for a minimal rent and make sure that the coaches have sufficient insurance. Help them to recruit pupils to attend the club on a pay per session basis. Ensure that places are offered to pupils with financial difficulties at a reduced rate.
•
Set up one or more of your school clubs as a junior section of a local club. Provide facilities for the club to use for training, competition and performance. Make sure that the club ensures that over half of the section’s members are pupils at your school.
•
Pay local coaches to run clubs for you, both at the school site and in local centres. Train them to work within the school ethos and systems.
•
Make sure that some clubs are open to all, not just those who want to compete.
•
Reserve a regular slot at local leisure facilities for the exclusive use of your pupils. Train your pupils to use the equipment and facilities well. Arrange reduced rates of payment and ensure that there is appropriate supervision.
9 >
inserts aw
16/11/05
PESSCL
2:51 pm
Page 18
PHYSICAL EDUCATION, SCHOOL SPORT & CLUB LINKS
Tapping into expertise Whitefield School, London Borough of Barnet
Whitefield School is a specialist sports college with just over 800 pupils aged 11–18. It worked with three other London sports colleges to increase pupils’ participation in PESS, focusing on table tennis to provide a model of best practice that could be transferred to other areas of activity. To increase participation, the school: •
planned a 12 week unit of work for year 7 pupils with help from the English Table Tennis Association (ETTA)
•
linked the unit to ETTA skills and umpiring awards
•
arranged for ETTA coaches to run courses for teachers and learning assistants
•
asked the coaches to support year 7 PE lessons and out of hours clubs
•
arranged table tennis competitions within the year group and between schools, giving pupils opportunities to use their umpiring skills
•
encouraged more able pupils to join local clubs
•
extended the programme to year 8.
What difference has it made? Participation rates improved and attendance was higher for table tennis lessons than for other areas of activity. Pupils responded enthusiastically, particularly the less able, girls and overweight pupils. More pupils took part in out of hours table tennis clubs and an attitudinal survey showed that table tennis was the second most popular activity (after football).
Getting girls moving The girls in a year 10 class at Brownhills High School in Stoke-on-Trent were unwilling participants in PESS. They regularly forgot their kit and did not take part in any out of hours activity. The school brought in a specialist coach to lead aerobics sessions for the girls after school. All of those who started the sessions still attend, staying after school to take part in sport activity for the first time. They have been enthused by the quality experience and have shown a 70% improvement in their PE curriculum attendance.
To find out more, visit www.qca.org.uk/pess
inserts aw
16/11/05
PESSCL
2:51 pm
Page 19
PHYSICAL EDUCATION, SCHOOL SPORT & CLUB LINKS
Make the link with healthy lifestyles
10
Pupils are more likely to take part in physical activity if they understand its connection to their overall health and wellbeing.
•
Ask a group of pupils to carry out a survey to find out more about the lifestyles of young people in your school (you could set up a health council to help you do this). Help them to devise a questionnaire on what pupils eat and how they exercise, analyse the results and suggest solutions. Make sure that you respond to the findings by changing what you provide in PE lessons and school sport activities, and by offering healthy options in the canteen and vending machines.
•
As part of PSHE and citizenship lessons, ask pupils to design and lead discussions, role play and physical activities related to health, fitness and wellbeing.
•
Set up breakfast clubs targeted at pupils who are reluctant to take part in physical activity or who have health or fitness problems. Ask them what activities they would like to take part in and encourage them to devise their own exercise programme. Provide a healthy breakfast so that they have more energy for morning lessons.
•
Consider providing activity clubs for pupils and parents before and after school. Provide water and healthy food for after activities.
•
One school found that pupils exercised more regularly after completing a health and fitness programme. Activities included recording pulse rates after different types of exercise, and measuring recovery rates to find out fitness levels.
>
inserts aw
16/11/05
PESSCL
2:51 pm
Page 20
PHYSICAL EDUCATION, SCHOOL SPORT & CLUB LINKS
The ‘10 Teens’ effect Sacred Heart High School, Newcastle-upon-Tyne
Sacred Heart High School is a Roman Catholic aided school for girls aged 11–18. It was keen to increase year 10 pupils’ participation in PESS as part of a healthy, active lifestyle. To increase participation, the school: •
asked a group of girls in year 10 (who called themselves the ‘10 Teens’) to conduct a survey to find out their peers’ views on health related issues such as self-image, stress, eating, exercise patterns and smoking
•
helped the 10 Teens to analyse the data and identify three action points: to tackle the causes of stress; to reconsider the timing and content of out of hours activities; and to look at ways of changing eating habits
•
tackled concerns about stress and lack of exercise by providing new activities suggested by the girls (for example, kickboxing sessions at lunchtime)
•
encouraged some of the 10 Teens to join the school council and take a lead on healthy eating initiatives, liaising directly with the school caterers to plan a healthy eating week
•
ran a ‘sport at work’ week for the 10 Teens, giving them an opportunity to see different aspects of working in sport. What difference has it made? Year 10 pupils as a whole responded well to the activities set up to meet the health issues raised by the survey and many girls got involved in out of hours sport for the first time. Attendance at the kickboxing club was particularly high, with 74 out of a year group of 200 regularly attending. The 10 Teens’ attendance improved and there was a noticeable improvement in their attitudes to school. Six went on to take the Junior Sports Leader Award and several are seriously thinking about taking sport related degrees.
To find out more, visit www.qca.org.uk/pess