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Bupa Start to Move
Research findings in Key Stage 1
PE and the implications for effective
physical literacy development
Research Team
Prof. Dave Morley
Principal Investigator
Liverpool John Moores
University
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Paul Ogilvie
Research Fellow
Leeds Beckett
University
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Session Outcomes
• Understand why Bupa Start to Move was needed
• Understand how a movement based approach
should improve your pupils’:
• Fundamental Movement Skills
• Physical Activity levels
• Enjoyment of PE
• Understand how a movement based approach
should improve your (your teachers’) confidence
Activity 1
Questions for you
Question 1
What are the challenges for the
development of children’s
movement generally?
Question 2
What are the challenges for the
development of children’s
movement in your school/
community?
Question 3
Why do you think children’s
movement development is so
important?
Why we needed
Bupa Start to Move
Reduced ‘play
radius’
Decline in PA
Low levels of primary PE training
‘Age & Stage’ Approach to Movement Development
Reflexive
Rudimentary
Fundamental
Complex
Functional
Early
Intermediate
Mature
Locomotion
Object control
Stability
(Gallahue, Ozmun & Goodway, 2012)
Bupa Start to Move aimed to:
Equip teachers with the
techniques and confidence to
teach core movement skills
Help children to become physically
literate
“Physical Literacy is the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life”
International Physical Literacy Association, 2016
How the evaluation worked
What we evaluated and
who we worked with
Activity 2
What we found:
Fundamental Movement Skills
Impact: Children’s FMS improved
when taught by a BSTM-trained
teacher
Pupils with low FMS baseline
scores improved more than the high
performers
Children from schools in low SES
areas had lower FMS levels
Before any intervention, children from low SES schools had FMS 16% lower than more affluent
Activity 3
What we found:
Physical Activity levels
Q1. What type of PA features most
in your PE lessons?
• Sedentary? • Light PA? • MVPA?
Children engaged in 11% more TPA
when their teachers used a BSTM
approach
Activity 4
What we found:
Children’s enjoyment levels
Children spoke more positively
about FMBA in PE after their
teachers were BSTM-trained
Teachers reported that more
competent movers were happier
movers
After BSTM training, teachers’
confidence grew by an average of
30%
Some real-life examples:
Case study A
Case Study A: Children’s FMS increases
•Large Primary
•Inner city
•Priorities in Maths/Literacy
P
•Trained teacher introduced BSTM approach
•Slight increase in children’s FMS
P1 •INSET training for all
•Whole-school ‘get active’ project
•Slight decrease in children’s FMS
P2
•Teachers more comfortable with BSTM approach
•Children’s FMS increases by 10.1% compared to start
P3
Case study B
Case Study B: Teacher’s confidence and competence improved
Year 1 teacher
Not PE specialist
Little previous training
Rural primary school
Session Summary
Choose Start to Move to improve your children’s:
• Fundamental Movement Skills
• Physical Activity levels
• Enjoyment of PE
Choose Start to Move to improve your (your
teachers’) confidence and competence
Start to Move training
Start to Move provides long-term support which starts with local training. It helps teachers identify their own professional development needs, provides sustained support from local peer mentors and gives participants access to online resources.
https://www.youthsporttrust.org/content/start-move
Over to you Do you have further questions about what
impact Start to Move could have on the
teachers and pupils in your school
