Future Development of School Sport - Education Queensland ...

Review Report Future Development of School Sport and Phys cal Act v ty
Table 6: Most important perceived barriers to student participation, survey of state schools in
Indigenous communities
Barrier
16
Number of schools indicating
this was one of the five most
important barriers
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
Non-ava lab l ty of staff or volunteers to run or ass st w th runn ng
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
Number of schools indicating
this was one of the five most
important barriers
Non-ava lab l ty of staff or volunteers to run or ass st w th runn ng
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.