School Playing Fields: Planning and Design Guidance - VicSport

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Assumption 5: There are 38 lessonsavailable for the whole curriculum,including PE, in a school week.Schools that have lesson lengths of 40 minutescan fit 40 lessons in a week. We’ve reduced thisfigure by two periods to allow for times whenthere will be no classes scheduled (toaccommodate staff meetings, for example).Assumption 6: 60 minutes of an80 minute ‘double-period’ lessonis spent on a pitch.Although lessons in our worked example last40 minutes, it is assumed that all PE on playingfields will be taught in 80 minute ‘double-period’lessons. To allow time for changing, only 60minutes of such a lesson involves actual usageof the pitch.Assumption 7: There are 20 pupilsin a PE class.This may vary depending on the year groupand the qualification being studied for. In manyschools, class sizes for those studying forcertificate PE will tend to be lower than thosefor core PE. Whether or not the school considersPE to be a ‘practical’ subject is also important.Practical subjects typically have a maximumclass size of 20, and non-practical subjects amaximum of up to 33. Many practitioners takethe view that PE should be considered as apractical subject and that consequently themaximum class size for all groups should be20. This approach has been used in our workedexample. This parameter will have a significantimpact on the results of the calculations and onassumptions of pitch capacity.Assumption 8: The average groupsize for extra-curricular activity onplaying fields is 25.This is based on discussions with Active SchoolsManagers and Coordinators.Assumption 9: Schools use playingfields for 40% of their PE lessonsat certain times of the school year.Previous design guidance for secondary schoolfacilities assumed around 20% of PE activitytook place outdoors. Research for this latestguidance suggests this was a significant underestimate,with schools using their playing fieldsup to 40% of the time and in some cases more.The figure of 40% probably represents themaximum use of playing fields in the busiestspring and autumn seasons – but as we needto plan for maximum capacity, this is the figureused in the working example.Assumption 10: Synthetic grasspitches are preferred for PE use.Where there is a choice of both grass andsynthetic pitches at a school, it is assumed thatthe ratio of PE use will be 2:1 in favour of thesynthetic grass pitch.Assumption 11: Extra-curricularuse is split evenly betweensynthetic and grass pitches.As extra-curricular use may involve the playingof matches, greater use will be made of thegrass playing fields.Assumption 12: A third of allcurricular group activity needsa full pitch, the other two thirdsneeds only half a pitch.Some PE outdoors will require a full pitch as ateaching space for a class group. Some lessons,such as more intensive skills practice, may needonly half a pitch. And some – for exampleathletics, may need even more than one pitch.To reflect a balanced pattern of use for PE, it isassumed that one third of lessons on both grassand all weather pitches will need a full pitch andthat two thirds will only need half a pitch.Note: This is based on class sizes of 20: if classsizes are larger it is likely that a greater proportionof lessons would require a full pitch.With 60 minutes pitch use for each doubleperiodlesson (Assumption 6), the eight hours ofweekly use of a grass pitch (Assumption 16)gives a total capacity of 12 double-periodlessons per week (comprised of four 60 minutesessions on the whole pitch and eight 60 minutesessions using only half the pitch).Assumption 13: Half of all extracurriculargroup activity needs a fullpitch, the other half needs only halfa pitch.Depending on the activity, how it is being played,how it is being taught, what space it needs andthe age of the participants, the activity may onlyneed half a pitch. This means that two activities,each using half a pitch, can take place at thesame time and so increase the capacity of a pitch.Note: In our worked example, if seven of the10.5 hours available to extra-curricular activity(Assumption 14) had one group on a pitch andthe remaining three and a half hours had twogroups (or 2 x 3.5 – equal to seven hours), thiseffectively increases the capacity of a grass pitchto 14 ‘group hours’ for SGPs.As grass pitches cannot sustain such heavy use(Assumption 16), the time available for extracurricularactivity, factoring in the full pitch/halfpitch use, would be a little over 10 hours.Assumption 14: There are 10.5hours a week available for extracurricularactivity on school playingfields.There is a limited amount of time availablefor extra-curricular activity, depending on theresources of a school to stay open outwithnormal school hours and the most suitabletimes for pupils to remain at the school. Forthe purposes of this example, we’ve assumed90 minutes after school each day and threehours on Saturday mornings, giving a totalof 10.5 hours availability per week.School Playing Fields 16School Playing Fields 17
Assumption 15: The playingcapacity of synthetic grass pitchesis unlimited.This assumes that it has been constructedto the recommended standards and is wellmaintained to keep to these standards.Note: This means that, in our example, the SGPcan accommodate 56 PE lessons per week:of the 38 lessons available (Assumption 5), 20lessons with only one class using it, the other18 shared between two classes (Assumption 13).Assumption 16: The playingcapacity of a grass pitch is eighthours a week.Natural grass pitches can only accommodatea restricted amount of use whilst still maintainingadequate playing quality. A well constructed,well drained and well maintained grass pitchshould be able to accommodate around eighthours per week of the varied type of useexpected in a school. It should be noted thatthis is very much dependant on the pitchbeing of the requisite quality and receiving anappropriate level of routine maintenance. Pitcheswhich do not meet such a standard cannot beexpected to accommodate such high levels ofuse. The recent National Audit of Scotland’sSports Facilities has highlighted that a largemajority of grass pitches at schools would needimprovement works in order to accommodatesuch levels of use.Assumption 17: 30% of S3-S4pupils will study for a StandardGrade in PE.This means that, in addition to 120 minutes ofcore PE, it has been assumed that these pupilswill also study PE for an additional four periods(160 minutes).Assumption 18: 20% of S5-S6pupils will study for a NationalQualification in PE.This adds six periods (240 minutes) to theircore allocation of 120 minutes of PE time.Other areas to considerSchool roll – now and in the futureThe maximum number of pupils that the schoolis likely to have to accommodate in its lifetimeshould be considered in planning for schoolplaying fields. Demographic trends and predictedfuture population levels in the school’s catchmentarea should be considered, as should any likelychanges to the popularity of the school, changesto its admissions policy, possible school closuresor rationalisation and so on.Informal use by pupilsAlthough informal use at breaks will have animpact on the condition and capacity of grasspitches (particularly as it tends to be centred ongoalmouths, the most heavily used areas of apitch) it is very difficult to quantify how muchactivity will take place and the subsequentimpact on the pitch. Such usage is thereforenot included in these calculations.However, informal use and its impact remainimportant. The use of moveable goalpostsmay help reduce such impacts, as will accessby pupils to an SGP and MUGAs at breaksand lunchtime.School Playing Fields 18School Playing Fields 19
Page 9 and 10: sportscotland policy on theprotecti
Page 11: In primary schools, all of the abov
Page 15 and 16: Figure 4 continuedTotal playing fie
Page 17 and 18: Figure 8: Calculating the number of
Page 19 and 20: 1: Planning the siteSecondary Schoo
Page 21 and 22: Figure 12: Pitch orientation in rel
Page 23 and 24: Indicative model layout 1: football
Page 25 and 26: 2: Design criteria and technical sp
Page 27 and 28: Five different types of facility ca
Page 29 and 30: 3: Maintenance requirementsOnce the
Page 31 and 32: Polymeric surfaced facilitiesPolyme
Page 33 and 34: References andFurther ReadingA Guid
Page 35: For further information or advice,

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