Future Development of School Sport - Education Queensland ...

Review Report 

Future Development of 

School Sport and 

Physical Activity 

Presented to the Minister for Education and Training 

and Minister for the Arts 

by the 

Ministerial Review Committee for School Sport and 

Physical Activity 

July 2007

Future Development of School Sport and Phys cal Act v ty Review Report 

Contents 

Executive Summary .......................................................................... 1 

Key Recommendations .................................................................... 2 

A. Leadersh p ........................................................................... 2 

B. Staff Expert se ...................................................................... 2 

C. Curr culum ............................................................................ 2 

D. Commun ty ........................................................................... 3 

E. Partnersh ps ......................................................................... 3 

1. Introduction .............................................................................. 4 

Purpose of the Review ................................................................... 4 

2. Terms of Reference ................................................................... 4 

3. Methodology used ................................................................... 5 

4. Background Information ........................................................ 5 

Queensland Government n t at ves to 

enhance healthy l festyles ............................................................. 6 

5. Current Insurance arrangements ........................................... 9 

6. Academic Literature ............................................................... 10 

7. Survey of key stakeholders .................................................. 11 

School surveys ............................................................................ 12 

Other consultat on processes ...................................................... 18 

8. Key Recommendations .......................................................... 22 

A. Leadersh p ......................................................................... 22 

B. Staff Expert se .................................................................... 22 

C. Curr culum .......................................................................... 23 

D. Commun ty ......................................................................... 23 

E. Partnersh ps ....................................................................... 23 

Acknowledgments .......................................................................... 24 

References........................................................................................ 28

Review Report Future Development of School Sport and Phys cal Act v ty 

Members of the Ministerial Review Committee 

Ph l Reeves MP Cha r, Member for Mansfield 

Parl amentary Secretary to the M n ster for Transport and 

Ma n Roads 

Peta-Kaye Croft MP Member for Broadwater 

J m Pearce MP Member for F tzroy 

Hon. Andrew Fraser MP Member for Mount Coot-tha 

M n ster for Local Government, Plann ng and Sport 

Collette Hetherton Adv sor to the M n ster for Educat on, Tra n ng and the Arts 

Ken Rogers Ass stant D rector-General, Student Serv ces 

Cha r, Queensland School Sport Counc l


Executive Summary 

In March 2006, the Honourable Rod Welford MP, M n ster for Educat on and the Arts (now 

Educat on, Tra n ng and the Arts) announced a M n ster al Rev ew of School Sport and 

Phys cal Act v ty to prov de d rect on for the future del very of sport and phys cal act v ty 

n Queensland state schools. 

The rev ew exam ned a range of ssues nclud ng the levels of part c pat on n sport and 

act v ty n Queensland state schools and the types of act v t es and sports undertaken. 

Other ssues ncluded the potent al barr ers that could prevent students from 

part c pat ng n school sport and phys cal act v ty, commun ty nvolvement n the del very 

of sport and phys cal act v ty n schools, examples of good models n the del very of 

school sport and act v ty n schools, and acc dent nsurance cover for students engaged 

n sport and phys cal act v ty. 

The Rev ew Comm ttee used nformat on gathered throughout the rev ew to develop 

recommendat ons for the M n ster’s cons derat on. These ncluded a research and 

l terature rev ew, a survey of key stakeholders, a Health/Phys cal Educat on teachers’ 

focus group; a sport and phys cal act v ty forum w th presentat ons from health and 

phys cal educat on experts; and school v s ts. 

The Rev ew Comm ttee was very mpressed w th the work already be ng done by many 

Queensland state schools to enable students to part c pate n sport and phys cal act v ty 

programs. A w de var ety of examples of ex st ng sport and phys cal act v ty programs 

were reported by schools. These programs were des gned to develop students’ phys cal 

sk lls and create nterest and enjoyment n phys cal act v ty. It s clear that many schools 

also use a number of sport ng organ sat ons as part of the r sport and phys cal act v ty 

programs. 

The rev ew sought feedback from all stakeholder groups about the factors they perce ved 

as poss ble barr ers prevent ng students from part c pat ng n school sport and phys cal 

act v ty programs. The most commonly perce ved barr ers ncluded: 

• cost of compet ng – travel, reg strat on fees, un forms 

• ava lab l ty of appropr ate fac l t es 

• d stance to compet t on – d stance between schools s too far for students to travel 

• compet ng curr culum areas 

• staff del ver ng phys cal act v ty programs requ r ng tra n ng or exper ence to bu ld 

sk lls 

• ava lab l ty of staff or volunteers to run or ass st w th runn ng act v t es 

• student numbers n some schools are too low to form teams. 

The major ty of rev ew stakeholders nvolved were asked to prov de recommendat ons 

for the future development of sport and phys cal act v ty n state schools. The most 

common suggest ons related to mandat ng t me for phys cal act v ty and establ sh ng 

accountab l ty and mon tor ng systems, enhanc ng the sk lls and confidence of pr mary 

classroom teachers to enable them to conduct act v t es w th the r students, address ng 

ssues of transport / d stance to nter-school compet t on, more affordable part c pat on 

and better plann ng and school and commun ty use of resources and fac l t es. 

The Rev ew Comm ttee formulated a range of recommendat ons from the nformat on 

and data prov ded by rev ew part c pants. The comm ttee cons dered the data and 

stakeholders’ v ews and formulated recommendat ons w th n the target areas of 

leadersh p, staff expert se, curr culum, commun ty and partnersh ps. 

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Key Recommendations 

The M n ster al Rev ew Comm ttee for School Sport and Phys cal Act v ty has made these 

key recommendat ons for the future development of school sport and phys cal act v ty n 

Queensland schools w th the v ew of enhanc ng the health and wellbe ng of Queensland 

students. 

A. Leadership 

Leadersh p s mportant to fac l tate cultural change n school env ronments regard ng 

the value of sport and phys cal act v ty and prov d ng opportun t es for ch ldren to be 

phys cally act ve. Students are more l kely to become nvolved n phys cal act v ty f they 

enjoy the act v t es ava lable, f the act v t es are well organ sed, and f students have 

strong role models and leadersh p n the r chosen act v ty. 

Recommendation 1 

All pr nc pals are to annually report on the r allocat on of school sport and phys cal 

act v ty through the school mprovement and accountab l ty framework. 


Schools are to ensure they work w th jun or sport ng organ sat ons to max m se the use 

of school and commun ty fac l t es for the benefit of the broader commun ty. 


All schools are to develop a Physical Activity Strategy n consultat on w th the r school 

commun ty, to enhance students’ phys cal act v ty. 

B. Staff Expertise 

A cons stent message throughout the rev ew was that teacher confidence s cr t cal n 

more students becom ng act ve. Anecdotal ev dence suggests pr mary teachers’ lack of 

confidence n conduct ng sport and/or phys cal act v ty programs d rectly mpacts on 

student part c pat on. There s a need to bu ld teachers’ confidence and sk lls to del ver 

phys cal act v ty programs. 


Pr mary school phys cal educat on teachers are to take a leadersh p role n enhanc ng 

phys cal act v ty n the r nd v dual schools. 


All state pr mary classroom teachers are to undertake profess onal development n the 

del very of phys cal act v ty. 


Educat on Queensland s to make the find ngs of Queensland Health’s Healthy Kids 

Queensland Survey 2006 ava lable to schools to nform school pract ces. 


Educat on Queensland s to develop support networks for teachers nvolved n the 

del very of phys cal act v ty n schools. 

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C. Curriculum 

Queensland s a large state w th schools located n metropol tan, reg onal, rural and 

remote locat ons. Schools often have to develop local solut ons to reduce barr ers and 

ncrease students’ part c pat on n regular sport or phys cal act v ty. Var at ons n cl mate, 

the ava lab l ty of resources and fac l t es and school populat ons and prox m ty can all 

mpact on the types of programs offered to students. Schools need to develop programs 

that promote fun and enjoyment and enable students to develop the necessary sk lls to 

part c pate n sport and phys cal act v ty. 


All pr mary schools are to allocate 30 m nutes of phys cal act v ty per day as part of the 

school curr culum. 


In add t on to the current requ rement that schools w th more than 300 students must 

offer nter-school team sports, all state pr mary schools must offer opportun t es for all 

students to part c pate n ntra-school sport at least once a week. 

D. Community 

Schools are often deal venues for a range of school or commun ty-based act v t es. 

The range of school fac l t es can therefore be made ava lable for use by commun ty 

based groups. Th s enables the shar ng of resources, bu lds the capac ty of small sport 

and act ve recreat on clubs to recru t members and expand the r programs to nclude 

students and the r fam l es, and strengthens school / commun ty partnersh ps. 


Educat on Queensland s to undertake an aud t of sport ng fac l t es ava lable n schools 

and local commun t es to nform the progress on of the $1 b ll on Tomorrow’s Schools 

n t at ve. 


Schools are to prov de nformat on to parents on school sport and phys cal act v ty 

programs ava lable n the local area and l nk to the Department of Educat on, Tra n ng 

and the Arts webs te to access resources and nformat on on phys cal act v ty, exerc se 

and nutr t on. 


Educat on Queensland s to better nform parents of the Department’s nsurance pol cy 

n relat on to student njur es susta ned dur ng school sport and phys cal act v ty 

programs. 

E. Partnerships 

A range of federal, state and local government n t at ves and fund ng opportun t es are 

ava lable to prov de sport and phys cal act v ty programs for school-age ch ldren. 


Coord nat on between Educat on Queensland, Sport and Recreat on Queensland and 

local and federal governments should be mproved to make better use of ava lable 

programs and fund ng. 

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1. Introduction 

Purpose of the Review 

To report to the Minister on opportunities to improve the level of health and fitness of 

students through the delivery of sport and physical activity programs in Queensland 

schools. 

The Queensland Government s tak ng a hol st c approach to solv ng the ssue of 

overwe ght and obes ty n ch ldren and young people. From the whole-of-Government 

Obes ty Summ t held n May 2006, to spec fic departmental programs such as 

Educat on Queensland’s Smart Cho ces – the Healthy Food and Dr nk Supply Strategy 

for Queensland Schools and the Eat Well Be Act ve F t and Fuelled Reg onal Forums, 

the Queensland Government has developed and mplemented a range of strateg es to 

encourage ch ldren to make healthy cho ces about act v ty and nutr t on. 

The focus of the Rev ew of School Sport and Phys cal Act v ty was to dent fy good 

del very models for ava lable sport and phys cal act v ty programs and how they 

complement and can best be ntegrated w th the school curr culum and current school 

sport programs. 

2. Terms of Reference 

1. Exam ne current levels of student part c pat on n phys cal educat on and school 

sport n Queensland schools. 

2. Exam ne the present phys cal educat on and sport programs n our schools. 

3. Exam ne the t metabl ng of these and assoc ated programs to del ver the program 

effect vely. 

4. Ident fy teachers’ current levels of part c pat on n sport and phys cal act v ty 

programs and explore future opt ons. 

5. Ident fy current levels and types of commun ty and pr vate sector nvolvement n 

school sport and phys cal act v ty programs, ( nclud ng sponsorsh p and del very) 

and explore future opportun t es. 

6. Gauge current l a son between school and non-school sport ng bod es and the level 

of support for sport and phys cal act v ty from state sport ng organ sat ons. 

7. Exam ne the current pol cy and pract ce of acc dent nsurance cover for students 

engaged n sport and phys cal act v ty and prov de adv ce on future opt ons. 

8. Ident fy and document best pract ce examples of successful sport and act v ty 

programs n schools. 

9. Ident fy any adm n strat ve, operat onal or curr culum barr ers wh ch would prevent 

the del very of sport, phys cal educat on and phys cal act v ty programs n schools. 

10. Ident fy any other barr ers to the effect ve del very of sport and phys cal act v ty 

programs n schools. 

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3. Methodology used 

The methodology used to conduct the rev ew was l m ted by the t meframe establ shed 

and the ava lable resources to conduct the rev ew. The rev ew methodology ncluded: 

1) Desktop research / l terature rev ew 

2) Survey of key stakeholders 

3) Phys cal Educat on Teacher focus group 

4) School Sport and Phys cal Act v ty Forum 

5) School v s ts. 

4. Background Information 

More than one n five ch ldren n Austral a s now overwe ght or obese. These ch ldren 

often exper ence a range of health problems. Ch ldhood obes ty s also known to be 

a good pred ctor of obes ty n adulthood, wh ch n tself s a major r sk factor for poor 

health. 

In add t on to comm ss on ng th s rev ew of school sport and phys cal act v ty, the 

Queensland Government has mplemented a range of strateg es to address th s ssue. 

In 2006, Queensland Health comm ss oned the Healthy Kids Queensland Survey as part 

of the Queensland Government’s ongo ng comm tment to promot ng healthy we ght, 

nutr t on and phys cal act v ty for Queensland’s ch ldren and young people. The results 

of th s study prov ded mportant nformat on on the prevalence of overwe ght and 

obes ty, d etary ntake and phys cal act v ty behav our among Queensland ch ldren. 

Accord ng to the Healthy Kids Queensland Survey: 

• 19.5% of boys and 22.7% of g rls aged five to 17 were overwe ght or obese. 

• Overall, 21% of Queensland ch ldren aged five to 17 were overwe ght or obese. 

• Compar son w th nat onal data from 1985 and 1995 shows that the prevalence 

of overwe ght and obes ty for Queensland five to 17-year-olds has cont nued to 

ncrease; w th most age groups the prevalence be ng twofold greater than nat onal 

rates of 1985. However, the rate of ncrease appears to have slowed n Queensland 

s nce 1995. 

Schools play an mportant role n help ng ch ldren and young people learn about be ng 

healthy, as well as prov d ng env ronments that promote healthy l festyles. Healthy 

ch ldren are better able to learn, and h gher educat onal ach evement s strongly 

assoc ated w th better health. 

Queensland Government initiatives to enhance healthy 

lifestyles 

a. Whole-of-Government initiatives 

Obesity Summit 2006 

In May 2006 the Prem er convened the Queensland Obes ty Summ t at Parl ament 

House n Br sbane to explore ways the Queensland Government, bus nesses, commun ty 

organ sat ons, profess onal assoc at ons, fam l es and nd v duals can work together 

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to help more Queenslanders ach eve and ma nta n a healthy we ght and l festyle. The 

Summ t was structured around four major themes: 

• Early Years 

• Healthy Eat ng 

• Act ve L v ng 

• Manag ng the Problem. 

As a result of the Summ t, the Prem er announced a $21 m ll on package of n t at ves to 

be del vered over three years for partnersh ps, grants, fac l t es and other resources to 

help fight obes ty. Spec fic Obes ty Summ t n t at ves nclude: 

• Household self-help pack, soc al market ng campa gn and onl ne gateway to prov de 

useful nformat on about healthy eat ng and exerc se 

• Fund ng to extend the AMA Queensland K ds GP Campa gn 

• Commun ty Partnersh p Grants Program 

• Open ng up school sport and recreat on fac l t es 

• Cycle trans t centre n partnersh p w th Br sbane C ty Counc l 

• Better food cho ces n Queensland Health fac l t es 

• Bus ness partnersh ps awards 

• Young athletes ass stance program to help ch ldren and young people attend meets 

• Healthy l festyle programs for publ c sector workforce 

• Develop partnersh ps w th organ sat ons such as the Austral an Breastfeed ng 

Assoc at on to promote healthy eat ng and exerc se to young mothers. 

A cross-departmental Eat Well Be Act ve Taskforce, cha red by the Department of Prem er 

and Cab net, has been work ng s nce the Summ t to oversee mplementat on of the 

n t at ves. 

Further nformat on on n t at ves to be mplemented by Queensland Government 

agenc es as a result of the Obes ty Summ t can be found by v s t ng http://www.health. 

qld.gov.au/eatwellbeact ve/obes ty_summ t.asp 

Eat Well Be Active – Healthy Kids for Life strategy 

The a m of th s strategy s to ach eve health er we ght n Queensland ch ldren and 

young people. Th s w ll be accompl shed through the collect ve work of s x government 

agenc es, nclud ng the Department of Educat on, Tra n ng and the Arts, n progress ng 

more than 100 n t at ves encourag ng Queensland ch ldren to make smart and healthy 

cho ces concern ng phys cal act v ty and nutr t on. 

b. Department of Education, Training and the Arts initiatives 

Health and Physical Education Key Learning Area (KLA) 

Health and Phys cal Educat on (HPE) s one of e ght Key Learn ng Areas (KLAs). The Years 

1 – 10 Health and Phys cal Educat on Syllabus, developed by the Queensland Stud es 

Author ty (QSA), prov des gu dance to schools n the teach ng of health and phys cal 

educat on. The syllabus s organ sed n three strands: 

• promot ng the health of nd v duals and commun t es 

• develop ng concepts and sk lls for phys cal act v ty 

• enhanc ng personal development. 

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Teachers use the syllabus to plan work un ts that focus on develop ng students’ 

knowledge and sk lls relevant to the r local context. Th s enables young people to make 

nformed dec s ons about the r health. 

Intra- and nter-school sport are also valued act v t es n state schools and prov de 

opportun t es to put the knowledge and sk lls learned n HPE nto pract ce. 

Queensland School Sport 

Queensland School Sport s managed by the Queensland School Sport Counc l. The 

counc l coord nates and fosters the development of representat ve school sport w th n 

state and non-state schools and state colleges affil ated w th Queensland Secondary 

School Sport and Queensland Pr mary School Sport. 

The Queensland School Sport Un t w th n Educat on Queensland fac l tates 

representat ve school sport for ch ldren and schools w th n the state and non-state 

educat on systems. The un t supports the operat ons of the Queensland School Sport 

Counc l, ts assoc ated secondary, pr mary and sport spec fic comm ttees, and the 

Queensland School Sport Foundat on. It ma nta ns l nks w th state and nat onal sport 

organ sat ons and agenc es as well as prov d ng pol cy adv ce and advocacy for school 

sport to execut ve management and School Sport Austral a. 

Reg onal School Sports Officers are respons ble for the operat on and adm n strat on 

of the representat ve School Sport Program across Educat on Queensland D str cts. The 

officers oversee all aspects of the program nclud ng human resourc ng, financ al control, 

stock control, travel, promot on and development of school sport and commun cat on 

w th n the Department and w th assoc ated cl ent groups. Each Reg onal School Sport 

Un t s governed by a Reg onal School Sport Board and operates w th n an Educat on 

Queensland D str ct Office. 

A D sab l ty Sport Comm ttee has been establ shed to oversee the ntroduct on, 

encouragement and nclus on of athletes w th d sab l t es nto school sport programs. 

Th s commences at the school, d str ct and reg onal level through to state and nat onal 

level. Athletes w th d sab l t es are now afforded the same opportun t es as the r peers to 

part c pate n school sport at the r level of ab l ty and enthus asm. 

Safe and Healthy Schools initiatives 

As part of ts 2004 elect on comm tments, the Queensland Government announced an 

$11.1 m ll on Safe and Healthy Schools Pol cy, w th $6.9 m ll on allocated to Educat on 

Queensland to promote safety, phys cal act v ty and a health er l festyle n Queensland 

schools. These n t at ves recogn se the mportance of students learn ng to get fit and 

healthy at school and also develop ng a l felong apprec at on of healthy l festyle cho ces. 

Safe and Healthy Schools n t at ves nclude: 

a. Smart and Healthy Schools Grants 

Between 2004 and 2006, $1.5 m ll on n Smart and Healthy Schools Grants 

was prov ded to state and non-state schools and clusters of schools to enhance 

opportun t es for students to undertake phys cal act v ty and sport n school 

sett ngs n partnersh p w th other local commun ty agenc es. 

b. Healthy Schools Vans 

Healthy Schools Vans staff work w th school personnel, tuckshops, parents and 

other key stakeholders to promote healthy eat ng and phys cal act v ty messages n 

school sett ngs. 

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8 

The Healthy Schools Vans were prev ously l m ted to three vans work ng across 

three Queensland reg ons (greater Br sbane, south coast and north Queensland), 

however they adopted a broader statew de focus n 2007. Healthy Schools Vans 

staff have a key role n the Eat Well Be Act ve – F t and Fuelled Reg onal Forums. 

c. Active-Ate 

Act ve-Ate s a web-based resource developed to support the teach ng of nutr t on 

and phys cal act v ty n schools. The Act ve-Ate webs te conta ns examples of 

classroom act v t es and prov des access to a range of nutr t on and phys cal act v ty 

resources. 

d. CPR for LIFE in schools 

S nce 2005, state schools have been requ red to prov de Card o-Pulmonary 

Resusc tat on (CPR) sk lls tra n ng to all state school students before they leave 

Year 12. 

e. Inter-school Team Sport 

All state schools w th an enrolment of more than 300 students are requ red to offer 

nter-school sport as part of the school sport program. 

Smart Choices 

Smart Cho ces – the Healthy Food and Dr nk Supply Strategy for Queensland Schools 

was developed to enhance the nutr t onal value of food and dr nks suppl ed to students 

n schools. Smart Cho ces appl es to all s tuat ons where food and dr nks are suppl ed 

to students across the school env ronment nclud ng tuckshops, vend ng mach nes, 

fundra s ng act v t es and classroom rewards. From 1 January 2007, mplementat on of 

Smart Cho ces became mandatory n all state schools. 

Eat Well Be Active – Fit and Fuelled Regional Forums 

Throughout 2007, Educat on Queensland s conduct ng a ser es of free two-day F t and 

Fuelled Reg onal Forums for pr mary classroom teachers, pr mary phys cal educat on 

spec al sts and secondary health and phys cal educat on teachers. The forums focus 

on ncreas ng nutr t on educat on and phys cal act v ty n schools w th n the context of 

the Year 1–10 Health and Phys cal Educat on Syllabus. They a m to ncrease the sk lls 

and confidence of teachers to del ver planned syllabus programs. They also prov de an 

opportun ty for school personnel to network w th local government and non-government 

organ sat ons that can support the r school programs. 

Specialist Health and/or Physical Education teachers 

In add t on to the Reg onal School Sports Officers respons ble for the representat ve 

School Sport Program across Educat on D str cts, Queensland state schools employ 

about 450 pr mary school Phys cal Educat on (PE) teachers, w th about 930 Health 

and Phys cal Educat on (HPE) teachers n secondary schools. W th the r profess onal 

expert se and knowledge, these teachers are deally placed w th n schools to help 

students ach eve phys cal educat on learn ng outcomes. 

c. Other Government Department initiatives 

Educat on Queensland works closely w th other Departments to enhance health and 

wellbe ng for ch ldren and young people, nclud ng phys cal act v ty and sport. In 

part cular, Educat on Queensland collaborates frequently w th the Department of Local 

Government, Plann ng, Sport and Recreat on and Queensland Health.


Department of Local Government, Planning, Sport and Recreation 

The Department of Local Government, Plann ng, Sport and Recreat on (DLGPSR) works 

proact vely towards help ng Queenslanders become more act ve. As the lead agency 

respons ble for mplement ng the Queensland Government’s sport and recreat on 

pol c es, the Department of Local Government, Plann ng, Sport and Recreat on works 

w th sport ng organ sat ons, counc ls, schools, Ind genous organ sat ons and the w der 

commun ty to ncrease part c pat on, develop better sk lls n the ndustry and create 

better places and opportun t es for sport and recreat on. 

The Department of Local Government, Plann ng, Sport and Recreat on encourages 

regular phys cal act v ty through sport and act ve recreat on by: 

• creat ng programs and resources to promote and del ver opportun t es for commun ty 

part c pat on n phys cal act v ty 

• offer ng fund ng programs that help local governments, Abor g nal and Torres Stra t 

Islander counc ls and commun ty organ sat ons del ver sport and recreat on fac l t es, 

sk lls development and part c pat on programs 

• develop ng commun ty based programs and serv ces a med at gett ng people and 

commun t es act ve. 

Informat on about DLGPSR’s sport and recreat on programs and serv ces can be found at 

www.sportrec.qld.gov.au 

Queensland Health 

Queensland Health recogn ses that schools have an mportant role n ensur ng 

ncreased part c pat on n phys cal act v ty and cons ders that a comprehens ve, 

ntegrated approach to work ng w th schools s a key mperat ve to mprove the health 

of Queensland ch ldren. Queensland Health supports schools n var ous ways to 

ncrease part c pat on n phys cal act v ty, nclud ng support ng teacher profess onal 

development, promot ng the development of support ve env ronments for phys cal 

act v ty, contr but ng to teach ng and learn ng resources that lead to the ach evement of 

learn ng outcomes, and l nk ng schools to broader commun ty resources, partners and 

serv ces. Agreements to progress jo nt pr or t es, nclud ng phys cal act v ty, are outl ned 

n the Queensland Health and Educat on Queensland Jo nt Work Plan. 

The Queensland Health webs te located at www.health.qld.gov.au has further 

nformat on about health and wellbe ng for ch ldren and young people. 

5. Current Insurance arrangements 

The Rev ew Comm ttee exam ned the current pol cy and pract ce of acc dent nsurance 

cover for students engaged n sport and phys cal act v ty n Queensland state schools. 

Queensland State Schools – Education Queensland 

• The Department holds comb ned nsurance pol cy w th the Queensland Government 

Insurance Fund (QGIF) wh ch ncludes unl m ted publ c l ab l ty, where a person s 

njured due to the Department's negl gence. 

• The Department has publ c l ab l ty cover for all approved school act v t es, however 

does not prov de acc dent nsurance arrangements. Personal Acc dent Insurance 

cover s the respons b l ty of the parents. 

• Parents of students part c pat ng n reg onal and Queensland teams are not fied that 

personal acc dent cover s the r respons b l ty. 

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• The Department s l able to pay compensat on for personal njury ( nclud ng med cal 

costs) for students njured at school or play ng school sport only when njury has 

been caused by the negl gence of the Department. 

• Where a student s njured at school as a result of an acc dent or the Department s 

not negl gent, all costs assoc ated w th the njury ( nclud ng med cal costs) are the 

respons b l ty of the parent or careg ver. Med care and pr vate health nsurance may 

cover some of the costs depend ng on the r pr vate nsurance arrangements. 

• A number of sports ncorporate nherent r sks that parents and students accept as 

part of the sport. Not every njury s caused by negl gence or a breach of duty of care. 

QGIF does not prov de acc dent cover. 

• It s unknown how many nd v dual schools prov de nsurance adv ce to parents. 

6. Academic Literature 

The l terature rev ewed prov des overwhelm ng support for ncreas ng the da ly phys cal 

act v ty levels of ch ldren and young people to prov de them w th greater opportun t es 

for l felong, susta nable nvolvement n phys cal act v ty (Jones-Palm & Palm, n.d.; 

Mart n, n.d.; Amer can Academy of Ped atr cs, 2000; Act on for Healthy K ds, 2003; 

Centers for D sease control and Prevent on, 2006). 

Schools have a key role n prov d ng students w th opportun t es to engage n regular 

phys cal act v ty to enable them to reach the r health potent al and ma nta n a balanced 

state of wellbe ng (Ballard, Caldwell, Dunn, Hard son, Newk rk, Sanderson, Schne der, 

Thaxton-Vod cka & Thomas, 2005). Prov d ng young people w th the sk lls and 

confidence they need to be phys cally act ve requ res act v t es to be programmed that 

are ach evable and mean ngful w th emphas s on part c pat on and nvolvement rather 

than excellence (Chau, 2007). 

The benefits of ch ldren and young people part c pat ng n regular phys cal act v ty 

extend beyond the phys olog cal effects (Kerr, 1996). Reduc ng obes ty and the 

nc dence of chron c d seases n adulthood and enhanc ng the cogn t ve, soc al, 

psycholog cal and emot onal spheres have all been attr buted to regular phys cal act v ty 

(McKay, Re d, Tremblay & Pellet er, 1996; Pate, Baranowsk , Dowda & Trost, 1996; K dd, 

1999; L nder, 1999; Sall s, McKenz e, Kolody, Lew s, Marshall & Rosengard, 1999; 

Dwyer, Sall s, Bl zzard, Lazarus & Dean, 2001). For many ch ldren, schools prov de 

the r only opportun ty to part c pate n sport or phys cal act v ty (Austral an Bureau of 

Stat st cs, 2004). 

Enjoy ng phys cal act v ty s a s gn ficant antecedent to susta n ng part c pat on 

throughout l fe. Students are less l kely to part c pate n suffic ent phys cal act v ty due 

to personal barr ers such as the lack of enjoyment or fun. In add t on, school phys cal 

act v ty programs connected to broader commun ty engagement are much more l kely 

to encourage cont nu ng part c pat on nto adulthood. Develop ng l nks between school 

and commun ty programs promotes l felong susta nable nvolvement n phys cal act v ty 

(Chau, 2007). 

The l terature rev ewed also prov des many nstances of best pract ce n relat on to 

phys cal act v ty n school sett ngs. A snapshot of these follows. 

Exemplary programs ex st ng n schools tend to reflect a whole-of-school comm tment 

to phys cal act v ty programs. Brown and Brown (1996:19) conclude that ‘long-term 

mprovement n act v ty and fitness levels are more l kely to result from an ntegrated 

whole school-commun ty approach’ . The promot on of phys cal act v ty w ll be most 

10


effect ve when t s comprehens ve, flex ble and coord nated across the ent re school 

env ronment. The whole-of-school approach offers opportun t es to promote cons stent 

messages about rema n ng phys cally act ve and to encourage teachers, parents, 

guard ans and volunteers to be phys cally act ve role models and fac l tators. In th s 

way, phys cal act v ty can be ncluded n as many school events as poss ble (The State of 

Queensland, 2006). 

Certa n groups of students are less l kely to part c pate n suffic ent phys cal act v ty 

(Chau, 2007). Develop ng nclus ve programs that connect soc al, cultural and 

env ronmental spheres s an mportant aspect to encourage part c pat on n phys cal 

act v ty (Booth, Owen, Bauman, Clav s & Lesl e, 2000; L ndstrom, Hanson & Ostergren, 

2001; Mota, Alme da, Santos & R be ro, 2005; K m, Subraman an, Gortmaker & Kawach , 

2006; Chau, 2007; Ferre ra, van der Horst, Wendel-Vos, Kremers, van Lenthe & Burg, 

2007). It s essent al phys cal act v ty programs are culturally and gender sens t ve to 

the values and trad t ons of part c pants and recogn se the d vers ty of nterests w th n 

a school commun ty, nclud ng the d fferent needs and range of ab l t es for students 

(Amer can Academy of Ped atr cs, 2000). An nclus ve phys cal act v ty program 

ensures a d verse, developmentally-appropr ate range of non-compet t ve, compet t ve, 

structured and unstructured act v t es are offered (Gebel, K ng, Bauman, V ta, G ll, R gby, 

and Capon, 2005). 

Best pract ce phys cal act v ty programs are therefore those n wh ch schools are 

comm tted to an nclus ve, comprehens ve, developmentally-appropr ate, flex ble and 

coord nated approach to phys cal act v ty across the ent re school env ronment. They 

prov de a range of phys cally act ve opt ons tak ng nto account the d verse range of 

nterests and ab l t es w th n the r school commun ty and value phys cally act ve role 

models. 

7. Survey of key stakeholders 

The Rev ew of School Sport and Phys cal Act v ty ncluded surveys of key stakeholder 

groups. The groups surveyed were: 

• a random sample of state schools, nclud ng pr mary schools, secondary schools and 

spec al schools 

• a random sample of state schools n Ind genous commun t es 

• a random sample of spec al schools 

• all Reg onal School Sport Officers 

• all State Sport ng Organ sat ons 

• all School Sport Comm ttees. 

Other stakeholders also had the opportun ty of complet ng a survey quest onna re. 

Data was gathered from approx mately 270 surveys. 

In the collat on of data, state schools n Ind genous commun t es and spec al schools 

have been reported d scretely. It was dec ded to report spec al schools separately due 

to d fferences n class structures and types of phys cal act v t es undertaken. Spec al 

schools were therefore prov ded w th a mod fied vers on of the ma n state school survey. 

11


Table 1: Survey Participants 

12 

Stakeholder group 

Number selected to 

participate in the survey Number who responded 

State schools 73 71 

State schools n Ind genous commun t es 29 25 

Spec al schools 17 14 

Reg onal School Sport Officers 12 11 

State Sport ng Organ sat ons 106 18 

School Sport Comm ttees 36 14 

The survey quest oned stakeholders about var ous aspects of sport and phys cal 

act v ty n schools, nclud ng levels of act v ty (school survey only), perce ved barr ers to 

part c pat on, examples of good pract ce and school – commun ty cooperat on. 

Schools were asked to nom nate a su table representat ve to answer survey quest ons 

about sport and phys cal act v ty for the school as a whole. Survey respondents ncluded 

health and/or phys cal educat on teachers, heads of department and pr nc pals. 

Defin t ons used n the survey were: 

Intra-school and 

phys cal act v ty 

Intra-school sport and phys cal act v ty relates to the sports 

played w th n the school between nd v dual students or teams of 

students, and the phys cal act v ty programs that may be n place 

for those students not part c pat ng n a recogn sed sport. Phys cal 

act v ty may nclude act v t es that develop gross motor sk lls, and 

var ous games played as part of an organ sed phys cal act v ty or 

phys cal educat on program. 

Inter-school sport Inter-school sport relates to spec fic sports played by nd v dual 

students or teams of students aga nst other schools. 

School surveys 

Randomly selected state pr mary, state secondary and spec al schools n metropol tan, 

prov nc al and rural sports reg ons were asked to part c pate n the rev ew and complete 

the sport and phys cal act v ty surveys over a two-week per od. 

Findings 

Surveys were completed for three d st nct school types: state schools (pr mary and 

secondary), spec al schools, and state schools located n Ind genous commun t es. 

Schools were asked to prov de data on the part c pat on rate of students by year level. The 

year level structure d d not apply for spec al schools as the r classroom structure s more 

al gned to the three levels of jun or school, m ddle school, and sen or school. Results from 

spec al schools are reported separately. 

Schools were asked about the r students’ nvolvement n sport and phys cal act v ty for a 

two-week collect on per od of Monday 8 May to Fr day 16 May 2006. Sports and phys cal 

act v ty ncluded the Health and Phys cal Educat on program, nter-school sport, ntraschool 

sports and planned phys cal act v ty programs. Schools were asked for the number 

of students who had part c pated n these act v t es for two hours or more per week, one to 

two hours per week and less than one hour per week, for the nom nated two week per od. 

A nom nated survey respondent prov ded data about the phys cal act v t es of all students 

n the r school. Th s method was chosen to reduce the t me requ red for school staff to 

complete the survey, but t s poss ble that these results may have been d fferent f every 

teacher or student had been surveyed nd v dually.


The state schools that part c pated n th s sect on of the survey had a total enrolment of 

almost 30,000 students. The results nd cate that most state school students (84%) had 

one or more hours of planned sport or phys cal act v ty per week n the nom nated twoweek 

per od. 

Table 2: Student activity levels, survey of state schools 

Percentage of students in the selected schools 

Amount of planned physical activity or sport per week 

Less than 1 hour 1–2 hours 2 or more hours 

Pr mary: Years 1–3 21% 52% 27% 

Pr mary: Years 4–7 10% 32% 58% 

Secondary: Years 8–10 12% 29% 59% 


All students 16% 35% 49% 

Some 25 state schools n Ind genous commun t es part c pated n the survey. The results 

nd cate that n these schools, 82% of students had one or more hours of planned sport 

or phys cal act v ty per week n the nom nated two-week per od. 

Table 3: Student activity levels, survey of state schools in Indigenous Communities 




Pr mary: Years 1–3 29% 49% 22% 

Pr mary: Years 4–7 12% 40% 48% 




Spec al schools were asked about the r students’ nvolvement n sport and phys cal 

act v ty for the two-week collect on per od. The survey quest onna res were mod fied 

to meet the d fferent act v ty levels n spec al schools. In the spec al schools that 

part c pated n the survey, 76% of students had one or more hours of planned sport or 

phys cal act v ty per week n the nom nated two-week per od. 

Table 4: Student activity levels, survey of special schools 




Jun or schools 23% 18% 59% 

Intermed ate schools 28% 14% 58% 

Sen or schools 23% 13% 64% 


Types of sports 

Schools were asked about the types of inter-school sports and competitions they were 

nvolved n for the 2006 school year. 

• The 66 state schools that responded to th s sect on of the survey l sted a total of 38 

d fferent types of nter-school sports and compet t ons. Of these, the nter-school 

sports played by the largest numbers of schools were athlet cs (48 schools), football 

– soccer (47 schools) and netball (44 schools). 

13


• The 22 state schools n Ind genous commun t es that responded to th s sect on of the 

survey l sted a total of 14 d fferent types of nter-school sports and compet t ons. Of 

these, the nter-school sports played by the largest number of Ind genous commun ty 

schools were athlet cs (15 schools), rugby league (15 schools) and basketball (11 

schools). 

• The 11 spec al schools that responded to th s sect on of the survey l sted five 

d fferent nter-school sports that are played by the r students – athlet cs, equestr an, 

football – soccer, sport ab l ty and sw mm ng. 

Schools were also asked about the types of intra-school sports and planned physical 

activity programs n wh ch students part c pated dur ng the 2006 school year. The 

schools that part c pated n the survey prov ded an nd cat on of the w de range of sports 

and act v t es ava lable to students. 

• State schools l sted some 89 d fferent ntra-school sports and phys cal act v t es. The 

most commonly played were track and field (43 schools), sw mm ng (40 schools) and 

football – soccer (36 schools). 

• The state schools n Ind genous commun t es l sted some 36 d fferent types of ntraschool 

sport and phys cal act v ty. The most commonly played were touch football (14 

schools), track and field (13 schools) and football – soccer (12 schools). 

• The spec al schools l sted some 31 d fferent types of ntra-school sport and phys cal 

act v ty. The most common were walk ng programs (10 schools), gross motor 

act v t es (n ne schools), keep-fit or gym programs (e ght schools) and ten-p n 

bowl ng (e ght schools). 

Teaching of sport and physical activity in the school 

Health and Phys cal Educat on (HPE) s a key learn ng area w th n the curr culum and 

prov des the opportun ty for students to develop the necessary sk lls for successful 

part c pat on n sport and phys cal act v ty. Intra- and nter-school sport programs are 

also s gn ficant act v t es n Queensland state schools. 

School sport and phys cal act v ty programs are del vered by Health/Phys cal Educat on 

(H/PE) teachers and by other teach ng staff, espec ally pr mary classroom teachers. 

These school programs are often compl mented by the nvolvement of representat ves 

from a range of state and local sport ng organ sat ons. 

At the 67 state schools that responded to th s sect on of the survey, sport and phys cal 

act v ty was del vered by 109 H/PE teachers who were based n that school and by 24 

‘ t nerant’ H/PE teachers who v s t a number of schools. In add t on, some 776 non-H/PE 

teachers del vered sport and phys cal act v ty programs. The non-H/PE teachers nvolved 

n del ver ng sport and phys cal act v ty programs made up about 43% of the teach ng 

staff n those schools. 

At the 25 state schools n Ind genous commun t es that responded to th s sect on of 

the survey, sport and phys cal act v ty were del vered by 15 H/PE teachers who were 

based n that school and by s x ‘ t nerant’ H/PE teachers. In add t on, some 126 non-H/ 

PE teachers del vered sports and act v ty programs. The non-H/PE teachers nvolved n 

del ver ng sport and phys cal act v ty programs made up about 33% of the teach ng staff 

n those schools. 

14


Involvement of community organisations 

The schools surveyed nom nated 192 examples where commun ty sport and recreat on 

organ sat ons were nvolved n support ng the prov s on of sport and phys cal act v ty 

programs n 2006. The types of nvolvement of these organ sat ons are l sted below. It 

must be noted that n some cases, organ sat ons may be counted as part of more than 

one of the below categor es: 

• 89 examples where schools use the organ sat on’s grounds and fac l t es 

• 78 examples where organ sat ons came to schools to conduct sport and phys cal 

act v ty programs 

• 11 examples where organ sat ons suppl ed volunteers as offic als and ump res for 

compet t on 

• s x examples where organ sat ons prov ded sponsorsh p to schools 

• 16 examples where organ sat ons prov ded other types of support to schools. 

Barriers to school sport and physical activity 

Queensland’s geograph cal nature means schools are s tuated n a d verse range of 

env ronments, from metropol tan and reg onal centres to rural and remote locat ons. In 

order to overcome the potent al barr ers of cl mate, d stance, the ava lab l ty of resources 

and the s ze of school populat ons, schools develop local solut ons to ncreas ng 

students’ part c pat on n regular sport or phys cal act v ty. 

All stakeholder groups were asked about the ssues they perce ved as potent al barr ers 

prevent ng students from part c pat ng n school sport and phys cal act v ty programs. 

State schools 

School respondents were prov ded w th a l st of poss ble barr ers to student 

part c pat on, and asked to nd cate the five most mportant barr ers. 

The ssues perce ved as potent al barr ers by the 67 state schools that responded to th s 

sect on of the survey are l sted n Table 5. 

Table 5: Most important perceived barriers to student participation, survey of state schools 

Number of schools indicating 

this was one of the five most 

Barrier 

important barriers 

Cost of compet ng – travel, reg strat on fees, un forms 46 

Ava lab l ty of appropr ate fac l t es – no fac l t es or ex st ng fac l t es do 

not meet needs 32 

D stance to compet t on – d stance between schools s too far for 

students to travel 30 

There are other compet ng curr culum areas 26 

Staff lack exper ence, confidence or sk lls n del ver ng phys cal act v ty 

programs, or are unw ll ng to conduct act v ty 26 

Non-ava lab l ty of staff or volunteers to run or ass st w th runn ng 

act v t es 25 

The ssues perce ved as potent al barr ers by e ght or more of the 24 Ind genous 

commun ty schools that responded to th s sect on of the survey are l sted n Table 6. 

Some 11 Ind genous commun ty schools stated that d stance to compet t on was the 

most mportant barr er, and th s was clearly the most common response. 

15


Table 6: Most important perceived barriers to student participation, survey of state schools in 

Indigenous communities 

Barrier 

16 




D stance to compet t on – d stance between schools s too far for 

students to travel 19 

Ava lab l ty of appropr ate fac l t es – no fac l t es or ex st ng fac l t es do 

not meet needs 16 

Cost of compet ng – travel, reg strat on fees, un forms 16 

Cl mate – weather s too hot, too wet to part c pate 12 


act v t es 9 

Student numbers are too low to form teams 8 

The perce ved barr ers nom nated by five or more of the 13 spec al schools that 

responded to th s sect on of the survey are l sted n Table 7. 

Table 7: Most important perceived barriers to student participation, survey of special schools 

Barrier 





act v t es 7 

Students’ nab l ty to part c pate due to phys cal, emot onal, or health 

cond t on 6 

Student numbers too low to form teams 5 

Non-ava lab l ty of staff w th PE and sports expert se 5 

The barr ers to part c pat on dent fied by Reg onal School Sport Officers, State Sport ng 

Organ sat ons and School Sport Comm ttees were analysed to dent fy common themes. 

These were also compared w th the barr ers to part c pat on dent fied by part c pants of 

the School Sport and Phys cal Act v ty Forum held n July 2006. Analys s dent fied five 

common barr ers: 

Financial Barriers: All respondent groups dent fied financ ng sports and phys cal act v ty 

as a barr er to part c pat on. Issues ncluded: costs related to part c pat on, purchas ng 

and ma nta n ng equ pment, venue h re and access ng fac l t es, pay ng for spec al sts 

(e.g. tra ners, coaches), school adm n strat on costs (e.g. teachers, adm n strat ons), and 

travel costs. 

Workforce Barriers: Issues relat ng to the workforce capac ty to del ver sport and 

phys cal act v ty were also dent fied by all respondent groups. Issues ncluded: lack of 

sk lls and qual ficat ons lead ng to a poss ble lack of confidence n general classroom 

teachers to del ver sport and phys cal act v ty programs, lack of tra n ng n the del very 

of phys cal act v ty programs for pre-serv ce teachers, workforce demograph cs, the role 

of del ver ng phys cal educat on s seen to be l m ted to PE teachers, mpacts of staff 

changes on sports and phys cal act v ty programs, and the extra pressure placed on 

t nerant phys cal educat on teachers due to the challenges of travel and work ng across 

schools. 

Time Barriers: Most respondent groups (three of four) noted ava lab l ty of t me w th n 

the school curr culum as a barr er to part c pat on n del very of phys cal act v ty and 

sports programs. Issues ncluded: lack of t me to devote to sport and phys cal act v ty, 

compet ng pr or t es w th n the school program and for school staff, and t me nvolved n 

prepar ng for school sport and phys cal act v t es.


Resource Barriers: All respondent groups dent fied ssues relat ng to resources that 

presented barr ers to part c pat on. These focused pr mar ly on the ava lab l ty and 

access b l ty of: spec al sed fac l t es, equ pment and expert sport ng profess onals (e.g. 

offic als, coaches). 

Cultural Barriers: Responses from Reg onal School Sport Officers and forum part c pants 

both h ghl ghted cultural barr ers to part c pat on. These ncluded: the v ews of some 

pr nc pals and adm n strators that school sport lacked value when compared to other 

learn ng areas, some students’ unw ll ngness to part c pate, an el t st att tude n 

some c rcles that may prevent all students from part c pat ng, and a lack of report ng 

accountab l ty mean ng sport s not always a pr or ty. 

Good practice in sport and physical activity programs 

State schools 

There are many Queensland state schools demonstrat ng good pract ce n sport and 

other act v t es des gned to boost students’ levels of phys cal act v ty. The survey 

dent fied a number of examples of elements of good pract ce programs n the selected 

state schools. 

Embedd ng sport and phys cal act v ty programs nto the school curr culum was the 

most common method used by schools to promote school sport and phys cal act v ty. 

For example: school phys cal educat on programs ncluded as part of class act v ty, 

ntegrat on of theoret cal and pract cal components of phys cal educat on, compulsory 

health and phys cal educat on subjects, da ly health and fitness act v t es, perceptual 

motor and gross motor programs, fun part c pat on-focused rotat on act v t es. 

Respondents also dent fied the r regular sports programs as examples of good pract ce. 

Other good pract ce elements dent fied by schools were: 

• develop ng soc al sk lls and bu ld ng peer relat onsh ps 

• focus ng on part c pat on rather than compet t on when organ s ng nter-school sport 

compet t ons, nclud ng spec fic compet t ons for small schools. 

State schools in Indigenous communities 

A number of schools located n Ind genous commun t es nom nated elements of good 

pract ce w th n the r school commun ty. 

Embedd ng sport and phys cal act v ty nto the school curr culum was ev dent n some 

programs. The examples of good pract ce also tended to nvolve regular part c pat on n 

sport or phys cal act v ty, nclud ng programs nvolv ng nter- sland carn vals or general 

sports rotat ons. Implement ng spec fic programs such as Ausk ck were also dent fied as 

good pract ce. 

Other good pract ce elements dent fied by schools n Ind genous commun t es were: 

• organ s ng nter-school (and nter- sland) sport programs 

• support ng parental and commun ty nvolvement 

• focus ng on part c pat on rather than compet t on. 

Special Schools 

Elements of good pract ce dent fied by spec al schools a med for nclus ve outcomes 

for students, focus ng on a var ety of sk lls and act v t es that can be adapted to 

meet student needs. Several programs suggested are h ghly spec al sed, for example 

hydrotherapy. 

17


Other good pract ce elements dent fied by spec al schools were: 

• bu ld ng student confidence, enjoyment and sk ll development 

• support ng all students to part c pate and compete by adapt ng act v t es and 

mod fy ng rules 

• nvolv ng commun ty sports organ sat ons. 

Regional School Sport Officers 

Reg onal School Sport Officers prov ded elements of programs they cons dered good 

pract ce n the r reg on. Examples of the dent fied programs ncluded: 

• regular or weekly nter-school fixtures n a range of sports 

• opportun t es for var ed part c pat on, e.g. all students can part c pate, round rob n 

compet t ons, allow ng students to choose the form of the r nvolvement (coach, 

offic at ng etc.) 

• programs for students w th d sab l t es, or n rural and remote areas or n small 

schools 

• commun ty nvolvement and l nks w th local sports clubs 

• tra n ng or accred tat on programs for teachers, sen or students or parents. 

School Sport Committees 

School Sport Comm ttees prov ded elements of programs they cons dered to be good 

pract ce. 

Key elements of these programs were: 

• programs to support students w th a d sab l ty 

• courses and accred tat on opportun t es for teachers. 

Other consultation processes 

The rev ew comm ttee also conducted other forums to engage a range of stakeholders. 

These ncluded a School Sport and Phys cal Act v ty Stakeholder Forum, an H/PE Teacher 

Focus Group and a number of school v s ts. F nd ngs from these forums are deta led 

below. 

School Sport and Physical Activity Forum 

A School Sport and Phys cal Act v ty stakeholder forum was conducted on Fr day 21 

July 2006. Stakeholders ncluded representat ves from tert ary educat on nst tut ons; 

government departments; state sport ng organ sat ons; d sab l ty sport ng groups; the 

non-state educat on sector; sport and educat on peak bod es; Members of Parl ament; 

and Educat on Queensland. 

The forum’s purpose was to br ng academ cs, ndustry experts and nterested groups 

together to present the r v ews about the prov s on of school sport and phys cal 

act v ty, to dent fy ssues and barr ers to part c pat on, to suggest ways of ncreas ng 

part c pat on and to cons der the future development of school sport and phys cal 

act v ty n state schools. 

The forum prov ded an opportun ty for academ cs and ndustry experts to present 

nformat on to part c pants about the del very, barr ers and benefits of sport and phys cal 

act v ty for school ch ldren, wh ch prov ded the bas s for focus group d scuss ons. 

18


The top cs presented by the academ cs prov ded the bas s for d scuss on and debate 

among part c pants. Th s debate was successful n prov d ng data and stat st cs 

regard ng part c pat on by students and teachers n the del very of health and phys cal 

educat on programs w th n school env ronments. 

More than 40 people attended the full-day forum and were keen to be nvolved n 

develop ng the future d rect on for school sport n Queensland. 

Findings 

The forum ended w th stakeholders dent fy ng the key changes they bel eve were 

requ red to ncrease the amount of phys cal act v ty n state schools. The small group 

d scuss ons resulted n the follow ng suggest ons: 

• Mandate – schools have to move towards a defined number of hours of phys cal 

act v ty n the school curr culum and prov de appropr ate mon tor ng 

• School improvement agenda – nclus on of phys cal act v ty n the school 

mprovement agenda as part of the school mprovement and accountab l ty 

framework 

• Cultural change – through the school system and strateg c processes. Change has to 

be ngra ned through leadersh p, valu ng phys cal act v ty, and ownersh p by schools 

• Resources – allocate and secure human and phys cal resources through appropr ate 

fund ng and other n t at ves and to meet accountab l ty requ rements 

• Inclusive staffing model – allocate a key teacher role for phys cal act v ty, 

demonstrate leadersh p and ncrease the capac ty for schools to perform dut es 

by prov d ng profess onal support and development, prov de a mentor ng model, 

enabl ng PE teachers w th teach ng roles some flex b l ty to take on add t onal 

mentor ng roles 

• Daily physical activity – advocate the ntroduct on of bas c phys cal act v ty programs 

on a da ly bas s 

• Teacher confidence – bu ld on the confidence of teachers to engage n phys cal 

act v ty and phys cal educat on outs de mandated act v t es 

• Teacher registration – as a cond t on of teacher reg strat on, advocate for a certa n 

amount of profess onal development, w th phys cal act v ty and phys cal educat on 

classes as a core component 

• Local solutions – develop local solut ons relevant to each school 

• School audits – need to aud t schools n relat on to the r ssues regard ng the 

del very of ncreased phys cal act v ty and phys cal educat on and dent fy ways to 

address the areas of resources, nfrastructure, number of teachers etc. 

• Finding the balance – schools need to have a balance of both sport and phys cal 

act v ty programs w th part c pat on by all students 

• Modelling – students enjoy sport and phys cal act v ty when t s played well, as they 

w ll emulate role models and part c pate n these act v t es 

• Support systems – coord nat on of support mechan sms at the state and local level 

to ass st schools and commun t es n conduct ng phys cal act v ty programs for 

school ch ldren 

• Market share – need to develop strong sport ng programs to stop the flow of state 

school students to the pr vate sector. The most reported reason for transferr ng s 

because of the sport offered n the pr vate schools. 

19


Health/Physical Education Teacher Focus Group 

A focus group of approx mately 30 Health/Phys cal Educat on teachers was conducted 

at the 2006 ACHPER Queensland conference on Fr day 23 June 2006. The focus group 

dent fied the ssues and barr ers they faced n prov d ng school sport and phys cal 

act v ty programs. Th s was an effect ve method of gather ng nformat on from th s 

target group, as teachers from var ous locat ons throughout the state were strongly 

represented, and the top c was of great nterest to them as profess onals and spec al st 

teachers. 

Findings 

The focus group dent fied the r percept on of the top four barr ers to part c pat on by 

students n sport and phys cal act v ty. These were: 

• Insuffic ent HPE n schools 

• Lack of fund ng, fac l t es, and transport 

• Lack of profess onal development/knowledge/confidence 

• Legal l ab l ty – r sk management 

Strateg es to address these barr ers ncluded: 

• Prov d ng pr mary classroom teachers w th the sk lls and confidence to take phys cal 

educat on classes 

• Shar ng fac l t es between other Government Departments and schools 

• Central s ng and plann ng the future development and fund ng of major commun ty 

fac l t es (e.g. halls, pools etc.) to ensure they are near schools, and to prevent 

dupl cat on of fac l t es close to schools whose ex st ng fac l t es can be shared w th 

the commun ty 

• Consult ng w th stakeholders, such as Department of Local Government, Plann ng, 

Sport and Recreat on to ach eve better plann ng and development of fac l t es 

• Ensur ng commun ty organ sat ons have nput nto school sport and phys cal act v ty 

programs 

Suggestions for future action 

Reg onal Sport Officers, School Sport Comm ttees and State Sport ng Organ sat ons were 

asked for the r suggest ons on strateg es to enhance students’ part c pat on n sport and 

phys cal act v ty. 

The most common suggest ons prov ded by Reg onal School Sport Officers were: 

• mandat ng sport and phys cal act v ty n schools 

• mandat ng school report ng on del very of sport and phys cal act v ty 

• fund ng to ncrease numbers of HPE teachers. 

The most common suggest ons prov ded by School Sport Comm ttees were: 

• programs and mproved profess onal development for school staff 

• ncreased fund ng for fac l t es. 

The most common suggest ons prov ded by State Sport ng Organ sat ons were: 

• mandat ng sport and phys cal act v ty n schools and 

• ncreas ng fund ng. 

Other stakeholders suggested: 

• da ly phys cal act v ty t me 

• mproved tra n ng for school staff 

• prov d ng opportun t es for pre-serv ce teachers to part c pate n sports programs. 

20


School Visits 

Members of the Rev ew Comm ttee v s ted three schools to meet w th staff nvolved n 

the del very of sport and phys cal educat on programs. The three schools v s ted were 

dent fied because they were cons dered by the Rev ew Comm ttee to prov de good 

pract ce models for the del very of sport and phys cal act v ty programs for the r students 

and prov ded opportun t es for all students to be nvolved n phys cal act v ty. 

Tullawong State High School 

Tullawong State H gh School has a student populat on of 1408 and s s tuated on the 

western outsk rts of Caboolture, 60 k lometres north of Br sbane. The school commun ty 

h ghly values sport and phys cal act v ty and encourages all students to part c pate. 

Some of the examples of school sport and phys cal act v ty programs and strateg es 

Tullawong uses to promote part c pat on ncluded: 

• Mult -d sc pl nary un ts are offered where HPE theory s ntegrated nto subjects such 

as maths, Engl sh, sc ence, art etc. ‘Let the Games Beg n’ was an example of hol st c 

approach where students learnt what t meant to be a good sport, and how to des gn 

sport ng fields as part of the r Maths program. 

• Compulsory nter-school sport s played on Wednesday afternoons. 

• It s mandatory for all Years 8, 9, and 10 students to do phys cal educat on as a 

subject and spend 140 m nutes each week do ng HPE. 

Ferny Hills State School 

Ferny H lls State School has a student populat on of 616 and has a comm tment to 

sport and phys cal act v ty that s nclus ve of all ch ldren. The follow ng nformat on was 

prov ded as examples of the school’s nvolvement n sport and phys cal act v ty: 

• The school s one of 23 schools w th n the North West Sport D str ct and has 10 

soccer teams, 3 rugby league teams and a beach volleyball team. 

• The school leadersh p has bu lt the sport program over the last seven to e ght years 

and the school has a culture of part c pat on. 

• Year P–3 students are regularly nvolved n motor sk ll development programs. 

• The school s nvolved n the Greater Br sbane Schools compet t on wh ch has more 

than 2000 students compet ng across the compet t on each weekend. 

• A gymnast c club operates n the school hall for up to 300 ch ldren from 4 p.m. to 

7 p.m. each day. Many of the school students attend th s program. 

Aspley State High School 

Aspley State H gh School fac l tates a cluster school sport program n collaborat on w th 

teachers from three other local h gh schools. The cluster school sport program prov des 

part c pat on opportun t es n phys cal act v ty for all 630 students n Year 8 at these 

schools. 

The schools nvolved n the cluster are Aspley State H gh School; Bracken R dge State 

H gh School; Earnshaw State H gh School and Sandgate State H gh School. The four 

sports played nclude: 

1. Oztag – boys and g rls played at Bracken R dge 

2. Netball – g rls only played at Sandgate 

3. 9 a-s de Austral an Football – boys only played at O’Callaghan Park 

4. Soccer – boys and g rls played at Aspley. 

A shared bus system was developed w th the a m of prov d ng cost-effect ve transport, 

s mpl fied collect on processes, and a central sed order ng and payment system to 

reduce school organ sat onal workload. 

21


Other organ sat onal pr or t es were mplemented such as the use of commun ty fac l t es 

and sport ng assoc at on expert se and support n Austral an Football; use of student 

expert se for ump r ng and coach ng; a map and draw for each venue so that any 

teacher who was to superv se the act v ty knew what was happen ng and could organ se 

students; and a commun ty set of equ pment for use by all schools. 

8. Key Recommendations 

A. Leadership 

Leadersh p s mportant to fac l tate cultural change n school env ronments regard ng 

the value of sport and phys cal act v ty and prov d ng opportun t es for ch ldren to be 

phys cally act ve. Students are more l kely to become nvolved n phys cal act v ty f they 

enjoy the act v t es ava lable, f the act v t es are well organ sed, and f students have 

strong role models and leadersh p n the r chosen act v ty. 


All pr nc pals are to annually report on the r allocat on of school sport and phys cal 

act v ty through the school mprovement and accountab l ty framework. 


Schools are to ensure they work w th jun or sport ng organ sat ons to max m se the use 

of school and commun ty fac l t es for the benefit of the broader commun ty. 


All schools are to develop a Physical Activity Strategy n consultat on w th the r school 

commun ty, to enhance students’ phys cal act v ty. 

B. Staff Expertise 

A cons stent message throughout the rev ew was that teacher confidence s cr t cal n 

more students becom ng act ve. Anecdotal ev dence suggests pr mary teachers’ lack 

of confidence n conduct ng sport and/or phys cal act v ty programs d rectly mpacts on 

student part c pat on. There s a need to bu ld teachers’ confidence and sk lls to del ver 

phys cal act v ty programs. 


Pr mary school phys cal educat on teachers are to take a leadersh p role n enhanc ng 

mprov ng phys cal act v ty n the r nd v dual schools. 


All state pr mary classroom teachers are to undertake profess onal development n the 

del very of phys cal act v ty. 


Educat on Queensland s to make the find ngs of Queensland Health’s Healthy Kids 

Queensland Survey 2006 ava lable to schools to nform school pract ces. 


Educat on Queensland s to develop support networks for teachers nvolved n the 

del very of phys cal act v ty n schools. 

22


C. Curriculum 

Queensland s a large state w th schools located n metropol tan, reg onal, rural and 

remote locat ons. Schools often have to develop local solut ons to reduce barr ers and 

ncrease students’ part c pat on n regular sport or phys cal act v ty. Var at ons n cl mate, 

the ava lab l ty of resources and fac l t es and school populat ons and prox m ty can all 

mpact on the types of programs offered to students. Schools need to develop programs 

that promote fun and enjoyment and enable students to develop the necessary sk lls to 

part c pate n sport and phys cal act v ty. 


All pr mary schools are to allocate 30 m nutes of phys cal act v ty per day as part of the 

school curr culum. 


In add t on to the current requ rement that schools w th more than 300 students must 

offer nter-school team sports, all state pr mary schools must offer opportun t es for all 

students to part c pate n ntra-school sport at least once a week. 

D. Community 

Schools are often deal venues for a range of school or commun ty-based act v t es. 

The range of school fac l t es can therefore be made ava lable for use by commun ty 

based groups. Th s enables the shar ng of resources, bu lds the capac ty of small sport 

and act ve recreat on clubs to recru t members and expand the r programs to nclude 

students and the r fam l es, and strengthens school / commun ty partnersh ps. 


Educat on Queensland s to undertake an aud t of sport ng fac l t es ava lable n schools 

and local commun t es to nform the progress on of the $1 b ll on Tomorrow’s Schools 

n t at ve. 


Schools are to prov de nformat on to parents on school sport and phys cal act v ty 

programs ava lable n the local area and l nk to the Department of Educat on, Tra n ng 

and the Arts webs te to access resources and nformat on on phys cal act v ty, exerc se 

and nutr t on. 


Educat on Queensland s to better nform parents of the Department’s nsurance pol cy 

n relat on to student njur es susta ned dur ng school sport and phys cal act v ty 

programs. 

E. Partnerships 

A range of federal, state and local government n t at ves and fund ng opportun t es are 

ava lable to prov de sport and phys cal act v ty programs for school-age ch ldren. 


Coord nat on between Educat on Queensland, Sport and Recreat on Queensland and 

local and federal governments should be mproved to make better use of ava lable 

programs and fund ng. 

23


Acknowledgments 

The School Sport and Phys cal Act v ty M n ster al Rev ew Comm ttee acknowledges 

the contr but on of the follow ng nd v duals, schools and organ sat ons who prov ded 

valuable nput and contr buted to the complet on of th s rev ew: 

School Sport and Physical Activity Forum Participants 

24 

Alan Druery Senate Member, Austral an Cathol c Un vers ty; Cha r 

Queensland Chapter 

Allan Edwards Sen or Lecturer, Gr ffith Un vers ty 

Barbara Barkley Ch ef Execut ve Officer, Women Sport Queensland 

Carol ne Brookes V ce-Pres dent, Austral an Counc l for Health, Phys cal 

Educat on and Recreat on (ACPHER) 

Cra g Matheson Execut ve D rector, Sport, Recreat on and Rac ng 

Dam an Barker Cha r, Queensland Rugby Football Schools Un on 

Dav d Keat ng Execut ve Officer, ACHPER Queensland 

Doune Macdonald Head of School, Human Movement Stud es, Un vers ty of 

Queensland 

Ian Herbert D rector, School Transport and Commun ty Transport, 

Queensland Transport 

Jacky Dawson Manager, Health Outcomes, Health Outcomes Team, 

Curr culum Branch – Department of Educat on, Tra n ng and 

the Arts 

James Sk nner Sen or Lecturer, Sport and Phys cal Educat on, Gr ffith 

Un vers ty 

Kathy Sheppard Support Teacher, Emerald State H gh School 

Kyl e Armstrong Execut ve Officer, Gr ffith Inst tute for Health and Med cal 

Research 

M ch Tomson Queensland Pres dent, ACHPER; Lecturer, Health and 

Phys cal Educat on, Gr ffith Un vers ty; Convenor, Pr mary 

HPE Spec al sat on 

N ck W ll ams Pol cy Adv ser to the M n ster for Local Government, 

Plann ng and Sport 

Peter Cumm skey Execut ve D rector, Sports Federat on of Queensland 

Roslyn Hafey State Execut ve Member, Queensland Counc l of Parents 

and C t zens Assoc at ons (QCPCA) North West 

Sue Flem ng Project Officer Sports Ab l ty, D sab l ty Serv ces Support 

Un t; Queensland School Sport D sab l ty Sport Comm ttee; 

Cha r D sab l ty Sport Comm ttee


Steve Ryan Pres dent, Queensland Teachers Un on (QTU) 

Chr s Bransdon Project Officer, Sport Development, Metropol tan East 

School Sport, Educat on Queensland 

Roger Gosney Coord nator, School Serv ces, Transl nk 

Debra Ma nwar ng Betts Lecturer, Austral an Cathol c Un vers ty 

Chr s Eveans Pr nc pal, B rkdale State School and Queensland 

Assoc at on of State School Pr nc pals (QASSP) 

R chard T nn ng Professor n Pedagogy, School of Human Movement Stud es 

– the Un vers ty of Queensland 

Jane Taylor Statew de Coord nator/Project Officer, M ndMatters, 

Austral an Pr nc pals’ Assoc at on Profess onal Development 

Counc l 

Debra Tape Operat ons Manager, Queensland Bus ness Industry Counc l 

Alex Baumann Execut ve D rector, Queensland Academy of Sport 

Cathy W lson Ch ef Execut ve Officer, L fe Stream Foundat on 

Stephen Butler Ch ef Execut ve Officer, F tness Queensland 

Ian Ferguson Pres dent, Queensland Assoc at on of State H gh School 

Pr nc pals 

Dav d Robertson D rector Operat ons, The Assoc at on of Independent 

Schools of Queensland Inc. 

Dam an O’Sull van Sen or Project Officer, Phys cal Act v ty, Queensland Health 

Cameron W ll ams Teacher representat ve, Pac fic Secondary Sport D str ct 

Steve Mabb Head of Department – Phys cal Educat on, Tullawong State 

H gh School 

Dav d Bartholomaeus Sports Development Officer, Sport ng Wheel es and 

D sabled Assoc at on 

Kyl e Brannelly Execut ve Officer, Queensland Ch ldren’s Act v t es Network 

Inc. 

Rebecca Abbott Post-doctoral research fellow present ng w th Dr Macdonald, 

School of Human Movement Stud es 

Lorra ne Douglas-Sm th Ch ef Execut ve Officer, Queensland School Bus All ance 

Glen Robertson Deputy Pr nc pal, Ferny H lls State School 

Terr Page State Manager Queensland, Austral an Sports Comm ss on; 

Act ve After-School Commun t es 

Jeff Wood Pr nc pal Pol cy Officer, Department of Local Government, 

Plann ng, Sport and Recreat on 

D anne Farmer Pr nc pal Pol cy Officer, Department of Local Government, 

Plann ng, Sport and Recreat on 

25


Thanks to the follow ng schools that completed the surveys and prov ded valuable 

nformat on about student part c pat on, barr ers to part c pat on, and good pract ce 

examples. 

Alexandra H lls State H gh School 

Barkly H ghway State School 

Beaudesert State H gh School 

Beaudesert State School 

Bedour e State School 

Beenle gh Spec al School 

Beenle gh State H gh School 

Bell State School 

B ddeston State School 

B rdsv lle State School 

Boul a State School 

Bowenv lle State School 

Brookstead State School 

Camooweal State School 

Capalaba State College 

Centenary He ghts State H gh 

Cleveland D str ct State H gh School 

Cl fford Park Spec al School 

Coolangatta Spec al School 

Dajarra State School 

Dalby South State School 

Dalby State School 

Darl ng Po nt Spec al School 

Darl ngton State School 

Doomadgee State School 

Dutton Park State School 

E ght M le Pla ns State School 

Flagstone State School 

Gleneagle State School 

Greenslopes State School 

Happy Valley State School 

Harr stown State H gh School 

Healy State School 

H llv ew State School 

Holland Park State School 

Hope Vale State School 

Inn sfa l Inclus ve Educat on Centre 

J mboomba State School 

J mbour State School 

Jondaryan State School 

Junct on Park State School 

Kowanyama State School 

Kulp State School 

26 

Kumbar Avenue Spec al School 

Laravale State School 

Lockyer D str ct State H gh School 

Logan C ty Spec al School 

MacGregor State School 

Mansfield State H gh School 

Marshall Road State School 

Morn ngton Island State School 

Mount Gravatt East State School 

Mount Gravatt Spec al School 

Mount Gravatt State School 

Mount Gravatt West Spec al School 

Mount Isa Central State School 

Mount Isa Spec al School 

Mount Petr e State School 

Mount Tyson State School 

Mudgeeraba Spec al School 

Narbethong State Spec al School 

Normanton State School 

Old Yarranlea State School 

Redland D str ct Spec al School 

Rochedale South State School 

Rochedale State School 

Sev lle Road State School 

Sha ler Park State H gh School 

Southbrook Central State School 

Sunset State School 

Tamrookum State School 

Toowoomba State H gh School 

Townsv lle Commun ty Learn ng Centre 

– A State Spec al School 

Town V ew State School 

Upper Mount Gravatt State School 

Urandang State School 

Veresdale Scrub State School 

V ctor a Po nt State H gh School 

Wellers H ll State School 

Well ngton Po nt State H gh School 

West End State School 

W ndaroo Valley State H gh School 

W shart State School 

Woodh ll State School 

Woorab nda State School


Thanks to the follow ng Reg onal School Sport Officers (RSSO) who completed surveys 

and prov ded nformat on about part c pat on, barr ers, l nkages, good pract ce, and 

suggest ons for the future development of school sport and phys cal act v ty: 

Wayne Beeston – Darl ng Downs 

Des Guy and John Masters 

– Metro East 

Mark T bbles and Ron Mackay 

– Metro North 

Brendan Sm th and Murray Rogers – Metro 

West 

Dav d Br ght – North West 

Rob Armstrong – North Queensland 

Dav d Andrews and Jo Butland – Pen nsula 

Jul e Henderson – South Coast 

Just n Lane – W de Bay 

Mark West – Sunsh ne Coast 

Ph l Coleman – South West 

Thanks to the follow ng Queensland School Sport Comm ttees that contr buted 

nformat on about part c pat on, good pract ce, and suggest ons for the future 

development of school sport and phys cal act v ty: 

D sab l ty Sport Comm ttee 

Queensland Pr mary School Football 

Queensland Pr mary School Hockey Queensland Rugby Football Schools Un on 

Queensland School Sport Tr athlon 

Queensland School Squash 

Queensland Secondary School Athlet cs Queensland School Softball 

Comm ttee 

Secondary School Tenn s 

Queensland Secondary Schools Volleyball 

Queensland Secondary School Surfing 

Queensland School Golf 

Queensland School Or enteer ng 

Queensland Pr mary School Track and F eld Comm ttee 

Thanks to the State Sport ng Organ sat ons and affil ates for the r part c pat on and 

nformat on about l nks between schools and sport ng organ sat ons, and how these can 

be mproved n the future: 

Austral an Underwater Federat on Qld Inc. 

(AUFQ) 

Gr d ron Queensland 

Indoor Cr cket Queensland 

Netball Queensland 

Queensland Cr cket 

Queensland Lacrosse Assoc at on 

Queensland Rugby League 

Tenn s Queensland 

Dept of Commun t es – Duke of Ed nburgh 

Awards 

Gymnast cs Queensland 

L fe Stream Foundat on 

Queensland Badm nton Assoc at on 

Queensland Futsal Assoc at on Inc. 

Queensland L ttle Athlet cs Assoc at on 

Surf L fesav ng Queensland 

Tr athlon Queensland 

Thanks to the Nat onal Heart Foundat on (Queensland Branch) for ts contr but on to the 

rev ew. 

27


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