the report of the review group on physical education

The Report of the Review Group on

Physical Education

Scottish ExecutiveEdinburgh 2004


Physical Education

© Crown copyright 2004

ISBN 0 7559 0789 2

Published byScottish ExecutiveSt Andrew’s HouseEdinburgh

Produced for the Scottish Executive by Astron B29748 06-04Published by the Scottish Executive, June, 2004

Further copies are available fromThe Stationery Office Bookshop71 Lothian RoadEdinburgh EH3 9AZ

Tel: 0870 606 55 66

The text pages of this document are produced from 100% elemental chlorine-free,environmentally-preferred material and are 100% recyclable.

Chairman’s Foreword 3

Introduction 5

Background and Context 9

The Case for Physical Education 13

The Case for Change 17

What the Group Wants to See Happen 21

Recommendations 25

Conclusion 35

Annex A 36

Annex B 37

Bibliography 38

Contents


Physical Education

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encouraging children to reach their full potential


Physical Education

Chairman’s ForewordThe Physical Education Review Group was set up as adirect result of the recommendations of the PhysicalActivity Task Force, which identified significantproblems within the PE curriculum, which were leadingto a growing number of pupils opting out of core PEand a growing number of schools reducing theallocation to PE especially in the upper secondaryschool. The Group was originally jointly chaired bymyself and Nicol Stephen MSP, the then DeputeMinister for Education. Following the 2003 elections, I became the sole chair reporting to the Minister.

The Review Group contained a range of enthusiastic, committed andknowledgeable individuals from a variety of organisations and backgroundswith a common bond – a deep belief in the importance of PE in schools as a core activity linked to healthy lifestyles, lifelong learning, improved health,an inclusive society and yes, success in sport at a national level would bevery nice!

The Group met many times, took evidence from a wide variety of sources,visited schools and spent many hours in robust discussion of what is a verycomplex area. There is much good practice across Scotland but also majorissues related to the alarming decline in participation rates in secondaryschools, especially among girls, the need to provide better PE facilities, thesupport required by primary schools to deliver a quality programme and thenational shortage of PE teachers.

The Group recognised that PE in schools was inextricably linked to othernational initiatives and issues such as the health agenda, Sportscotlandtargets, a number of the National Priorities and the whole area of Out ofSchool Hours Learning; however, whilst recognising that these areas impingeon PE they were separate and not part of our remit hence our focus on theschool PE experience.

While diverse views were expressed in the course of our work I am pleasedto record that ultimately the final Report was approved by the Group.

The recommendations are significant and far-reaching. We believe that they can make a major contribution to improving participation rates and changinglifestyles, but only if we can provide opportunities and activities which youngpeople find appropriate and attractive.

Michael O’Neill 2/3

keeping young peopleinterested in physical education


Physical Education

The Group was originally chaired by the thenDeputy Minister for Education and Young People,Nicol Stephen, and subsequently Michael O’Neill,Director of Education, North Lanarkshire Council.

The Group worked within the following remit:

“To consider how schools can be supported, withinthe National Priorities framework for planning,delivering and monitoring improvements, to providea quality physical education which meets the needsand talents of all pupils, drawing on the following:

• 5-14 curriculum Guidelines for Expressive Arts;

• The HMIE report Improving Physical Education inPrimary Schools;

• The Education, Culture and Sport Committeereport on Sport in Schools;

• The report of the Physical Activity Task Force;

• HMIE report, Effective Learning and Teaching:Physical Education;

• The Sport 21 Strategy.”

IntroductionThe PhysicalEducation Review

The Physical Education Review Groupwas established at the request ofScottish Ministers in response to a recommendation made by thePhysical Activity Task Force.

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MembershipMembership was drawn from a range of appropriate bodies and individualsinvolved in education, physical education, and sport. A list of members iscontained in Annex A.

The Group also received presentations and made visits as part of its work and considered the submissions made to it. These all contributed to thediscussions and decisions made by the Group. Members would like to thankall who participated.

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The ReportWhile the Group was charged with preparing this Report for Scottish ExecutiveMinisters, it was also conscious that it should consider the needs of a widerrange of potential readers: school managers, headteachers, physical educationspecialists, primary teachers, parents, coaches, Sports Development Officers,health promotion specialists, Active Schools Co-ordinators and pupils.

This is not intended to be an exhaustive and fully comprehensive Report on all aspects of physical education and physical activity which might feature in ayoung person’s life. The focus is firmly placed on how schools can be supportedto implement improvements in the physical education curriculum, how this canimprove current levels of participation in physical education and how that mightin turn lead to greater participation and levels of performance in physicaleducation, sport and physical activity for life.

The Group recognised that many other opportunities outwith the formalcurriculum, such as Out of School Hours Learning and outdoor education were also important contributors to increasing the physical activity levels ofyoung people. This is a complex area of provision, with valuable potential tosupport the primary aim of this Report. However, consideration of these widerissues was outwith the remit of the Group and recommendations on thisspecific area have not been made. Nevertheless, the Group would hope thatfurther consideration how Out of School Hours Learning can complementphysical education. In this context, the Group welcomes the forthcomingreview of Out of School Hours Learning and hopes that this Report can provide the foundation for this additional element of work.

The recommendations are directed at a range of agencies: the ScottishExecutive; local authorities and their schools; teachers; and Initial Teacher Education(ITE) institutions. However, everyone involved in the provision of physical educationin schools has a role to play in improving the quality of physical education andparticipation, and the Group hopes that the personal commitment that has beenshown by professionals during the review process will lead to a proactive andpositive response at school level, while the more structural recommendationsare implemented.

developing the talents of the individual to their fullest potential


Physical Education

Background and Context

Standards in Scotland’s Schools etc.Act 2000

The Standard in Scotland’s Schoolsetc. Act 2000 places a duty oneducation authorities to provide an education aimed at developingthe personality, talents, mental and physical abilities of theindividual to their fullest potential.This provides a foundation for the case for improvements in physicaleducation.

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Duty of education authority in providingschool education

(1) Where school education is provided to a child or young person by, or byvirtue of arrangements made, or entered into by, an education authority itshall be the duty of the authority to secure that the education is directed tothe development of the personality, talents and mental and physical abilitiesof the child or young person to their fullest potential.

(2) In carrying out their duty under this section, an education authority shallhave due regard, so far as is reasonably practicable, to the views (if there isa wish to express them) of the child or young person in decisions thatsignificantly affect that child or young person, taking account of the child oryoung person’s age and maturity.

This is the first time this specific duty, extending to physical abilities and talents,has been set in statute. Increased flexibility in the design and delivery of thecurriculum provides the framework for providing a more individualised education.

Curriculum ReviewScottish education is in the midst of seeing how the commitments made inEducating for Excellence will be met. A review of the curriculum is underwaywhich will define the principles and framework for educational experiences from3-18 and will ultimately lead to a review of curriculum content, tackling concernabout overload in the current 5-14 curriculum and affording more opportunitiesfor wider pupil choice. This provides a key opportunity for revisions andimprovements in the physical education curriculum and in promoting the roleand status of physical education in developing the young person.

National PrioritiesThe National Priorities in Education define the high-level outcomes for schooleducation. Physical education has much to offer in achieving these outcomes.Physical education can contribute to each of the National Priorities but itsstrongest contribution comes within Learning for Life, National Priority 5. It isunder this priority that a key measure on physical activity has been developedand recently distributed to local authorities. This measure is contained in Annex B.

Active SchoolsThe Scottish Executive announced significant additional investment in the ActiveSchools Programme, which is designed to develop existing sport and otherrelated programmes for school-aged children to provide better co-ordination ofprogrammes and tackle low levels of physical activity.

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The Active School is an inclusive concept with the basic aim of getting primaryand secondary-aged school children more active in an enjoyable and safe way.An Active School aims to increase opportunities for safe and enjoyable physicalactivity opportunities, including sport, for children and young people. It dovetailswith the concepts of Health Promoting Schools and Integrated CommunitySchools as it takes a broad view of the potential of schools to influence thehealth and wellbeing of young people. It will therefore consider the total life ofthe school, learning and teaching in the classroom, after school programmesand community opportunities.

Significant investment in staff resources is a central part of the Active SchoolsProgramme which intends to put in place 270 Active Schools Co-ordinators inprimary schools and 360 in secondary/special schools.

Scottish Executive Physical Activity StrategyThis Report was developed in response to a recommendation of the 1998White Paper for Health (Ref: Towards a Healthier Scotland. SE 1998). TheReport provided evidence of the diminishing participation in physical activity by young people and identified the minimum level of daily activity that youngpeople required to provide direct health benefits and to learn and practise awide range of activities and live actively as a daily habit. This minimum levelwas identified as an accumulation of one hour of physical activity per day.

The Task Force was clear that physical education was a relatively specialistarea that is additional to other opportunities to be active. Based on a range ofresearch, it was clear that, while children might have had many opportunities to be active (play, walking, cycling, etc.), these opportunities in themselves did not enable children to develop their skills and competencies: this required high quality teaching, learning and curriculum frameworks.

Sport 21 2003-2007: The National Strategyfor SportThis strategy was published in March 2003 and sets out the strategy for sportin Scotland until 2007 and beyond. Its primary aim is to increase participationin sport, and it identifies key challenges and targets. Its first target for youngpeople focuses on encouraging widening opportunities in participation – withthe aim of having 80% of school children physically active.

The second target of the Sport 21 Strategy recommends that all school childrenshould take part in at least two hours of high quality physical education classesper week, a recommendation mirrored in the Physical Activity Strategy. In makingthis recommendation Sport 21 recognised that quality physical education –which emphasises the movement, knowledge and behavioural skills necessaryfor physical activity throughout people’s lifetimes – would have a positive impacton health.

every child needs a physical education


Physical Education

In responding to the challenge it is important toremain focused on that simple goal – every child,everywhere in Scotland, must have a quality physicaleducation. This requires practical and pragmaticsolutions, immediate changes as well as long-termdevelopments and all of this underpinned with astrong scientific and educational rationale.

Children need a physical education to allow them toparticipate fully in 21st century life, work and leisure.

The Case for Physical Education

The case for PE at one level is a verysimple one – all children and youngpeople in Scotland need to have aphysical education. However, thetask of delivering a quality physicaleducation to every child and youngperson in Scotland is a morechallenging one.

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Physical education is the only subject that focuses children’s efforts and learningon their body and its physical development. It further links this to cognitive andsocial processes thereby making a real connection between how mind and bodydevelop. Evidence indicates that the health and wellbeing of children affecttheir ability to achieve and their confidence to learn. When children and youngpeople are fit and healthy, they are more able to concentrate, learn and do wellin school.

A good quality physical education can:

• include all children and young people whatever their cultural background andphysical or cognitive abilities;

• enhance social inclusion and engagement in school life;

• develop pupils’ confidence and self-esteem;

• contribute to the social life of the school and its ethos; and

• provide foundation skills and knowledge for a lifetime of activity and perhapsa future working life in sport, physical activity, culture and leisure.

It is the ONLY comprehensive and educationally sound way we have to ensurethat ALL children and young people learn the skills and understandingsnecessary for living a physically active life. Some children may go on to excel insports, others may enjoy a range of recreational activities, but all will need tolearn the basic skills and understanding for lifelong activity. There is an alarminggrowth in sedentary lifestyles and poor mental health and this provides acompelling driver for quality physical education.

It is clear that schools have a key role in encouraging pupils to have positiveattitudes to physical education, physical activity and healthy lifestyles. Inaddition, school sports and other in-house activities are important events thatpupils can and do identify with, fostering a sense of community. Competition ispart and parcel of sport and young people need to learn how to prepare for anevent, to take part, and to win or lose well.

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Physical education is an investment for the future – for individuals and for Scotland.

Physical education cannot be left to chance – it is a core part of education asa whole and as such requires all parts of the infrastructure for educationaldevelopment in Scotland to respond to the challenge.

helping improve the health and wellbeing of young people


Physical Education

HMIE EvidenceIt is clear from recent HMIE inspection evidence thatthere is much to celebrate in terms of the provisionof physical education in schools. ImprovingPhysical Education in Primary Schools and theEffective Learning and Teaching in PhysicalEducation publications both reported on goodpractice in primary and secondary schools.However, HMIE outlined concerns about theprovision of physical education in schools and thegrowing proportion of young people who weredisengaged from physical education in some upperschools. They reported a lack of consistency in thequality of physical education provision in schoolsin Scotland.

The Case for Change

The physical education curriculumcan make a major contributiontowards improving the health andwellbeing of young people, supportthem in making good choices in lifeand setting in place good habitswhich they can take with them intoadulthood.

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The Problem of Inactivity in ScotlandThe 1998 Scottish Health Survey showed an alarming level of inactivity amongchildren and young people. One in three primary school-aged girls and one infour primary school-aged boys did not achieve the levels which are regardedas being the minimum required for health benefits.

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Physical Education

0

20

40

60

Per

cent

age

Age

Percentage of children and young people reachingthe recommended level of physical activity

80

100

GirlsBoys

14-1512-1310-118-96-74-52-3

Source: Scottish Health Survey, 1998

From the age of 4 girls were, on average, less active than boys. This gapbetween the sexes was greatest during adolescence. By the age of 16, twoin three girls and one in three boys did not reach the recommended minimumlevels of physical activity. This accelerated decline in teenage years continuesinto adulthood and later life. The most dramatic decline happens with teenagegirls. Only 35% of girls aged 14-15 are achieving the recommended level ofphysical activity.

While physical education was offered to all pupils in the 5-14 age range, forthose pupils not pursuing a national qualification in physical education beyondage 14, there was concern about a drop in participation in non-certificated, orwhat is often termed “core” physical education programmes.

A number of studies show that children and young people with a disability andthose from minority-ethnic groups are, overall, even less active than other youngpeople. This puts them at higher risk of the diseases associated with inactivityearlier in their adult life. Also, they are less likely to have developed thenecessary foundations for activity in later life.

A Global PerspectiveScotland is not alone in acknowledging difficulties with physical education.Physical education in schools was the subject of a World Summit held in Berlinin 1999, which concluded:

Despite the overwhelming scientific evidence on the value of physicalactivity, and the fact that the 1978 UNESCO Charter enshrined physicaleducation as a basic human right, physical education is in a perilousposition in all regions of the world. Some countries have either removedphysical education from the curriculum or reduced curriculum timeallocation. (Source: World Summit on Physical Education, 1999, proceedings)

In order to determine the extent of the problem, a world-wide audit (whichincluded an extensive literature survey) of the state and status of physicaleducation in schools was undertaken, funded by the International OlympicCommittee. The audit results show the serious decline in physical educationaround the world, regardless of geography or socio-economic status.

This illustrates that concerns about physical education in Scottish schools, andits related impact on levels of physical activity in the Scottish population, aremirrored across the world. By reviewing the provision of physical education inits schools, Scotland is breaking new ground in addressing an issue ofinternational scale.

more active, more of the time


Physical Education

The Group believes that success in physicaleducation leads to greater involvement in physicalactivity. We believe this success can best beachieved through high quality teaching and learning,varied and motivating programmes, access to goodfacilities and skilled teachers. All of these contributeto better attainment, better motivation and betteruptake and participation in physical education.

What the Group Wantsto See Happen

The overarching objective of theGroup is to increase participation inphysical education. It is quite simple:

We want more young people to bemore active, more of the time.

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The information and evidence outlined above lead to the following key areaswhich can effect change and it is in these areas that the recommendationshave been focused:

Improving the Curriculum by:• Developing a coherent 3-18 framework of provision for all

• Linking it with the wider health education agenda

• Supporting and encouraging the provision of a wider range of activities,extending from the traditional

• Developing skills for all children, taking account of individual starting points

• Providing routes for excellence

• Building on new knowledge gained since the current guidelines were developed

• Taking account of pupils’ views on what should be made available to them

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Supporting Teachers by:• Providing specialist support for primary schools

• Providing additional secondary staff to engage with primaries and extend the range of activities

• Developing Continuing Professional Development programmes to supportthe delivery of a revised curriculum framework

• Supporting research to inform and effect change in learning and teaching

• Gathering and disseminating good practice

• Increasing the flexibility of Initial Teacher Education entry requirements

Improving Facilities by:• Ensuring future planning for refurbishment or building work includes

well-planned space for physical activity and physical education

learning to move,moving to learn


Physical Education

Physical education is about “learning to move” andalso about “moving to learn”. The former is perhapsthe area most commonly understood but the latterinvolves a range of important educational outcomes,such as social skills, team working, problem solving,and so on.

As a subject therefore, physical education shouldbe made up of a rich variety of physical activities ofdifferent types and is well placed to cater for theaspirations of all pupils. Many pupils take fulladvantage of school physical education, but schoolsand departments face the challenge of includingyoung people with a variety of needs and interestsand engaging those who are currently not takingpart in physical activity. It is important that thesubject caters effectively for all, including thosewith disabilities and with talents and interests inparticular activities.

Recommendations

Increasing Participation in Physical Education• All schools and education authorities should actively

increase participation levels in and opportunities for qualityphysical education across all the stages from 3-18.

• All schools and education authorities should be working towards meeting the recommendations of the Physical Activity Strategy and the Sport 21 Strategy of providing two hours quality physical education for each child every week.

• Those with responsibility for taking forward therecommendations in this Report should take account ofthe need to ensure that disabled pupils have access toan appropriate experience of quality physical educationwhether they are in pre-school, primary, secondary orspecial schools.

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Schools and local authorities should actively consider how they can improvethe activity levels of pupils and students in their care, putting in place strategieswhich can increase the amount of time spent on good quality physical educationand ensure all their pupils can participate in a progressive and inclusive, goodquality physical education programme.

While the number of pupils who opt for the study of physical education fornational qualifications is very healthy and steadily increasing, the number of pupilsinvolved in non-certificated or “core” physical education in secondary schoolsis declining. Many pupils in the post-14 school environment opt out of physicaleducation, and some schools no longer provide this option for the seniorstudents, unless they are pursuing the subject for a national qualification.

As part of this review, some specific issues have been raised as being ofparticular concern, including: a drop in participation of teenage girls; a greaterproportion of young people who are overweight and obese (ref: ClinicalOutcome Indicators Report, NHS Quality Improvement Scotland, November2003); and questions about whether young pupils are developing the movementskills they will need to participate in physical education and lifelong physicalactivity. Research evidence supports a looming health crisis in our population,not only in Scotland, but across the world.

Physical education should be an element of educational provision for allpupils aged 3-18, including those in the post-14 age range, whether it hasbeen chosen as a subject for specific study or not. Strategies for improvingparticipation must include this entire range of pupils, i.e. physical educationfor all.

The time allocated to physical education is an issue that has been the subjectof considerable debate in the Group and beyond. While the Group supportsthe principle of providing two hours per week of quality physical educationfor all pupils, it recognises that the need for greater autonomy in schools toprovide a flexible curriculum aimed at supporting individual needs does not lenditself to rigid impositions of time for any subject. However, the Group wouldencourage all schools to consider how they might increase the amount of timeavailable for physical education with this target in mind, and when reportingprogress on meeting the National Priority measure on physical activity.

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Improving the Curriculum• The review of the curriculum should affirm the entitlement of all pupils

to quality physical education experiences as a core part of theircurriculum. As part of the curriculum review process, a review ofguidelines for physical education at all stages should be considered apriority area. This should also consider the place of physical educationwithin the curriculum and its current placing within Expressive Arts.

It is important that the provision of physical education should be a centralelement of a young person’s education throughout every stage of schooling.Quality experiences in physical education lay the foundations for active lifestyles,sporting and dancing excellence, and provide routes for talented young peoplewho will be the sporting and dancing role models of the future. Sport and dancecan provide important vocational outlets for pupils. The physical educationcurriculum should offer opportunities for participation, performance and thedevelopment of excellence.

The Group considers that school is the only place where equity of access andopportunity to good quality physical education can be achieved. It is the onlyplace where there is a “captive audience” providing the opportunity to developand improve the physical skills of young people, inform them of the benefits ofleading physically active lives, and give practical illustrations of the enjoymentof being “physical”. Therefore, the Group reached the conclusion that thegreatest impact in terms of potential outcomes was to be gained throughimprovements in the curriculum. Support will be required for the nationalimplementation of that curriculum and the infrastructure to ensure all schoolshave the capacity to make the necessary changes that will equip all childrenwith the physical skills, positive attitudes, knowledge and understanding toengage in lifelong active lifestyles.

The Group takes the view that early education, in pre-school and primary schoolshould focus on the development and enhancement of skills, as well as anexploration of the connection between physical activity, health and wellbeing.Secondary provision should build on that, promoting more independentinvolvement in physical activity and widening the range of activities to providemore choice. Without the basic movement skills, pupils will be excluded fromparticipation in many activities, or may find their enjoyment compromised.Therefore, the development of skills is fundamental to continuing involvementand full participation in physical education.

The place of physical education in the curriculum was also an issue debatedamong the Group. This centred on discussion about the validity of placingphysical education within the Expressive Arts curriculum, with strong argumentsto support both the positive and negative perspectives of this. The Groupconsiders that this is an issue which would merit further examination with the aimof providing a clear statement and rationale for the status of physical educationin the future curriculum arrangements.

Improving School Programmes

• Schools should widen the range of experiences and activities availableto pupils, in consultation with the pupils.

HMIE evidence has consistently identified improvements in curricular provisionas a key element of making improvements in pupil achievement. “Improvingprogrammes and initiatives to maximise opportunities” was identified within theareas for improvement in Improving Physical Education in Schools. Schoolswhich “offered a range of relevant activities which reflected society at large,met the needs of all pupils and encouraged maximum participation, enjoymentand success” were cited in Effective Learning and Teaching in PhysicalEducation as examples of best practice.

Schools are best placed to make improvements for their own pupils. They havethe ability to make changes which have maximum impact and minimum lead-intime. They also have the best connections with their individual pupils, throughschool council arrangements and through sustained daily contact with them.Pupils themselves often choose the level of their involvement in activities throughnon-attendance, non-selection or non-participation when in class. This self-selection of participation levels is more apparent at the secondary stages thanthe primary, and it is at this stage of life that activity levels decrease sharply.Of the known reasons for non-participation, a lack of interest in what is beingoffered in schools leads to a lack of interest in physical education. It is crucialtherefore, that schools engage with their pupils and students in auditing currentprovision and making plans for improving programmes. The Group hopes thatthis would lead to young people making a positive choice to participate inphysical education.

Pupils want more choice and they want more say in what is offered to them.Compulsion does not work – those who are disengaged from physical educationwill not participate, whether they attend the physical education session or not.The Group is convinced that levels of participation would increase if pupils weremore involved in the process of planning activities and developing programmes.Schools should ensure that all pupils, including those with additional supportneeds, have developmentally appropriate opportunities for participation,performance and the development of excellence.

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Pupils are aware of, and interested in, a wider range of physical activities andsports than ever before. This has been enhanced through greater mediacoverage and better connections with the wider world. The traditional activitiesoffered by schools are becoming less relevant to many pupils and students.The Group is convinced that extending beyond the traditional sports and gamesto provide more contemporary activities such as martial arts, yoga, dance,skateboarding and flag football, could do much to increase participation inphysical education, attract those who have previously been unmotivated bywhat has been on offer, and expand that participation beyond the school day.While this alone may not improve participation rates, it can make an importantcontribution to encouraging greater uptake.

This is not entirely uncharted territory. There are schools which are responsiveto the wider range of needs and interests of their pupils and are finding waysto accommodate these. Using community resources, coaching and staffdevelopment they are broadening the range of activities available throughphysical education and are seeing encouraging signs of improved participationand improved perceptions of physical education. The work of these schoolsshould be profiled in the case study work recommended by the Group.

While taking account of, and endeavouring to provide for pupils needs, schoolsshould also recognise that key features should be the progressive developmentof pupils’ practical knowledge, skills, techniques and attitudes. Pupils need toexperience good quality direct teaching and opportunities to practice, play,perform and learn through trial and error.

Support for TeachersProviding Specialist Support to Primary Schools

• Every primary school in each primary cluster should have adequateaccess to support from a physical education specialist.

HMIE evidence supports the positive impact of specialist support in the primarysector. The visiting specialist often provides good support to class teachers inthe planning and delivery of physical education. The specialist teacher has adual role: the deliverer, teaching children using an appropriate range of stylesand strategies to include all children, and demonstrating good practice; andworking alongside the classroom teacher offering continuous staff developmentto the class teacher. This ongoing staff development is important as the levelsof confidence, skills and knowledge of class teachers vary considerably.

This is a key recommendation of the Group. While support is already in placefor many schools, the provision of support is inconsistent across the country.However, consistency across schools is only achievable in the longer term.In order to provide some more immediate support to schools, the followinginterim measure should be more achievable in the shorter term:

• Additional resources should be allocated, equivalent to 1 Full TimeEquivalent (FTE) per secondary school physical education department, to:

Provide primary supportAccommodate flexible class sizes in secondarySupport Continuing Professional Development (CPD) for primary teachers.

This model of additional staffing to secondary school would help support primaryand secondary provision.

In respect of both recommendations, the Active Schools Programme hasmuch to offer in terms of support for primary and secondary schools. Everyoneassociated with schools is seen as having a potential role in enhancing physicalactivity opportunities for children either through the design, organisation andprovision of physical education, or as a role model. This includes staff, parents,the school board, young people themselves and the wider community. The firstobjective in seeking to develop an Active School will require schools to providequality physical activity opportunities within the formal and informal curriculum.Other objectives relate to the promotion of physical activity and meetingindividual potential. These clearly link with the aim of this Report and the ActiveSchools programme has a major role to play in implementing the changesenvisaged by the Group.

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Sharing Good Practice and Developing Research

• HM Inspectors of Education should be asked to identify good practicein learning, teaching and assessment which will provide a benchmark ofhigh quality in all aspects of physical education and to work withLearning and Teaching Scotland (LTS) to disseminate their findingslocally and nationally.

Many pre-school centres and primary and secondary schools are offering highquality physical education programmes and experiences for their pupils andstudents. The sharing of good practices is a central element of supportingimprovements in schools and it is a well-known method of influencing change.

Identifying effective good practice and disseminating it through schools canincrease standards of learning and teaching, and enhance the confidence ofstaff. It can also provide essential support in implementing revised curricularguidance which should be developed as a result of this Report.

Research

• The Scottish Executive should promote and support research in physicaleducation to inform learning and teaching developments.

As in all other areas of education, the physical education profession needs to beinformed by, and make decisions based on, the best available evidence. Thereis therefore a need for long-term research which will underpin good practice inlearning and teaching and provide an evidence-base for effecting change.Good quality research data will provide clear indications of whether the intendedimprovements behind the recommendations made in this Report haveimpacted as intended.

As indicated earlier in the Report, the potential contribution of Out of SchoolHours Learning in increasing participation in school sport has been recognisedby the Group. This is an issue which would merit some research to explorehow that potential can better be achieved.

Teacher Training and CPD

• Initial Teacher Education (ITE) providers should take account of thecontent of their programmes in line with this Report.

• Education authorities and schools should extend CPD opportunitiesfor pre-school, primary and secondary teachers to develop theirunderstanding, skill and expertise in areas of physical education.

• The Scottish Executive should review the entry requirements for ITE in Physical Education to make them more flexible ensuring that a wider range of backgrounds and qualifications are acceptable.

A key implication of the other recommendations in this Report is that moreteachers of physical education will be required.

The extension and expansion of the physical education curriculum willnecessitate greater diversity, background and range of experiences and skillsrequired by physical education specialists. For example, appropriately qualifiedand experienced individuals from sport and exercise science, coaching healthand physical activity could, with appropriate Initial Teacher Education, becomevaluable members of the physical education profession.

The demography of the teaching profession means that Scotland will need toreplace a significant number of experienced teachers in the near future. Agraduate route into teaching physical education is an attractive solution in thisinstance as it creates the possibility to replace experience with experience.The shorter time frame is likely to be more attractive to suitably qualified andexperienced candidates.

In making a recommendation for the availability of specialist support for primaryschools, and by extending the range of activities available in schools, theimplementation of these recommendations will provide coherence betweenimprovements being made in training for budding teachers, using ContinuingProfessional Development to improve and enhance the skills of primary andsecondary teachers. This will enable all teachers to meet the wider activityagenda being proposed.

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Improving Facilities• Planning for school estates should take account of how to deliver

appropriate physical education services for schools and the widercommunity. The School Estate Strategy and the guidance for primaryand secondary schools developed by Sportscotland provide relevantguidance.

Appropriate facilities are significant contributors to schools’ capacity to delivergood quality physical education. Local authorities should ensure that facilitiesfor physical education, physical activity and sport are available and accessibleat suitable times to meet the diversity of needs. This should include recognitionof the importance of suitable changing and showering facilities which provideareas for individual use. These facilities should be appropriate to the school sizeand the maximum level of use at any given time.

In planning future refurbishment or new accommodation, schools and localauthorities should ensure that they have taken account of the wide range ofneeds in school and the wider community by consulting with stakeholders andinvolving them in the decision-making process.

National Implementation of theRecommendations

• Learning and Teaching Scotland should be commissioned to organiseand support regional seminars for launching this Report, followed up byan annual National Conference to review progress and share goodpractice.

This will support the implementation of the recommendations made by theGroup, and align the various contributors to a single aim. To assist monitoring,local authorities should report on progress as part of their National Prioritiesimprovement reports. HMIE should monitor the quality of provision as part of itsongoing inspection work and should be commissioned to conduct a nationaltask to provide a progress report in three to five years’ time.

Sportscotland, Health Scotland and the Health Promoting Schools Unit shouldbe partners in organising and hosting the conference to ensure that there iscoherence between the implementation of this Report and other health educationactivity underway in schools.

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This is a very exciting time for physical education in schools. Its links withphysical activity and sport bring it into an arena which is experiencingfundamental change as never before.

The Standards in Scotland’s Schools etc. Act 2000 places a duty on local authorities to “… secure that the education is directed to thedevelopment of the personality, talents and mental and physical abilitiesof the child or young person …”. For the first time, legislation specifiesthe need to develop physical activities. This Act is complemented by aNational Priority performance measure for physical activity.

The Group is aware that the implementation of their recommendations willhave further resource implications which it has not attempted to assessas this is a task best undertaken by the Scottish Executive. In particular,it is also aware that some recommendations, such as increasing thesecondary physical education staffing allocation by 1FTE will require asignificant investment.

In all reviews of this kind, it is the implementation of recommendationsthat is key to achieving maximum impact. This Report is no different inthat respect. Implementation requires the investment of time and effort bya range of agencies including the Scottish Executive, HMIE, Directors ofEducation, Learning and Teaching Scotland, teacher education institutionsand Sportscotland, and a range of individuals such as headteachers,teachers, community coaches, students, parents and active schoolco-ordinators. We need to work together with a common aim to ensureall our young people have access to quality physical education.

The recommendations are about providing the best opportunities for ouryoung people to be involved in physical education, giving them the skillsand the inclination to be physically active for life. We cannot force youngpeople to be active. We can, however, help them to enjoy being activeand so ensure that they do it in life and for life.

Let Scotland lead the way in making a clear statement that physicaleducation has a critical part to play in health improvement by making it a vital element of education for all pupils.

Conclusion

Annex A

Membership

Michael O’Neill, Chair, Director of Education, North Lanarkshire Council

Stephanie-Anne Harris, Play Scotland

Mary Allison, National Physical Activity Co-ordinator

Angus MacDonald, Headteacher, Braidfield High School

Tom Clark, Principal Teacher, Northfield Academy

Mike Jess and Dave Collins, Edinburgh University

Brian Green and Stuart Forsyth, Strathclyde University

Philip Cairney (EIS), Principal Teacher, St Paul’s High School

Stewart Harris, Sportscotland

Joyce Ferguson, Headteacher, Abercromby Primary School

Chris Wood, Primary physical education specialist

Charlie Raeburn, School Sport Federation

Fiona MacDonald, HMIE

Denyse Kozub, Learning and Teaching Scotland

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Physical Education

Annex B

National Priority Performance Measure

Performance Measure 5.1E (Primary & Secondary)

Context

National Priority 5 To equip pupils with the foundation skills, attitudes andexpectations necessary to prosper in a changing societyand to encourage creativity and ambition

Outcome Pupils are equipped with the necessary foundation skills,attitudes and expectations to prosper in a changing society

Coverage Primary and secondary schools

Definition Range of activities offered to pupils that encourage health related levels of physical activity

Target to be set? No

What You Need to Do

1. You are invited to report on the range of activities offered to pupils at, andthrough, your school that encourage them to be physically active for at leastan hour a day.

2. Your education authority will be working towards the implementation of therecommendations outlined in let’s make Scotland more active and Sport 212003-2007 Shaping Scotland’s Future. They will advise you of any localstrategy they have or are putting in place for progressing these reports.

Further Information

3. Health-related levels of physical activity for children and young people meanbeing active for an hour a day on most days of the week. Currently, about athird of all school-aged pupils in Scotland do not achieve these levels.Attitudes and practices related to physical activity can be influenced by thewhole school environment. Schools are ideally placed to have a major impacton a child’s level of physical activity and should promote opportunities forchildren to be active at this level. These would include:

• physical education programmes within the context of the 5-14 curriculum

• access to a wide range of physical activities such as team and individual sports, dance, swimming, exercise to music, outdoor activities

• encouraging children and young people to design and implement their own physical activity/fitness plans

• active break times which encourage children and young people to “play”

• promoting opportunities for active travel to school through walking and cycling

• school sponsored extra-curricular provision such as sports clubs and youth coaching schemes

• encouraging and supporting links with the home and the broader community that encourage children and young people to access a wide range of activities

• encouraging children and young people to be active in daily tasks in and around the school, such as using the stairs.

Bibliography

5-14 National Guidelines, Expressive Arts, Learning and Teaching Scotland,1992

Building Our Future: Scotland’s School Estate, Scottish Executive, 2003

Clinical Outcome Indicators Report, NHS Quality Improvement Scotland, 2003

Educating for Excellence: Choice and Opportunity – The Executive’s Responseto the National Debate, Scottish Executive, 2003

Effective Learning and Teaching in Scottish Secondary Schools: PhysicalEducation, HM Inspectorate of Education, 1995

Improving Physical Education in Primary Schools, HM Inspectorate ofEducation, 2001

Let’s Make Scotland More Active: A Strategy for Physical Activity, The PhysicalActivity Task Force, 2002

Scottish Health Survey, Volume 1, Scottish Executive, 1998

Sport 21 2003-2007: The National Strategy for Sport, Sportscotland, 2003

Standards in Scotland’s Schools etc. Act, HMSO, 2000

The Education, Culture and Sport Committee Report on Sport in Schools,Education Culture and Sport Committee, 2000

Towards a Healthier Scotland: A White Paper on Health, Scottish Executive,1998

World Summit on Physical Education, Berlin 1999, International Council ofSport Science and Physical Education, 2001

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Physical Education

© Crown copyright 2004

This document is also available on the Scottish Executive website:www.scotland.gov.uk

Astron B29748 06-04

w w w . s c o t l a n d . g o v . u k

Useful Contacts and Websites

Physical Activity Task Force website:http://www.show.scot.nhs.uk/sehd/patf/index.htm

Improving Physical Education in Primary Schools website:http://www.scotland.gov.uk/hmie/Pdf/01_02/primary/sqpe.pdf

let’s make Scotland more activeA strategy for physical activity

Copies available from:

The Stationery Office Bookshop71 Lothian RoadEdinburghEH3 9AZ

Telephone: 0870 606 556

5-14 Guidelines for Expressive ArtsPrinted Publication available from:

Learning and Teaching ScotlandGardyne RoadDundeeDD5 1NY

Telephone: 01382 443600

the report of the review group on physical education

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