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Frimley School

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We believe students are more aware of the purpose of PE. They are more motivated to initiate and play games in their own time. Their skill levels are improving and they are able to transfer skills learnt in PE to game situations. Lastly, students look forward to PE.

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Aim/Focus: Curriculum

  • To develop purposeful physical education (PE) programmes.

To achieve our aim, Frimley School incorporated the formative practice model on which we had received extensive professional development. We also looked to use the meaningful learning environments in which we teach PE. Lastly, we aimed to create a PE culture. This culture is one where teachers embrace PE, are motivated to teach PE, and where teachers involve students in the development of individual PE programmes.

Background

Frimley School is a large, urban, contributing school drawing from many different cultural and economic backgrounds. We have 19 classrooms and a roll of 545 students. Frimley School students are involved in a wide variety of co-curricular activities, ranging from kapa haka to canoe polo, from dance groups to rugby. However, there was little curriculum support for these activities. To help develop students’ base level of skills, a focus was needed on developing a meaningful PE programme. This also brought about a need to motivate and upskill teachers in the area of PE. The process of change began in term 2, 2006. However, the Lead Teacher was on leave for terms 3 and 4 of that year, which affected the process and progress in working towards our goal of developing this PE programme.

Process undertaken

1. Lack of direction and motivation in PE.

2. The Principal identified a need for employing someone with a PE background in order to develop this culture.

3. Frimley School applied to be a part of the Active Schools pilot programme as a way to help provide direction and support for the teachers in PE and physical activity (PA), as well as develop its PE programme.

4. A survey was then carried out on staff, students, and parents to gauge attitudes and needs so an action plan could be developed and implemented.

5. The Active Schools toolkit was shared with staff to introduce the rationale behind it, the resources, what was involved, and Frimley School’s role as a SCPAP (School Community Physical Activity Project) school.

6. All resources to assist with teaching and learning PE were collected, collated, and stored together in the resource room. These were all shared with staff and some activities shown as well. An inventory of all PE equipment was also taken and shared with staff.

7. Extensive professional development was initiated to support, motivate, encourage, and upskill teachers in the areas of PA and PE – with a focus on PE teaching. Members of the Frimley School staff, Sport Hawke’s Bay, and Massey University PE Advisers all had input in the professional development.

8. Resources were purchased and shared with staff to assist in the development of the teaching of PE.

9. Staff members led by example to encourage other teachers to be outside, teaching PE.

10. An intranet website was set up to house all digital resources.

11. Each PE programme now culminates in some form of sporting tournament.

Responsibilities

A physical education / physical activities (PEPA) team was formed, with one member to lead the senior school, and one the junior. Their responsibilities include: liaising with Sport Hawke’s Bay, staff, the community, and other outside agencies; sourcing resources; facilitating staff meetings; sharing information; planning professional development; advertising workshops; and updating the PEPA website.

Resources

The resources we have used to create our PE programmes are: junior/senior school PE overviews, planning templates, PE teacher resources (including the creation of a school website), sports equipment, PE goals developed in line with the needs of the community and the ActiveMark, outside agencies, and teachers from within Frimley School.

Outcomes

  • The outcomes of developing our PE programme are:
  • a sustainable PE and PA culture within the school
  • students have the opportunity to develop and refine their physical skills
  • students take responsibility for their learning and development in the areas of PE and PA
  • leadership opportunities for senior students.

Reflection

We feel staff have accepted that there was a need for change. After completing various professional development sessions, we believe staff are more confident and feel supported when teaching PE.

We believe students are more aware of the purpose of PE. They are more motivated to initiate and play games in their own time. Their skill levels are improving and they are able to transfer skills learnt in PE to game situations. Lastly, students look forward to PE.

SWOT Analysis

Strengths Weaknesses Opportunities Threats

- More skilful students

- PE is meaningful

- More active culture in the school

- Less need for playground discipline

- More staff involved in activities

- More students trying co-curricular activities

- Resources

- Teacher confidence, motivation

- Junior school involvement

- Some teacher resistance

- Teacher understanding the mechanics of PE teaching

- Have PE timetabled into weekly plans

- Develop a PE culture at Frimley School

- Increase key competency learning/ understanding

- More well-rounded students (catering for all needs)

- Teacher attitudes towards PE

- Change in staff

- Timetabling, and sticking to it

Lessons learned

The lessons we have learnt in our development of the PE programme are:

  • To make this successful and sustainable, it needs to be an ongoing process.
  • It takes time to develop and implement ideas.
  • Some teachers, no matter the support and encouragement, will still fear or even resist teaching PE.

Success factors

  • The combination of PE professional development and formative practice has assisted in the development of students' and teachers’ ability to participate in the teaching and learning of PE.
  • Teachers are out supporting their students in lunchtime sports/games and take satisfaction in the results.
  • Students are transferring skills learnt in PE to initiate playground games and activities.
  • Students and teachers are enjoying PE.

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