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