Future Development of School Sport - Education Queensland ...

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