Bupa Start to Move - Youth Sport Trust

Bupa Start to MoveSupporting the delivery of KS1 Physical Education

Project Overview • 2010 – 2011 Top Foundation Project • Aim: to examine the challenges faced by schools in providinghigh quality physical education for pupils aged 4-7 years in KeyStage 1• Make proposals for improving the quality of experience andoutcomes for children at this stage of their development. • Research, Consultation, Outcomes

Why the research focus? • Teachers• Subject knowledge - competence and confidence• Prior experience of PE• Initial Teacher Education• Professional development• Curriculum• Lack of clarity about subject aims and confusion aboutexpectations• Subject leadership

Questions from the research…. • Would a different approach to the KS1 physical education curriculumhelp teachers to challenge children to achieve their potential?• How can we empower class teachers and make better use ofspecialist support?• How can we overcome barriers to professional development andincrease teachers’ professional knowledge in order to improve theexpertise of the workforce?• Would developing and extending subject communities help tosupport teachers in KS1?

A Support Framework Body copy

A Vision for KS1 Physical Education Physical Education in KS1 provides childrenwith a movement foundation for lifelongparticipation in physical activity, enablingthem to be physically literate; this supportsthe development of competent movers.

Guiding principles • Children at the heart of the development • Simple messages • Commitment • Sustainable change • Coherence between learning stages • Reflective approach

Start to MoveDeveloping Physical Literacy “The motivation, confidence, physical competence,knowledge and understanding to maintain physicalactivity throughout life” (Whitehead, 2011)• Everyone can be physically literate• The physical literacy journey• Guiding movement learning• Range of activities for learners• The whole person

ThinkingMover HealthyMover CreativeMover COMPETENTMOVER ConfidentMover SocialMover

1. Professionallearning culture 7. Evaluating theimpact ofprofessionaldevelopment 2. Children’slearning needs 6. Usingnewlearning 3.Identifyingthe evidenceof learning 5. Undertakingprofessionaldevelopment 4. Planningprofessionaldevelopment

Training.... “ Really valuable.....really good delivery,supportive – It makes so much sense” “We (in KS1) are desperate to make our PE moreexciting and relevant. This approach will definitelyhelp us to do this” “The day has been inspirational. The ideas andthinking are entirely sensible and founded on theway children learn”

As a result of training…. • 10% redesigned curriculum • 20% changed curriculum and teachingapproaches • 38% improved confidence and competenceto teach physical education • 75% better understanding of the subject

http://www.starttomovezone.com/home

Cascading (and overlapping) the messages • Year 1 – National Trainers – KS1 Teachers – Potential peermentors • Years 2 and 3 – ITE pilot

Primary Physical Education & School SportKey Stage 1Age 4-7Years OldPhysicalLiteracyRegularintra schoolcompetitivefestivalsTo have the movement skills to participate fullyTo have the confidence to participate independentlyand in groupsTo become a competent, social , healthy andcreative moverKey Stage 2Age 7-11Years OldPhysicalEducationSchoolsports clubsand regularintra or intercompetitionCommunitysports clubsTo develop your physical and social skillsImprove your wider learning skills such asconfidence and managing your emotionsParticipate more , as you know the importance ofyour health and well being

Future action…. • How can you help teachers and pupils tobenefit from these exciting projects? • How can you get involved? • Your planned actions?