Improving School Sport and Physical Education in your School

Full text

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Improving School

Sport and Physical

Education in your

School

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Published by the Student Learning Division Office of Government School Education

Department of Education and Early Childhood Development Melbourne

Published September 2009 © State of Victoria 2009

The copyright in this document is owned by the State of Victoria. No part may be reproduced by any process except in accordance with the provisions of the

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One of the most significant r

esponsibilities we have

as a government and as educators is to giv e young

Victorians a strong foundation on which to build a full and active life.

Physical activity for childr

en has been linked to positiv e

self-esteem, skill development,

skeletal and cardiovascular

health, and general healthy dev

elopment. It is now widely

established that childhood is the best time to establish positive attitudes and behaviour r

elating to physical activity and a healthy

lifestyle.

Young people spend a significant amount of time at school and ther efore

school environments need to be suppor

tive of students being physically

active. School sport and physical education pr

ograms are an important part

of a comprehensive approach to pr

oviding this support.

The Victorian Government has str

engthened its support for healthy lifestyles

through the ‘Go for your life’ initiativ

e which promotes both healthy eating

and increased levels of physical activity of all

Victorians.

Within the Department, the Blueprint for Education and Early Childhood

Development describes the Go

vernment’s intent in pr

oviding the best possible

opportunities for every child in

Victoria to ‘thrive, learn and gr ow’.

Having healthy and activ

e students in our schools will help us meet this

challenge. This is why all schools continue to be r

equired to meet the mandate

for school sport and physical education pr

ograms offered to their students.

This brochure can be used as a r

eference point for developing your school

sport and physical education pr

ograms and seeking additional suppor t and

resources.

I commend the opportunities that these pr

ograms offer your school

community to meet the needs of y

oung Victorians. I recognise the

contributions that schools and their communities make to these pr ograms

and offer my encouragement to dev

elop more of these oppor tunities

for students.

Hon Bronwyn Pike MP Minister for Education

Message fr

om

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This Blueprint statement describes the Go

vernment’s intent in

providing the best possible oppor

tunities for every child in Victoria

to ‘thrive, learn and grow’. School spor

t is a key aspect of this

intent and as part of a broad curriculum it offers y

oung Victorians

this opportunity by fostering their learning and dev

elopment.

School sport gives all students the oppor

tunity to continue their

physical, social and personal skills education thr

ough sporting

competition at school and with other schools at local, state, national and international lev

els. It is most appropriately pr ovided

in conjunction with a spor

t or physical education education

program.

The Department of Education and Early Childhood Dev

elopment

(DEECD) places a high priority on physical activity as a key component for the dev

elopment of healthy learners. School spor t

is recognised as essential to: • ensure an increase in the par

ticipation rate of young people in

physical activity

• raise young people’s levels of physical competency • redress young people

’s declining health and fitness lev els.

To support these outcomes DE

ECD requires schools to offer their

students a minimum amount of time each w

eek to be involved in

school sport. In primary schools:

• Years 4–6: three hours per w

eek of physical education and spor t

with a minimum provision of 50 per cent for physical education. In secondary schools:

• Years 7–10: 100 minutes per w

eek for physical education and 1 00

eek for sport.

School

Sport

‘Children deser

ve the best possible star

t in life. We

know that giving childr

en the best possible health,

development and learning foundations will benefit

individuals and families as w

ell as our community

and economy ...’

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Why have

school

sport?

School sport offers the school community oppor

tunities to

build a strong identity and cultur

e of excellence. Traditional

values of respect, fairness, r

esponsibility and resilience ar e

developed as part of students’

participation. School spor t is

often a partnership betw

een the school and local community

organisations, which work together to dev

elop students’

abilities and foster student aspir

ations for interesting and

rewarding lives.

Improved academic performance

School sport and physical education impr

ove students’

concentration, memory, behaviour and academic

performance. Schools can lift the performance and outcomes for their students by offering pr

ograms designed to

maximise participation, enjo

yment and personal reward.

High-performing schools utilise school spor

t and physical

education programs to help motiv

ate students and suppor t

learners in their academic work.

This position is supported by growing evidence that sport and physical education hav

e positive influences on

student academic achiev

ement. Physical activity has been

demonstrated to have a positive effect on concentr ation,

memory and classroom behaviour

. Students who have

increased time participating in spor

t and physical education

have increased academic performance as a r esult.1

In addition, studies of the benefits of school spor t and

physical education has sho

wn that as a result of investing

in these activities the schools themselv

es become ‘happier,

healthier and more successful; pupils hav

e greater

confidence and self-esteem.’

2

1 François Trudeau and R

oy J Shephard, 2008, ‘Physical education, school physical activity, school spor

ts and academic performance ’, in

International Journal of Behaviour

al Nutrition and Physical Activity ,

vol. 5 no. 10.

2 Qualifications and Curriculum Dev

elopment Agency (UK), 2007, PE and

School Report (PESS), at http://www

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Different type

s of school spor

t

School sport can involv

e competition within a school or betw een

schools. Students can compete within their o

wn school in a regular

weekly program. This type of intr

a-school program can be a rich learning

experience, including basic

skills, rules, preparation,

umpiring and tactics;

and it is linked to the Victorian Essential L

earning Standards (VELS) as

part of sport education.

Schools can also offer their students all the benefits of intr

a-school sport

with the added challenge of competition against students fr

om other

schools – inter-school competition. P

articipation in inter-school spor t

enables the school community to dev

elop and promote a str

ong identity

and brings the school and local spor

ting communities together

. Students

are encouraged to develop new skills and pursue ex

cellence in their own

performance.

Students who excel in sporting endeav

ours also have opportunities

to participate in state r

epresentative teams at national School S port

Australia events. These oppor

tunities offer students access to specialised

coaching and expertise that suppor

ts development of their performance

capabilities by competing against students fr

om across Australia. They

allow students to continue to learn at national competition lev

el and offer

an educational pathway into elite spor

t participation.

What does a g

ood school spor

t

program look like?

Quality school sport programs deliv

er the mandated hours for school

sport in a weekly sporting competition as outlined in the

Government

Schools Reference Guide.

These programs:

• have been developed in sequence and in incr

ements to enable the

gradual acquisition and application of skills • have high levels of activity

, with all students engaged in the activity

through inclusive strategies and with oppor

tunities to experience

success

• give opportunities to dev

elop social competencies and pr oblem-

solving skills

• foster resilience and appr

eciation of achievements

• are safe and conducted b

y trained staff

• are challenging as an enrichment activity for those who ar e more

highly skilled • are enjoyable

• generate a level of wellbeing, encompassing fitness and enjo yment

of physical activity • build an ongoing inter

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Schools collaborate across local and r

egional areas in a variety of

organisational models to par

ticipate in regular competitions that

culminate in state championships. Schools inv

olved in these partnerships

have greater access to facilities, v

enues, expertise and staff pr

ofessional

development.

Partnerships are a key featur

e of a successful school spor

t program.

Schools with a strong sport pr

ogram collaborate with par

ents and their

local community, council and local businesses. S

trong school sports

programs feature partnerships with local and state spor

ting bodies,

sporting clinics, ‘come and tr

y’ days and specialised coaching.

How can we str

engthen our school spor

ts program?

There are several avenues to help str

engthen your school’s sport progr am

and so improve learning outcomes for students: • Victorian Primary Schools’

Sports Association (VPS

SA) and the Victorian

Secondary Schools’ Sports Association (V

SSSA) have a full calendar

of activities to support school spor

t. They organise sporting programs

catering for over 400,000 students ev

ery year. Since 1904, thousands of

volunteers have worked with

Victorian government schools to pr ovide

opportunities for students to dev

elop, be challenged and matur e into

excellence. A quality school spor

t program should link to one of these

programs and offer students alternativ

e pathways into community or

elite sport.

• DEECD has a range of online r

esources to support school spor t

activities, including information linking to the

Victorian Essential

Learning Standards (VELS).

• Australian Council for Health, Physical Education and R

ecreation

(ACHPER) offers an extensiv

e range of resources and other suppor t to

teachers of health, physical education and spor

t in schools.

• Teachers can attend pr

ofessional development pr

ograms run by state

sporting associations in basic coaching.

These programs will assist

teachers and community v

olunteers to offer safe and enjo

yable sport

activities to your students. • School Sport Victoria (S

SV) provides information and links to

participation opportunities, including with state spor

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What is the Depar

tment of Education

and Early Childhood Development doing

to assist?

The Department is under

taking a range of activities to suppor

t current

and future requirements to help schools offer high-quality school spor t

to their students. This includes: • Convening the Victorian School S

port Council which brings together key

government agencies to inform br

oad policy and operations impacting

on school sport.

• Resourcing Review of the S

tructure of School Sportin Victoria

in 2008/09 to determine the most appr

opriate way to support

school sport into the futur

e. The review recommendations co vering

communication, partnerships, workfor

ce recognition and governance

were all accepted. The Department, in conjunction with the primar y

and secondary school spor

t associations, is now implementing those

recommendations. • Resourcing School S

port Victoria (SSV), which o

versees activities

across the state.

• Supporting the development of online materials to impr ove

communication administr

ation and delivery of school spor t.

• Funding ACHPER to pr

ovide free professional dev

elopment programs

to teachers.

School Sport Victoria:

www.education.vic.gov.au/studentlearning/pr

ograms/schoolsportvic

Telephone 9488 9466

Victorian Primary Schools’

Sports Association (VPSS

A):

www.vpssa.org.au

Victorian Secondary Schoo

ls’ Sports Association (V

SSSA):

www.vsssa.org.au

DEECD resources:

www.education.vic.gov.au/studentlearning/pr

ograms/schoolsportvic

www.education.vic.gov.au/studentlearning/teachingr

esources/

health/default.htm

Australian Council for He

alth, Physical Education and R

ecreation

(ACHPER):

www.achper.vic.edu.au/

For more

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Physical

Education

Physical Education is a sequential, dev

elopmentally appropriate

educational experience that engages students in learning and understanding movement activities that ar

e personally and socially

meaningful, with the goal of pr

omoting healthy living.

When provided with

an appropriate Physical Education curriculum, instruction and learning experiences, students dev

elop a broad spectrum of mo

vement skills,

personal and social skills, kno

wledge, motivation and confidence to

engage in healthy activity thr

oughout their lives.

Physical education empo

wers students to develop positiv

e attitudes

towards physical and lifelong habits of par

ticipation. It engages them in

the ongoing development of the kno

wledge, understanding, skills and

values to participate in healthy physical activity .

Physical education should:

• inform and guide students to engage in educational experiences t hat

help them learn ‘through, about, and during’

movement activities

• equip students for lifelong par

ticipation in physical activity

, through the

development of movement skills and mo

vement competence,

health-related fitness and spor t

• teach students that mo

vement skills, sport and physical activity can

play an important part in ev

eryone’s life

• make students awar

e that everyone has the ability to par

ticipate in a

healthy and active lifestyle.

Why have

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What does a g

ood physical education

program look like?

A quality physical education pr

ogram provides students with:

• ample opportunity to dev

elop movement competence, kno

wledge and

confidence to engage in a br

oad range of movement experiences at

school and in the community

• physical education classes that include moder

ate to vigorous

movement activities most of the time • opportunities for cognitiv

e, social and emotional dev

elopment through

and during movement activities • movement experiences that r

eflect and support the broader education

goals of the school • opportunities to explor

e responsible and social behaviour in all

movement activity settings

• curriculum that leads to learning experiences that ar

e safe, enjoyable,

and which encourage regular par

ticipation in movement activity

• committed and well-trained teachers, who under

take professional

learning experiences to dev

elop and refine their teaching skills

• inclusive participation thr

ough the implementation of a v ariety of

teaching approaches that cater for individual student learning styles • opportunities to meet DE

ECD’s mandated times for physical education

and school sport.

What are sust

ainable physical education pr

ograms?

To be sustainable physical education pr

ograms must:

• use the The Victorian Essential L

earning Standards (VELS) Mo vement

and Physical Activity dimension standar

ds as the basis for curriculum

development and integr

ate planning and assessment with links to

other domains and dimensions of the VELS

• include ongoing, authentic assessment as an integr

ated part of the

learning process

• use the Health and Physical Education Assessment maps to suppor t

the ongoing, formal assessment of student dev

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What curriculum st

andards appl

y?

VELS Physical, P

ersonal and Social L

earning Strand

The VELS is the Prep to Year 1

0 curriculum and standar

ds policy

for all Victorian schools. Physical education comes under the VELS

Physical, Personal and Social L

earning Strand. It ensur es that

students develop as people who take incr

easing responsibility for:

• their own physical w ellbeing

• their own learning

• their own relationships with others

• their role in the local, national and global community .

Health and Physical Education Domain

The Health and Physical Education Domain aims to pr ovide

students with the knowledge, skills and behaviours to enable them to achieve a degree of autonomy in dev

eloping and maintaining

their physical, mental, social and emotional health.

The domain

focuses on the importance of a healthy lifestyle and physical activity in the lives of individuals and gr

oups in our society.

Dimensions

• Movement and physical activity (fr

om level 1): This dimension

‘focuses on the important role that physical activity , sport

and recreation needs to play in the liv

es of all Australians

by providing opportunities for challenge, personal gr owth,

enjoyment and fitness’. • Health knowledge and pr

omotion (from level 3):

This dimension

focuses on ‘The Health kno

wledge and promotion dimension

examines physical, social, emotional and mental health and personal development acr

oss various stages of the lifespan ’.

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How can we str

engthen our physical

education pr

ogram?

There are many avenues to str

engthen your school

physical education program:

• The Australian Council for Health, Physical Education and Recreation Inc. (A

CHPER) is the

peak professional association r

epresenting

professionals working in the fields of health, physical education, human mo

vement studies,

sport, recreation, dance and community fitness. It is a member-based, not-for

-profit organisation with

a highly credible national pr ofile.

• ACHPHER is supported by the DE

ECD to provide

professional learning oppor

tunities and resources

for Years P–10 teachers, as w

ell as support

to teachers of health, physical education and sport in schools. All three courses ar

e free to all

government school teachers. Schools may r equest

professional learning pr

ograms in their region.

Courses offered:

– Revitalising Your Physical Education P

rogram Using the Principles of L

earning and Teaching Prep–Year 10 (PHASE)

– Program Planning, Assessment and R

eporting Prep–10 (PHASE)

– Primary Course for Beginning

Teachers (PHASE)

• The DEECD website, including the Health and Physical Education Domain, pr

ovides a wide range

of free resources, including sample pr ograms,

templates, and VELS audit and assessment tools relevant to teaching P–1

0 physical education.

Resources include:

– Fundamental Motor Skills: A Manual and

Activities Resource for Teachers – PHASE Policy Program and Planning L

evel 1–4 – Teaching Health and Physical Education

Levels 1–4

– Auditing your Health and Physical Education Years 7–10

• The Student Learning area of DE

ECD website

supports schools with information on assessment, curriculum planning, Principles of L

earning and

Teaching (POLT) and VELS.

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The Health and Physical Education Domain:

www.education.vic.gov.au/studentlearning/ teachingresources/health/default.htm

www.education.vic.gov.au/studentlearning/ teachingresources/health/assessment.htm

VELS and Assessment Maps:

www.vels.vcaa.vic.edu.au

Student learning and information on assessment, curriculum planning, Principles of L

earning and

Teaching (POLT), and VELS:

www.education.vic.gov.au/studentlearning/

ACHPER Victoria’s professional learning r

esources:

www.achper.vic.edu.au

ACHPER’s State Sporting Associations:

Sports Directory (2nd edition):

www.achper.vic.edu.au/links-and-contacts/ sports-directory.html

For more

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Mandated

The mandated time allocations for physical

and sport education for all students in

Years

P–10 in gov

ernment schools ar

e as follows:

Primary schools:

• Years P–3: 20 to 30 minutes of physical

education a day

.

• Years 4–6: thr

ee hours per w

eek of physical

education and spor

t with a minimum

provision of 50 per cent for physical

education.

Secondary schools:

• Years 7–10: 1

00 minutes per w

eek for

physical education and 1

00 minutes per

week for spor

t.

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