Future Development of School Sport - Education Queensland ...

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.
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