Future Development of School Sport - Education Queensland ...

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