Physical Education, School Sportand Physical ActivityPolicy and Strategy
AANNEE FFOORR AA''
Physical Education,School Sport and Physical Activity
Policy and Strategy
Contents
Section
Policy 3Physical Education, School Sport and Physical Activity Strategy 3
Introduction 5
National context 5
The Vision 5
School-Club Links 8
Creating the Vision 9
Helping Young People to Learn and Achieve 11
Participation Pathways 12
Priorities for Action 13
Bibliography & Key Publications 13
Acknowledgements 13
Appendix 1: Outcomes of Effective Links 15
Appendix 2: Outdoor Education 19
Appendix 3: Facilities 21
1
“gaining the appropriatemovement and behavioural skills
needed for an active life”
PolicyThere has never been a more important time for thedevelopment of quality experiences in physicaleducation, physical activity and sport for children andyoung people in Falkirk Council. The time is right todevelop the strategy in line with national initiativesand developments and the Council’s Physical ActivityStrategy. It is important to enable children and youngpeople to become involved in PE, sport and physicalactivity and keep them involved as regularparticipation can reduce obesity, improve fitnesslevels and improve concentration and self esteem, canhelp improve attendance, behaviour, achievement andattainment.
Underpinning PrinciplesThe underpinning principles of this policy are:
All children and young people are entitled to takepart in and enjoy Physical Education, Sport andPhysical Activity, regardless of their circumstancesor ability;
Falkirk Council seeks to promote children andyoung people’s health, safety and wellbeing;
All children and young people should be enabled toimprove and achieve in line with their age andpotential;
All children and young people should have accessto a minimum of two hours of quality physicaleducation within the curriculum per week and onehour of physical activity every day in line withScottish Government targets.
Course of action to be followedAll educational establishments and relevantsupport services must take account of this policyand strategy when reviewing and developingPhysical Education, Sport and Physical Activity.
Who should implement the policyThe policy will be implemented by headteachers andmanagers in all educational establishments and atauthority level by relevant support services.
ReviewThe policy will be reviewed by Falkirk CouncilEducation Services during session 2013-14.
Genesis of the policyThis policy was developed by a working groupestablished by Council Education Services;
It was approved by Council Education and LeisureCommittee and Policy and Resources Committee,
2 3
“to develophealthy, physically active and vibrant
communities acrossthe Falkirk area
to make them feel good!”
Introduction
In October 2006 Falkirk Council launched theFalkirk Physical Activity Strategy and Action Plan –‘Let’s Make Falkirk More Active’. The plan wasproduced after consultants PMR Leisure werecommissioned to help the partners (Falkirk Counciland Forth Valley NHS Trust) to achieve the aim ofcreating healthy and safe communities to live andwork in.
Education Services Physical Education, Sport andPhysical Activity Strategy is a major component ofthe overarching strategy, identifying Education’scontribution to achieving the points within the ActionPlan.
Physical activity is a broad term referring to allbodily movement that uses energy. It thereforeincludes physical education and sport. However, it iswider than this, as it also includes active play androutine, habitual activities such as walking andcycling, as well as housework and gardening
Physical education is the planned, progressivelearning that takes place in school curriculumtimetabled time and which is delivered to all pupils.This involves both ‘learning to move’ (i.e. becomingmore physically competent) and ‘moving to learn’(e.g. learning through movement, a range of skillsand understandings beyond physical activity, suchas co-operating with others). The context for thelearning is physical activity, with childrenexperiencing a broad range of activities, includingsport and dance.
School sport is the structured learning that takesplace beyond the school curriculum (i.e. in theextended curriculum), sometimes referred to as out-of-school-hours learning. Again, the context for thelearning is physical activity. The ‘school sport’programme has the potential to develop andbroaden the foundation learning that takes place inphysical education. It also forms a vital link with‘community sport and activity’.
National Context
In February 2003 the Scottish Executive published‘Let’s Make Scotland More Active - a strategy forphysical activity’. This national strategy identifiedphysical activity targets for all people living inScotland. The following targets were identified forchildren and young people.
Parents should be given support to acquire thenecessary skills and confidence to take an activerole in helping their children to enjoy an activelife.All children and young people, including thosewith disabilities, should have the opportunity tobe physically active through their home, school,college or university and community. This shouldinclude:
having the opportunity and being encouragedto take part in physical activity for at least onehour a day; andhaving access to a range of physical activitiesincluding play, sports, dance, exercise, outdooractivities, and active travel, such as walkingand cycling, and being encouraged to be activein daily tasks in and around school, college oruniversity.
There should be stronger links between schooland community, and between nursery, primary,secondary school and further and highereducation.All children, including children with disabilities,should be physically educated in nursery, primaryand secondary school. This should include:
taking part in a minimum of two hours ofquality physical education classes a weekgaining the appropriate movement andbehavioural skills needed for an active life.
In February 2003, Active Schools was identified as akey element of the Scottish Executive’s drive to getmore Scots more active - a commitment outlined inthe National Physical Activity Strategy. The ScottishExecutive has since been developing a range ofpartnerships and establishing actions needed totake this work forward under the banner of theHealthy Living Campaign. As a result ofsportscotland’s successful work with the originalSchool Sport Co-ordinator and Active PrimarySchool Co-ordinator pilot programmes, the ScottishExecutive provided sportscotland with a budget of£12 million to roll out the Active Schools element toall schools throughout Scotland.
In June 2004 the Scottish Executive produced thefindings and recommendations of ‘The Report of theReview Group on Physical Education’. It chargedlocal authorities with the following:
All schools and education authorities shouldactively increase participation levels in andopportunities for quality physical educationacross all the stages from 3-18.
4 5
All schools and education authorities should beworking towards meeting the recommendation ofproviding a minimum of two hours qualityphysical education for each child every week.
Those with responsibility for taking forward therecommendations should take account of theneed to ensure that disabled pupils have accessto an appropriate experience of quality physicaleducation whether they are in pre-school,primary, secondary or special schools.
‘Improving Scotland’s Health - the Challenge’published by the Scottish Executive in 2003provided a strategic framework to support theprocesses required to deliver a more rapid rate ofhealth improvement in Scotland. Scottish schoolswere charged with achieving Health PromotingSchool status by December 2007. This involves awhole school approach to promoting physical,spiritual, social, mental and emotional well being ofall staff and pupils. The network of Active Schools isbeing developed in a way that is consistent with thegeneral ethos of Health Promoting Schools.
How will we know when we have provided this?When schools, establishments and clubs see youngpeople who:
are committed to PE, Sport and Physical Activityin school and out with;
know and understand what they are trying toachieve and how to go about doing it;
understand that PE, Sport and Physical Activityare an important part of a healthy, activelifestyle;
have the confidence to get involved;
have the skills and control that they need to takepart in PE, Sport and Physical Activity;
willingly take part in a range of competitive,creative and challenge-type activities, both asindividuals and as part of a team;
think about what they are doing and makeappropriate decisions for themselves;
show a desire to improve and achieve in relationto their own abilities;
have developed stamina, suppleness andstrength;
enjoy PE, Sport and Physical Activity.
What outcomes do we seek to achieve?
Increased participation levels;
Reduction in obesity;
Improved health levels;
Reduced levels of anti-social behaviour;
Increased attendance levels in schools;
An increase in inter-school events;
Increase in the number of young peopleachieving accredited outcomes e.g. CSLA, Dukeof Edinburgh, etc;
Increased involvement in the pathway fromschool to clubs;
Local clubs have been strengthened by thenumber of young people involved;
Increase the number of volunteers involved inPE, Sport and Physical Activity;
Increase in medal tally at European,Commonwealth, World and Olympic Games.
“taking part in a minimum oftwo hours of quality physical
education classes a week”
6 7
How can we achieve these outcomes?
Early Years
In early years it is necessary to provide an environment which can facilitateopportunities for young children to enjoy and develop an active healthy lifestyle.
Primary Sector
In primary schools it is necessary to provide an environment which can sustain thenational guidelines for PE and Physical Activity.
gross motor - the ability to controlthe body
spatial - awareness of space, directionand level
visual - co-ordinate hand/eyemovement
fine motor - refine movement of arms,legs, etc
Encourage children to develop basicmotor skills
Space is available for all forms of playin a safe, secure environment
Physical activity is fun and enjoyable
Equipment is appropriate for physicalDevelopment
Encourage children to build up basicphysical strength on a daily basis
Achieve health promoting schoolstatus
Learn the importance of health andwell being
Early YearsEstablishments
engage young childrenin energetic play
Two hours ofquality physical
education per week
Primary Schools
Support from primary specialist team
Post graduate certificate in PE for primaryclass teachers
CPD for class teachers and specialist team
Primary - secondary links
A curriculum for excellence - flexiblecurriculum/learning in appropriate context
One ActiveSchools Co-ordinator
per cluster
Being creative in use of available space e.g.outdoor learning
Use of new technology e.g. dancemats tosupport health and fitness
Partnership working with relation to facilities
Active travel
After school clubs
Playground games andactivities
Breakfast clubs with activity
Holiday programmes
School - club links
Recruitment and retention ofvolunteers
Curriculum suport e.g. healthweek input, PSD, etc
Partnership working
One hour of physicalactivity per day
8 9
School-Club Links
Schools do not deliver high quality PE, PhysicalActivity and Sport entirely on their own; rather, theywork in partnership with a wide range of organisationsand clubs in the voluntary and private sector.
Why is it important to have effectiveSchool-Club links?
Effective school-club links create a pathway enablingyoung people to:
Make the most of their experiences in bothsettings;
Have the opportunity to try new sports andactivities;
Continue participating in sport throughout life;
Feel comfortable in a club setting.
What are effective links?When schools and clubs work well together they:
Communicate, respect and promote one another;
Find ways of enabling all young people to take partin activities, whatever their background or ability;
Develop a shared strategy for involving youngpeople, parents/carers;
Enhance and further develop young people’sexperience and ability;
Recognise, celebrate and share their achievement;
Share and develop teaching and coachingexpertise;
Understand the roles and responsibilities of otherthe link agencies that contribute to and supportactivities e.g. Sport Central.
Secondary Sector
In secondary schools it is necessary to provide an environment which cansustain the national guidelines for PE, Physical Activity and Sport.
SecondarySchools
A wide variety of activities in the PEcurriculum
Promote wider achievement throughaward schemes e.g. Community Sports
Leader Award (CSLA)
Flexibility of pupil choice
Physical education for all S1 - S6 pupils
Active travel
Lunch-time/after school clubs
Events e.g. inter-school competitions,inter-council, national, etc
Breakfast clubs with activity
Holiday programmes
Two hours ofquality physical
education per week
One ActiveSchools Co-ordinator
per school
Volunteering opportunities
Organisation and involvement inevents e.g. inter-school competitions inter-
council, etc
School - club links
School - club links
Recruitment and retention of volunteers
Partnership working
Promote wider achievement throughaward scheme e.g. CSLA
CPD for staff
Training opportunities for pupils e.g.coaching awards
Physical educationdepartments
What are the outcomes of effective links?When schools and clubs work well together theyachieve a number of positive outcomes:
Young people are committed to PE, PhysicalActivity and Sport in school and out of school;
Young people know and understand what they aretrying to achieve and how to go about doing it;
Understand that PE, Physical Activity and Sportare an important part of a healthy, active lifestyle;
Young people have the confidence to get involved inPE, Physical Activity and Sport;
Young people have the skills and control that theyneed to take part in PE, Physical Activity and Sport;
Young people willingly take part in a range ofcompetitive, creative and challenging activities;
Young people think about what they are doing andmake appropriate decisions for themselves;
Young people show a desire to improve and achievein relation to their own abilities;
Young people have developed stamina, supplenessand strength to keep going;
Young people enjoy PE, school and communitysport.
These outcomes are further exemplified inAppendix 1.
Creating the Vision
The following diagram shows how schools and clubs can create and share the vision of high quality PE, PhysicalActivity and Sport.
Explain the value ofPE, physical activity andschool sport to learninghealth and well being in
a way that pupils,teachers and parents
understand.
Set highexpectations of what
individual pupils and thewhole school can achieve
in and through PEphysical activity and
school sport.
Recognise what PEand school sport canachieve for each pupiland the whole school.
High qualityschool leaders
In school
Creating thevision
Out ofschool
High qualityclub leaders
Explore the value oftheir sport to learning,health and well being in
a way that youngmembers, coaches,parents and the local
community canunderstand.
Set highexpectations of what
each young member andthe whole club can
achieve in and throughtheir sport.
Understand the roleof clubs within theregional/national
pathway forprogression.
Recognise whattheir sport can achievefor each young member
and the club asa whole.
One hour ofphysical activity
per day
10 11
Helping Young People to Learn and Achieve
To make a positive impact on pupils’ learning and achievement, schools need to:
The following diagram illustrates how effective leaders can make the vision a reality:
The following diagram illustrates how schools and clubs can inspire young people to learn and achieve
In school
Inspiring
Out ofschool
To make a positive impact on young members’ learning and achievement, clubs need to:
Be positive role models.
Raise their youngmembers’ aspirations and
increase their determination tomore progress and succeed
regardless of ability.
Have pride in andcelebrate their youngmembers’ success.
Listen and value youngmembers’ voice.
Show confidence in theiryoung members’ ability tomake progress and achieve.
Show commitment andenthusiasm.
Let young membersparents/carers know what theyhave learned and achieved in
PE and school sport.
Improve their ownknowledge and expertise ofworking with young people ofdifferent ages and abilities.
Are positive role models.
Raise their pupils’aspirations and increase their
determination to moreprogress and succeedregardless of ability.
Have pride in andcelebrate their pupils success.
Listen and value pupils’voice.
Show confidence in theirpupils ability to make progress
and achieve.
Show commitment andenthusiasm.
Let pupils’ parents/carersknow what they have learnedand achieved in PE and school
sport.
Improve their ownsubject expertise.
Highquality school
leaders
Highqualitycoaches
Are creative andstrategic in providingenough time, teachers,space and equipment toenable pupils to learn
& achieve.
Support & developteachers to enable pupils
to achieve more.
Celebrate pupils’achievements so thatthey feel successful &
valued.
High qualityschool leaders and
managers
In School
Making thevision a reality
Out ofschool
High qualityclub leaders and
managers
Put in place a clearconstitution and structuresto secure the long termsustainability of the club.
Take account ofpupil and parent /carer
voice.
Use the informationgathered frommonitoring and
evaluating the impact of2 hours of PE and 1 hourof physical activity (daily)to ensure the school's
vision is met.
Inform and involveparents /carers.
Create an environmentthat is safe and welcoming
to all.
Listen to youngmembers and act on what
they say.
Use information frommonitoring and evaluating
the impact of theirprogrammes to ensure the
club's vision is met.
Support and developcoaches and volunteers toenable young members totake part and achieve.
Are creative & strategicin providing enough time,
coaches, space & equipmentto enable young members to
achieve.
Inform and involveparents /carers andlisten to and act onwhat they say.
Celebrate youngmembers' involvement andsuccesses so that they feel
valued.
Provide opportunities forpupils to analyse, assess and evaluate
their own and others’ work.
Allow pupils to think, reflectand encourage them to beindependent learners.
Identify the next steps inprogression and communicate theseto pupils and their parents/carers.
Allow pupils to solveproblems, whilst giving advice andsupport in order to advance learning
and avoid frustration.
Have a clear plan thatidentifies the school’s vision and
expectations for PE, physical activityand school sport.
Ensure that time, staff,equipment and resources are used inways that keep pupils motivated to
learn.
Give each pupil relevantlearning activities and authenticcontexts that interest, excite and
motivate them.
Take account of prior learningwithin and beyond school.
Share learning outcomes withpupils allowing them to achieve.
Learn andAchieve
Show best practice regardingtime, staff, equipment, resources and
facilities.
Give coaches and membersoportunities to analyse, assess andevaluate their own progress and
achievement.
Have a planned programme ofparticipation, training and competitionthat sets out steps towards meetingthe club’s vision and expectations for
the sport.
Identify the next steps inprogression and communicate theseto members and their parents/carers
in a local and national context.
Learn andAchieve
12 13
Priorities for Action
Through implementing Falkirk Council’s ‘EqualOpportunities Policy’, participation in physicaleducation, physical activity and sport isaccessible for all young people.
Participation for all young people in physicalactivity, helping them to meet the target of 1hour per day.
Achieve a target of a minimum of 2 hours ofquality physical education per week for all ouryoung people aged 3 -18 years.
Continue to develop opportunities forparticipation by providing a wide range andvariety of activities within school, out of schooland in the community.
Enable all young people to achieve theirpotential in physical education, physical activityand sport.
Establish strong links between schools and localclubs.
Continue to develop links with sportcentral.
Support the young people of Falkirk who wish topursue a performance pathway.
Establish life long habits for involvement inphysical activity for all young people.
Bibliography & Key Publications
Let’s Make Scotland More Active:A strategy for physical activity
Being Well - Doing Well
Physical Activity within the HealthPromoting School
Sport 21: 2003-2007
The National Strategy for Sport:Reaching Higher
Learning through PE and Sport (DfES)
High Quality PE & Sport for Young People (DfES)
Do you have high quality PE andsport in your school? (DfES)
What are trying to achieve in PE and school sport?(DfES)
Acknowledgements
Thanks to all members of the Physical Educationand Sport Steering Group and especially:Gillian Thomson, Curriculum Adviser (Chair)Wendy Taylor, Active Schools ManagerChristine Snedden, Curriculum Support Officer - PE,Sport and Expressive ArtsFiona Hamilton, Ex NOF Project ManagerIan Harries, Principal Officer - Sports DevelopmentGary Smith, Principal Officer - RecreationLaura Lang, Grangemouth High SchoolHelen Stout, Faculty Head, Bo’ness AcademyCalum Tully, Ex Pupil, Bo’ness AcademyLaura Duchart, Ex Pupil, Falkirk High SchoolMargaret Dignan, Ex Pupil, Falkirk High SchoolJohn Bunyan,Falkirk Fury Basketball ClubRobert Callaghan,Falkirk Sports Council & Falkirk School ofGymnasticsMargaret Watson, Headteacher,Slamannan Primary SchoolSheena Buchanan,Ex Partnership Manager,sportscotlandin the production of this strategy.
Participation Pathways
The following diagram is a useful guide to the range of pathways available to young people for participating insport, recreation and physical activity:
Participation Pathways for sport,recreation and physical activity
Activity
Pre-school -TOP start Mini Gyms
P1 - P4Top play/sport,
structured games, dance,gymnastics, outdooractivity (linked to TOPoutdoor, team building
games), holidayprogrammes.
P5 - P7TOP sport, mini sport,
full game, dance, gamesand outdoor activity(canoeing, mountain
biking), holidayprogrammes.
S1 - S6Holiday programmes4 - 6pm after school6 - 9pm club multi-sport/activity, dance,fitness and outdoor
activity.
18+ Fitness andphysical activity.
Sport specific
Pre-school -TOP start Mini Gyms
5 - 8 yearsSport specific coaching,outdoor activities, dance,
competition
9 - 13 yearsSport specific coaching,outdoor activities, dance,
competition
14 - 17 yearsSport specific coaching,outdoor activities, dance,
competition
14 - 17 yearsCompetitive sport
18+ yearsCompetitive sport
14 - 17 yearsRecreational sport
18+ yearsRecreational sport
Pathway
Pathway
Pathway
Pathway
Pathway
Pathway
Pathway
Pathway
Performance
3 - 8 yearsSport specific clubs
9 - 13 yearsLocal development
groups
14 - 17 yearsRegional or localdevelopmentsquads/teams
12 - 18 yearsNational teams
Internationalsquads
“All children and young people,including those with disabilities, should have
the opportunity to be physically activethrough their home, school, college or
university and community”
14 15
Appendix 1: Outcomes of Effective Links
Outcome 1: Young people are committed to PE, Physical Activity and Sport in school and out of school.
Pupils know whatknowledge and
understanding is to begained from
different activities.
Are clear about howand when they are
going to be evaluated ineach area ofactivity.
Know how theyneed to approach theirsport/activity in order
to performsuccessfully.
Are able tounderstand the types ofpractice and training that
they need ifthey are going to
successful.
Are clear about howtheir performancewill be evaluated.
Know how andwhen to use the
principlesof composition,
choreography, gamesstrategy, athletic tactics
& problemsolving.
Outcome 2: Young people know and understand what they are trying to achieve and how to go about doing it.
Are clear about thenature of
competition orperformance in their
sport /activity.
The outcomes
Will increase their level of participation.
Are able to balance their commitment to, and involvement in,school and club.
Understand how their involvement in PE, physical activity and sportcontribute to a balanced, healthy lifestyle.
Understand how their experiences in school and club complementeach other.
Recognise how PE prepares them for involvement in clubs as ajunior and beyond school age.
Are able to choose a club programme that is relevant to what theywant to achieve.
Take part in a range of activities in both school and clubenvironments.
Move confidently between school and club.
Will participate in a pathway to excellence.
In school Commitment Out of school
Seldom miss training.
Are properly equippedand ready to take part in
training and events.
Are available for matches,festivals and performances.
Take part in fund raisingand social events.
Take interest in andsupport other parts of the club.
Help lead and volunteer toorganise activities.
Support pathway fromvolunteering to paid work within
the sport.
Seldom miss PE lessons.
Bring kit and take part evenif injured or ill in some way.
Get changed and ready forPE on time.
Are available for out ofschool activities.
Take responsibility fornot letting down others in the
school.
Encourage others to getinvolved.
Help lead and volunteer toorganise activities.
When a schooland club are workingwell together, young
people:
In school Understanding Out of school
16 17
Outcome 4: Young people have the confidence to get involved in PE, Physical Activity and Sport.
Are ready andwilling to demonstrate
what they can do.
Take the initiative tohelp others.
Are keen to take partin a range of opportunitiesincluding clubs, NQs andother qualifications eg.
CSLA.In school Confidence Out of school
Are ready andwilling to take part as aplayer, leader, coach,administrator or
spectator.
Are ready andwilling to demonstrate
what they can do.
Ask for help whenthey need it.
Volunteer questionsand answers.
Volunteer questionsand answers.
Ask for help when theyneed it.
Are ready and willingto take part as a player,
leader, coach, administratoror spectator.
Talk positively aboutwhat they have achieved.
Are ready and willingto try new ideas, roles andactivities without worrying
about failing.
Be confident in theirown abilities and choices.
Take the initiative tohelp others.
Are ready andwilling to try new ideas,
roles and activitieswithout worrying about
failing.
Talk positively abouttheir own abilities and
their club’sachievements.
Be confident in theirown abilities and
choices.
Outcome 5: Young people have the skills and control that they need to take part in PE, physical activity and sport.
Have an understanding ofhow skills and techniques can
be applied in context.
Have the ability todemonstrate a wide rangeof skills and techniques in
context.
In school Skills Out of school
Have a wide range offundamental skills and
techniques for their chosensport/activity that they can
apply effectively.
Perform to consistentlyhigh technical standards.
Have the physicalconditioning and body
preparation required for theirchosen sport/activity.
Have a wide range offundamental skills and
techniques that they can applyand adapt effectively.
Developing a consistentlyhigher level of performance asthey progress through school.
Outcome 6: Young people willingly take part in a range of competitive, creative and challenging activities.
Are always happy toget involved in any of theactivities offered in PE
lessons.
Are content to workand perform on their
own, as well as in groupsand teams.
In schoolParticipation
in different typesof activities
Out of school
Have the confidenceto take part in trainingactivities, performances
and competitions.
Work comfortablyon their own and as part
of a team.
Use a variety ofexperiences from PE,physical activity and
other sports to enhancetheir performance.
Choose to getinvolved in more thanone type of activity.
Outcome 7: Young people think about what they are doing and making appropriate decisions for themselves.
Ask questions that helpthem to organise themselves
and make progress.
Come up with and explain arange of ideas and strategies to
help them improve.
In schoolThinking
and decisionmaking
Make decisions forthemselves, without relying on
the coach.
React intelligently tosituations whenperforming.
Suggest ideas andstrategies that they could use to
improve the quality of theirperformance.
Work without constantprompting and direction from
the teacher.
Vary and adapt what theydo, taking into account others’
strengths and areas fordevelopment.
Vary and adapt what theydo in response to changing
circumstances.
Outcome 3: Understand that PE, Physical Activity and Sport are an important part of a healthy, active lifestyle.
In schoolA healthY,
active lifestyle
Know how their sport /activity helps to keep them fit,healthy and feeling good about
themselves.
Show confidence in theiryoung members’ ability to make
progress and achieve.
Understand how hard andhow much they need to practisein order to balance the needs of
their sport / activity and ahealthy lifestyle.
Identify how some aspectsof their sport/ activity can have anegative impact on health and
wellbeing.
Understand the relationshipbetween effort and recovery in
training.
Adopt a lifestyle which usesgood nutrition and healthy
eating.
Know how to balance sport/activity with other community,
scholl, family and social activitiesand be able to make informed
choices.
Are able to explain howclubs help them to maintain abalanced healthy lifestyle.
Know how theirparticipation in PE
contributes to a balancedhealthy, active lifestyle.
Are able to explainhow the school helps them
to maintain a healthy,active lifestyle and make
informed choices.
Descibe how eachactivity affects their
fitness, health and feelingabout themselves.
Understand theimportance of goodnutrition and healthy
eating.
Out of school
Out of school
18 19
Outcome 10: Young people enjoy PE, school and community sport.
Outcome 8: Young people show a desire to improve and achieve in relation to their own abilities.
Spend extra time practisingand training.
Often compare theirperformance to their own in the
past and to other people’sincluding role models.
In school Desire toimprove
Out of school
Show determination toachieve the best possible
results.
Ask for advice andinformation on how to improve
their own performance.
Show determination toachieve the best possible
results.
Be aware that their work orperformance could be
improved.
Ask for advice andinformation on how to improvetheir attainment and the quality
of their own performance.
Spend extra time practisingand training.
Compare theirperformance to their own in the
past and to other people’sincluding role models.
Be aware that their work orperformance could be
improved.
Can set goals to enhancetheir own performance.
Outcome 9: Young people have developed stamina, suppleness and strength to keep going.
Maintain their activity andenergy levels. In school
Stamina,suppleness and
strenghtOut of school
Develop high levels ofconcentration to assist theimprovement of mental and
physical stamina.
Ask for advice andinformation on how to improve
their own performance.
Have high levels ofconcentration.
Promote high levels ofenergy and activity.
Talk about what they aredoing with enthusiasm.
Show interest in the PE /sport noticeboard.
In school Enjoyment Out of school
Are keen to get involvedand join in with the club.
Talk about what they aredoing with enthusiasm.
Are keen to take part inwhat is going on in school.
Often watch or read aboutPE, Physical Activity and Sport.
Are eager to get to PElessons.
Often go to the club just tofeel part of it.
Organise their time toenable them to take part in club
activities.
Are eager to get startedand want to stay to the very end
of the session.
Display energy andenthusiasm.
Display energy andenthusiasm.
Appendix 2: Outdoor Education
OutdoorEducation
Contribute to two hours ofquality PE.
Falkirk Council orienteering event.
Excursion advice and monitoring ofhealth and safety. Quality assurance
of procedures and activities.
A variety of activities can beoffered eg. canoeing, gorge walking
(AALA licenced).
Supporting elements of activetravel (to and from school).
CPD for teachers, primaryspecialists’ and active schools teams.
To schools and establishments.
Provide school support to enableschools to participate.
Are physically strong andflexible enough to take part in
activities during lessons.
20 21
“There should be stronger linksbetween school and community,
and between nursery, primary, secondaryschool and further and higher education.” Appendix 3: Facilities
Adequate storagefor equipment
Multi-use games area(outdoor)
ICT space for access tonew technology
Gym(s)
Artifical pitch suitable formulti-sport activity (hockey)
Showering and changingfacilities, wet and dry
Gym / games hall
Playing fields / playgrounds
Changing / showeringfacilities
Games hall(s)
Fitness suite
Dance studio
Swimming pool - 25m
Grass pitches
Classroom / ICT suite
Facilities
Primary schools
Secondary schools
Muiravonside
Ropes course (low and high)
Outdoor learning andactivity centre
Mountain bike trails
Development ofon-site courses
Orienteering / cross-countrycourses
Partnership workingWith new community schools
With Community Services
With Class 98
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