Future Development of School Sport - Education Queensland ...

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