sport-england-2016-17-annual-report-and-accounts
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22,000 <br />
SCHOOLS <br />
took part across the four levels<br />
of the School Games in <strong>2016</strong>.<br />
Satellite Clubs are continuing <strong>and</strong> growing,<br />
<strong>and</strong> in <strong>2016</strong> -<strong>17</strong> there are now more than 9,500<br />
in operation, helping half a million young people<br />
take part in community <strong>sport</strong>. Our investment of<br />
up to £28 million into Satellite Clubs bridges the<br />
gap between school, college <strong>and</strong> community<br />
<strong>sport</strong>, <strong>and</strong> ensures there is a good <strong>sport</strong>s <strong>and</strong><br />
activity offer before <strong>and</strong> after the school day.<br />
For older children, especially those out of<br />
the activity habit, we are working with further<br />
education colleges <strong>and</strong> their students. The 2.9<br />
million further education students in Engl<strong>and</strong> are<br />
incredibly diverse, <strong>and</strong> represent a demographic<br />
where there are potentially very significant gains<br />
to be made from public investment.<br />
In February 20<strong>17</strong>, we launched our Tackling<br />
Inactivity in Colleges investment totalling £5 million<br />
into projects to help college students be more<br />
active. Awards were confirmed in May 20<strong>17</strong>, with<br />
projects kicking off at the start of the academic<br />
year in September 20<strong>17</strong>.<br />
Why are families so important?<br />
Our insight tells us that families,<br />
particularly parents <strong>and</strong> caregivers,<br />
play a key role in shaping a child’s<br />
attitude to <strong>sport</strong> <strong>and</strong> physical activity.<br />
Parents <strong>and</strong> guardians can:<br />
• Provide support <strong>and</strong> encouragement<br />
but they can also add pressure<br />
• Share their own <strong>sport</strong>ing <strong>and</strong> physical<br />
activity passions – but they can also share<br />
their fears (sometimes sub -consciously)<br />
• Organise access to the various<br />
opportunities on offer – but they can<br />
also limit options<br />
• Model active behaviour by taking part<br />
with children – but they can also model<br />
sedentary behaviour.<br />
Source: Sport Engl<strong>and</strong> research<br />
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