Lifelong success through P.E

What was you childhood experience of P.E?

What was your memories of Primary School P.E?

How many of you choose P.E in secondary School?

How many of you still play sport?When and why did you stop playing

sport?

Outcomes and ContributionsHigh Quality Physical Education &

School Sport

ACHIEVEMENTHigh Quality

Physical Education & School Sport

Enjoyment Commitment

Understanding

Healthy, ActiveLifestyle

Teaching

Skills

Participation

The Curriculum

Thinking andDecision-Making

Leadership andManagement

Desire toImprove

Stamina,Suppleness

And Strength

Inclusion

Confidence

SMSC

PersonalDevelopment

And well-being

Behaviour and Safety

January 2015

The importance of a well planned quality PE programme

• A well-planned quality physical education programme that children enjoy will help develop positive attitudes to an active lifestyle.

• It will also have an impact on health, growth, motor skill acquisition and personal and social development.

• A balanced physical education programme will embrace a range of stimulating activities on a regular basis.

The New Curriculum• A high-quality physical education curriculum inspires all

pupils to succeed and excel in competitive sport and other physically-demanding activities.

• It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness.

• Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.

• “What are the key changes in the 2014 National Curriculum?”

Aims• The national curriculum for physical

education aims to ensure that all pupils:• Develop competence to excel in a broad

range of physical activities• Are physically active for sustained periods

of time• Engage in competitive sports and activities• Lead healthy, active lives

Key Stage One

• Fundamental movement skills - agility, balance & co-ordination.

• An introduction to competition, with self & others - preparing pupils’ ability to cope with competition

• Simple, structured, scaffolded• Developmental, challenging, engaging

Key Stage One

• Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others.

• They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.

Pupils should be taught to:

• master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities.

• participate in team games, developing simple tactics

Key Stage 2

• Pupils should continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement.

• They should enjoy communicating, collaborating and competing with each other.

• They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.

Key Stage 2

• Broader range of skills• Linked to make sequences of movement• Communicating, collaborating and competing • Understand how to improve• Know how to evaluate and recognise their

own success• Fundamental Physical Literacy

Pupils should be taught to:• use running, jumping, throwing and catching in isolation and in

combination• play competitive games, modified where appropriate, such as

badminton, basketball, cricket, football, hockey, netball, rounders and tennis, and apply basic principles suitable for attacking and defending.

• develop flexibility, strength, technique, control and balance, for example through athletics and gymnastics

• perform dances using a range of movement patterns.• take part in outdoor and adventurous activity challenges both

individually and within a team• compare their performances with previous ones and demonstrate

improvement to achieve their personal best.

Physical Literacyfundamental building blocks of movement - adaptable, flexible, creative, intelligent

LearningPhysical literacy can be learned and taught like literacy - systematically, progressively, exposed to a wide range of learning environments & experiences

InclusionAll young people are entitled to a high quality PE experience & all young people are capable of progress

PHYSICAL EDUCATION(Taught, not coached)

Developing physical literacy

• The learning and practice of fundamentals of movement and core skills are the basic building blocks for the development of physical literacy the development of fundamentals of movement, and core skills, is critical if children are to feel confident when they engage in physical activity for fun and for health, or for competition and the pursuit of excellence.

A model to develop lifelong participation in physical activity

Fundamentals of Movement

Core Skills

Physical Literacy

Agility Balance Coordination

Run Jump Throw Catch Strike

Physical Activity for Health Fundamental Sport Skills

Competitive Sport

Lifelong Participation

Fundamentals of movement

• The main emphasis of the PE lesson should focus on agility, balance and co-ordination.

• Activities based around these 3 elements• allow each individual opportunities to

improve the control of their own body before progressing on to the core skills.

• Physical literacy begins here.

Core skills

• This level focuses on developing the higher order skills of; running, jumping, throwing, catching and striking.

• These skills are the basic building blocks of the many sports played by the vast majority of people, and a person who can perform these core skills well are more likely to participate in many other physical activities with ease.

Physical activity for health and fundamental sport skills

• Between the core skills and lifelong participation there is a third level.

• For the majority of people this is the physical activity for health level which is largely recreational e.g. walking, gardening, playing badminton just for pleasure.

Lifelong participation

• For a smaller number of people who wish to test their abilities in competitive situations there is the need to acquire fundamental sports skills.

• If children do not gain enjoyment and success in the first 3 levels of the model, instead of pathways to lifelong participation, they are more likely to become barriers.

• For example, striking is a core skill – and a child learning this skill will learn to strike lots of different sized balls with one hand, or with both hands, and will learn to strike the ball at different speeds – sometimes for accuracy using a lot of different targets; and sometimes for distance.

The myth that it ‘just happens’

• While it’s true that many children do develop good physical skills on their own by trial-and-error, there are many who do not; and for those the consequences and implications for long term participation can be severe.

• We also know that being physically active later in life is dependant on feeling confident in an activity setting; and that confidence, as an adult, most often comes having learned fundamentals of movement and core skills as a child.

• Therefore, to create an active and healthy population, all children need a sound foundation of movement and core skills to build on later in life.

Prolonging Physical Activity• When a child has confidence in his or her ability to take

part in recreational and sporting activities without fear of failure, the probability that they will join in is high; and if they enjoy the activity they will likely continue with it.

• A child’s movement confidence develops gradually as they learn, through practice and reinforcement.

• Physically literate children who move with skilful purpose know that they move well, and this confidence encourages them to try new and different activities without fear.

Poor Childhood Experiences

• Missing out on the fundamentals of movement and core skills means that the child is unlikely to choose to take part in a formal sport activity that requires proficiency in that skill, and this restricts their choice of life-long health-promoting activities.

• Physical literacy is, therefore, the key both to developing habits of life-long physical activity for enjoyment and health, and to the development of athletes who have the strong foundation that will permit them to reach the highest levels of international sporting excellence.

Making the case for curricular PE

• The valuable contribution of physical activity to pupils’ health and well being.

• The importance of providing pupils with the confidence and skills for a lifelong participation in physical activity which will make an invaluable contribution to their long-term health.

• Research has indicated that PE time may help improve academic performance by helping pupils be more productive, more motivated, better organised and more effective in learning and performing tasks.

• The important contribution that physical education can have to pupils’ personal, social and health education and citizenship.

• The contribution that PE can have on improving pupils’ self-esteem and confidence and a reduction in depressive symptoms, stress and anxiety.

• The provision of opportunities for pupils to learn to work together as a team and also to take on board leadership responsibilities.

• The role of physical activity in creating links with the community and raising the profile of the school.

• The role of physical activity in forging links with secondary schools.

A quality physical activity programme has many benefits to the individual:

• help cognitive development and can lead to better academic performance• help to prevent obesity in children, which can otherwise lead to lifelong illness

for people, including adult obesity, diabetes, high blood pressure, heart conditions and a range of health disorders that can shorten life expectancy

• help pupils be more productive, more motivated, better organised and more effective in learning and performing tasks

• can help to improve self-esteem and self-concept in children and contributes to a reduction in depressive symptoms, stress and anxiety.

• can reduce the likelihood of pupils being involved in anti-social behaviours e.g. smoking, drug use, unwanted pregnancy, disruptive behaviour and absenteeism from school

• can help teachers who participate in physical activity with their classes reap the benefits in their own improved well-being – not just physical health but stress reduction too.

Physical activity can also:

• lead to a more positive school climate/culture and a more enjoyable environment for learning –pupils are less aggressive and teachers experience fewer discipline problems

• lead to pupils having higher concentration levels in class• lead to more productive pupils with increased aspiration for learning –

this is even more evident with disadvantaged pupils• lead to stronger teacher-pupil relationships• be used to increase the school’s profile• be used to create stronger links between the school, home and

community• lead to improved health and in turn decreased absenteeism.• contribute to a decrease in vandalism, mischief, petty crime and other

negative behaviours in the community

• For maximum benefit the physical activity programme has to be purposeful, regular, interesting and enjoyable for all children. The activities must be appropriate to the age capabilities and developmental stages of the participants.

“Give a man a fish and you feed him for a day; teach a man to fish and you feed him for a lifetime.”Lao TzuFounder of Taoism

“Give a man a fish and you feed him for a day; teach a man to fish and you get rid of him for the whole weekend.”Homer SimpsonPhilosopher

Theory into practice

• Teachers should provide pupils with simple, fun activities designed to encourage the development of the fundamentals of movement and the core skills of running, jumping, throwing, catching and striking.

• These activities can be practised in curriculum time, after school, during playtimes and even at home.

• A good session will engage and cater for all pupils. If they enjoy the experience and feel satisfied with their performance the likelihood is that they will look forward to participating and want to improve their skills.

To ensure engagement of all pupils and maximise their chances of experiencing success it is important to ensure:

• the session has been planned• a high proportion of the session is used for practice• only brief and explicit instructions are given• very little time is spent on organisation• groups are small so that there is minimum time waiting for a turn• there is adequate equipment and all pupils have equal access to it• pupils are given positive feedback at a pertinent time the session flows and allows

pupils to participate without continual interruption• each session has a focus and all activities are related• practises and games do not require players to be eliminated• activities challenge but are not beyond the skill of the players• immediate modifications are made when participation lapses the choice of activities

ensures a high success rate for all

• Demonstrating your excellence

• “How can we provide evidence before the lesson?”

• Assessment - tracking of individuals, cohorts and vulnerable/target groups

• Planning - flexibility rather than detail

• Evidence of interventions & their impact

• Demonstrating your excellence• What will pupils be doing in an outstanding PE

lesson?

• Getting hot, sweaty & out of breath• Demonstrating enthusiasm, effort, energy and

enjoyment• Responding positively when a teacher or classmate

gives suggestions for improvement• Helping classmates to make improvements• Showing agility, balance and co-ordination• Showing a sense of respect, fair play and resilience

• Outstanding for whom?

• From the perspective of the school:

• Safe• Inclusive• Promotes progress• Part of a learning journey• Develops wider skills, dispositions &

behaviours• Physical Literacy

• Outstanding for whom?

• From the perspective of Ofsted:

• Does the teacher have very high expectations of each pupil’s achievement?• Does the teacher use excellent subject knowledge to consistently challenge and inspire pupils so that they learn exceptionally well?• Is the development of skills and positive attitudes to learning as central to the lesson as the subject content?• Does the teacher provide stimulating experiences that have meaning for pupils and build up their understanding?• Is the teacher acutely aware of pupils’ capabilities, prior learning and understanding and does (s) he plan effectively to build on these?• Do pupils know exactly what they are expected to learn and how to demonstrate this (e.g. success criteria)?• Do pupils recognise and can they explain links with earlier learning?• Does the teacher anticipate where intervention may be needed and respond rapidly to pupils who need further input or reinforcement?• Does the teacher recognise when pupils are capable of moving on at a faster pace and adapt the lesson accordingly?• Do interventions have an impact on the quality of learning?• Are pupils encouraged to explore their ideas through talk, to ask and answer questions and to listen to and build upon each other’s ideas?• Does the teacher ask probing questions and challenge pupils to explain ideas, concepts, strategies or reasoning in appropriate language?• Are questions targeted at specific pupils/groups to ensure all are participating in whole class sessions?• Do additional adults provide precisely targeted support for individual/groups of pupils?• Do teachers/assistants monitor pupils’ understanding/progress throughout the lesson, deal promptly with misconceptions, and extend pupils’ thinking through questioning?• At strategic points in the lesson, does the teacher refocus pupils on expected outcomes e.g. mini-plenaries• Does the teacher systematically check pupils’ understanding as the lesson progresses• Are pupils developing the skills of working independently and collaboratively?• Are teaching methods varied and do they meet the needs of all learners?• Is learning significantly enhanced by the use of carefully selected, interesting resources, including ICT?• Are pupils developing confidence, do they persevere to overcome difficulties and check their own work for inaccuracies?• Are pupils given time to reflect on and explain what they have learnt?• Do they assess their own and others’ learning in relation to lesson objectives?

• From the perspective of Ofsted

• “There is no preferred lesson format or teaching style”

• Michael Cladingbowl, Director of Schools • February 2014

What will our students look like after six years of Physical Education?

Skills, knowledge &Understanding

Dispositions

Behaviours

Wider attributes

What do we want to achieve?