The 2014/2015 More Able and Talented Programme identified talented primary school pupils in Rhondda Cynon Taf through physical tests. 842 pupils from 29 schools participated in tests of balance, strength, speed and agility. Their scores identified the top 10% of performers for additional coaching and the bottom 10% for skills workshops. Test data showed females averaged higher scores than males. The highest scoring school averaged 77 points per pupil. The $2,000 programme budget was managed within budget by University of South Wales student volunteers led by Aaron Northmore and Matt Alexander.

1. MORE-ABLE AND TALENTED
PROGRAMME
Project Report
Aaron Northmore- ProjectLeader
anorthmore.sportsdevelopment@gmail.com
Abstract
This evaluation reportwill present appropriateinformation regardingthe 2014/ 2015 More
Able and Talented Programme, a programme commissioned by Sport RCT, and completed by
University of South Wales students.

2. 1
Contents
Executive Summary................................................................................................................3
Key Definitions.........................................................................................................................3
Background and Context of the Programme. .....................................................................3
Research around the More-Able and Talented sector. .....................................................5
Aims and Objective .................................................................................................................6
Human Resources ..................................................................................................................6
Financial Resources ...............................................................................................................8
The Five Tests .........................................................................................................................9
Schools Involved .................................................................................................................. 10
Methodology.......................................................................................................................... 11
Results ................................................................................................................................... 11
Feedback............................................................................................................................... 15
Recommendations ............................................................................................................... 16
Evaluation.............................................................................................................................. 17
Summary................................................................................................................................ 18
Appendix 1: Presenting the Human Resources Involved During the MAT Project.... 19
Appendix 2: A Template of the Recording Document .................................................... 20
Appendix 3: Top 10% of Participants................................................................................ 21
Appendix 4: Bottom 10% of Participants .......................................................................... 24
Appendix 5: Presents some Feedback from those involved. ........................................ 27
References ............................................................................................................................ 29

3. 2

4. 3
Executive Summary
In 2014 a partnership was formed between Sport RCT and the University of South
Wales (USW) whereby an agreement was made that students of USW would deliver
a ‘More Able and Talented’ (MAT) Project to pupils within 30 Primary Schools across
Rhondda Cynon Taf. 842 participants engaged with the MAT testing alongside 24
volunteers delivering the sessions. Two project leaders where identified (Aaron
Northmore and Matt Alexander) who oversaw the project. Sport RCT commissioned
USW £2000.00 to deliver this project and record the appropriate data. The data
collected would further be used to identify the top and bottom 10% of participants
whereby these pupils would receive additional coaching to further improve their
performance or develop basic fundamental movement skills.
Key Definitions
Sport RCT: - “a Local Authority department that offers sport and physical activity
opportunities via a variety of groups and organisation” (Sport RCT, 2014, p. 1).
University of South Wales Sport (USW):- “is a department of the University of
South Wales that deliver a number of undergraduate degrees based around the
delivery of sport and physical activity. As part of this delivery the University helps in
the development of a future workforce by finding placements in the community for
their students” (Sport RCT, 2014, p. 1)
Sport Wales: - “Sport Wales is the national organisation responsible for developing
and promoting sport and active lifestyles.” (Welsh Government, 2013)
Background and Context of the Programme.
“Community clubs across the authority have persistently made us [read Sport RCT]
aware that they lose young members to football & rugby clubs on a regular basis.”
(Bennett, 2014, p. 1). In response, the Sports Development team within Sport RCT

5. 4
have identified the need for change to ensure that maximal participation occurs
within this target segment, through the promotion of non-traditional sports. Therefore,
“RCT in conjunction with PES and Sport Wales has recently rolled out a pilot through
Play to Learn & Dragon Multi Skills to address the physical agenda in young people.”
(Bennett, 2014, p. 1). In 2013, the More Able and Talented (MAT) project was
introduced with the primary objective of identifying the most capable primary aged
children and ensuring they had opportunities to excel within their sporting areas. The
pilot for the More Able and Talented project was completed by members of the Sport
RCT team within ten schools across Rhondda Cynon Taf in 2013-2014. The More
Able and Talented project was implemented as “More Able and Talented is a key
priority in every school in Wales” (Bennett, 2014, p. 1). Although More Able and
Talented schemes are a priority in schools across Wales “currently there is no
mechanism to identify young people with talent at an early age” (Bennett, 2014, p.
1). The MAT project, introduced across the RCT district, have aimed to identify key
fundamental movement skills which can be expressed through a range of sports, and
following this, create opportunities for young individuals to join new local sports
clubs.
In October 2014 Sport RCT and the University of South Wales (USW) Sport formed
a partnership whereby USW would “provide a team of staff, postgraduate students,
and undergraduate students to plan, deliver and evaluate a Multi Able and Talented
identification programme across primary schools within RCT” (Sport RCT, 2014, p.
1). The 2014/2015 MAT project saw a significant increase in the number of schools
and participants being tested compared to the previous year. Within the pilot only ten
schools from the Rhondda Cynon Taf district were tested; in the 2014/2015 project
thirty schools, (ten from each region) were tested focusing on key stage two pupils.

6. 5
There were five tests to be completed by each pupil to measure their levels of
balance, upper and lower body strength as well as speed and agility. Once all pupils
had been tested a point scoring mechanism converted each child’s individual test
scores into an overall score which enabled the project to identify the top 10% and
bottom 10%. The top 10% of participants were placed into a ten week development
scheme of training and coaching to further develop their skills.
The MAT project would be commissioned by Sport RCT providing USW with a sum
total of £2000 to complete the project. “Dr Hannah Mawson and Rob Griffiths”
oversaw the project and provided support to the students leading the project.
Research around the More-Able and Talented sector.
As mentioned, the primary objective of the project was to identify the most able and
talented participants within the Primary Schools of Rhondda Cynon Taf. This project
supports talent identification, which has become increasingly more important in sport
(Abbott, et al., 2005). Research has also identified that sports development officers
are encouraged to identify talent at a young age (Pearson, et al., 2006). Abbott et al.
(2005) also states that it is crucial for National Governing Bodies (NGB) to have an
advantage over other talent identifications. The MAT project supports the provision
which must be provided for all gifted and talented pupils, the provision states that
additional opportunities should be provided to allow pupils to express their talents
(The Welsh Assembly Government, 2008). Although there is no universally agreed
definition of ‘more able’ this term refers to individuals who excel more than others
within a specific area (The Welsh Assembly Government, 2008).

7. 6
Aims and Objective
Following, are the initial outlines set out by both parties for the project:
 Recruiting and training a team of USW second year students who would
deliver the testing within all schools.
 Delivering the testing to key stage three pupils within thirty primary schools
across the Rhondda Cynon Taf.
 Identify the top 10% of pupils who will be put into a further development
scheme.
 Identify the bottom 10% of pupils tested who will be placed into a physical
literacy workshop to improve their skills.
 To meet all deadlines set by Sport RCT
 To financial manage a budget and provide evidence of the expenditure.
 To evaluate the project and provide the appropriate resources to Gavin
Bennett (Sport RCT).
The overarching aim of the project was to identify the ‘More Able and Talented’
participants (the top 10% of pupils). These pupils would then undertake a physical
literacy development session which is delivered by highly skilled individuals. The
participants are then encouraged to follow personal pathways based on their
strengths.
Human Resources
As mentioned above the project was delivered by two sporting bodies where both
experienced professionals and undergraduate students worked alongside one
another. Both Sport RCT industry professionals and the University senior lecturers
assisted the student project leaders in completing the project. Furthermore, the

8. 7
training in which all students undertook before completing the testing was led by a
lecturer within the University to ensure the content was delivered professionally.
Two undergraduate students took the lead positions on the project, with support from
numerous other year two sports students from the USW. The roles of each individual
can be seen in Appendix (1) as well as the names of the volunteers involved in the
delivery process in Table (1).
VolunteerName Hours completedby the volunteers
AaronNorthmore 38
Matt Alexander 36
AaronMerrell 20
ThomasSturman 35
Harry Payne 30
NathanClarke 33
George Stow 24
ConanFlanagan 18
Stuart Grimmond 20
KayleighBarry 5
Jamie-LeighSergent 9
Ceri Hudson 14
Louise Pugh 6
Michelle Woodward 4
FfionDenley 6
UlrichFischer 6
AdamDoidge 4
Luke Buttle 8
Kiki Hancock 18
Joe Davies 16
Markus Ohlwein 8
SeanCrisp 2
CharlesGrandfield 14
Jack Dunbar 12
To recruit volunteers, the project leaders advertised the opportunity to get involved in
the project throughout second year. This ensured that all the volunteers had the
appropriate skills and knowledge. The recruitment process followed a sign up
method where participants were asked to contact the project leaders regarding their
interest before a set date.

9. 8
Financial Resources
Within Sport RCT’s “Multi able and Talented Proposal” (Sport RCT, 2014) a financial
resource template was designed; the template can be seen in Table 2.
Item Cost
USW staff time forplanningandadministration
of programme.
£1000.00
StudentBursary £500.00
Trainingof staff X3 sessions £240.00
Equipment £200.00
Miscellaneous £60.00
Total £2000.00
Table 3 (bellow) highlights the financial breakdown of the More Able and Talented
project. Each project lead received a £250.00 bursary for their efforts. I believe that
this should increase next year as the workload required to be completed by the
leaders was more intense and over 40 hours of delivery have been completed by
each leaders as well as the planning, organising, and communication elements.
Furthermore, the volunteers all received a ¾ zip sweatshirt as an incentive to commit
to the project. This was not successful and therefore in future projects the volunteers
should have to complete a certain amount of hours to make them eligible to receive
this reward. Equipment was also purchased through the funding provided, examples
of the equipment purchased are as follows:
 Measuring Tapes (X2)
 Clipboards
 Pens
 Printing Ink
 Electrical Tape

10. 9
Finally the commissioned £2000.00 from Sport RCT was more than sufficient as only
£1139. 98 was spent on the project leaving Active Valleys in profit by £806.02.
Item/ Service Cost
StudentBursary £500.00
Trainingof volunteersX2sessions £150.00
Equipment £65.23
VolunteersKitX £424.75
Total Expenditure £1139.98
RemainingBalance £806.02 (+)
The Five Tests
Within the More Able and Talented project five tests were delivered to identify an
individual’s ability. The five tests focus on core elements such as: balance, lower and
upper body strength, speed and agility. The five tests delivered were:
1. Stand Stalk Balance Test
2. Standing Long Jump
3. Seated Medicine Ball Throw
4. Agility Shuttle Run
5. T-Test
As mentioned above these tests were identified as the most appropriate for the
proposed environment by Stuart Jarvis, a USW academic. Each of the tests have
been validated throughout previous academic research, from (Castro-Pinero, et al.,
2010); (Milliken, et al., 2008); (España-Romero, et al., 2010); (Geuze, 2003); (Davis,
et al., 2008); (The ALPHA Project, 2009).
All participants would complete the test twice with both results being recorded
however only their best score from each test would be used in the point scoring
process.

11. 10
Initially the tests were evaluated from the pilot where the T-Test replaced the 10
meter sprint as some of the school facilities were not large enough to conduct this
test. The most important aspect of the tests were that they were centralised and
therefore consistently delivered within all schools.
It was the responsibility of the volunteers to deliver the tests to the participants,
therefore appropriate training was required. Stuart Jarvis undertook the training
initially with the project leaders running a refresher session before the testing begun.
All participants were informed of the technique, scoring system and possible
unfairness of the tests. All participants received documents related to the tests and
these informational documents were also present at all of the sessions. Project
Leaders were also present at nearly all session to provide assistance to the
volunteers during the practice.
Schools Involved
Within the region of Rhondda Cynon Taf thirty junior/ primary schools were tested,
ten from the Rhondda Valleys, ten from the Cynon Valleys, and ten from the Taff-Ely
Valley. The schools were selected on a ‘first come first serve basis’ which was
organised by the Sport RCT team. The schools which have been tested during the
2014/2015 More Able and Talented programme can be seen in Table 4.
School Name:Rhondda Valley School Name:Cynon Valley School Name:Taff- Ely Valley
Ynyshir Caradog Dolau
Maerdy Abernant YGGG Llantrisant
Llwynipia Miskin Cefn
Darran Park Gylnhafod Hawthorne
Ysgol Yr Eos Abercynon Pontyclun
TreorchyPrimary Oaklands Maes Y Bryn
Cwmclydach St. Margret’s Clifynydd
Alaw Cwmbach CoedY Ian
Cwmlai Cwmdare Gwauncelyn
Gelli Primary YGG Abercynon

12. 11
Unfortunately, after numerous phone call attempt as well as emails Maes Y Coed
could not complete the testing within the designated time zone, therefore only 29
schools were completed rather than the initial target of 30.
Methodology
All results were recorded on a template (Appendix 2), created by the project leader
(Aaron Northmore). These templates were completed by the volunteers, recording
the participant’s two attempts and their best score. To identify the top and bottom
10% of participants a point scoring system was created. Each of the five tests
offered twenty points to be scored enabling participants to achieve a maximum of
one hundred points throughout the testing. Due to the purpose of the project being to
collect results based upon individual’s performance, quantitative data was used.
Quantitative data is measurable data which is used to easily analyse and compare
tests (Grix, 2004).
When transferring the candidates initial measurements into a point scoring system,
an ‘IF’ function was used. This function can be seen bellow:
Results
The project leader analysed the data to produce resources highlighting the following:
1. The overall top 10% of male and female participants.
2. The overall bottom 10% of male and female participants.
3. The average amount of points scored by participants within each school.
4. The top 5 male and female athletes within each test.
5. The average score for both female and male participants.
6. The average scores for each Valley.

13. 12
The testing was completed by 842 key stage two participants. As presented in
Graph 1 the gender split was virtually even, with 52% of the participants being
female and 48% being male. Furthermore, when analysing the differences between
male and female averages, it was apparent that females scored a higher average
than males, this can be seen in Graph 2. The average number of points scored from
each schools are represented in Graph 3, which range from 55 to 77 points.
Furthermore a leader board has been produced to indicate the average points per
person from each school, this is presented in Table 5.
436, 52%406, 48%
GRAPH 1: NUMBER OF PARTICIPANTS
Male
Female
68
70
67
68
69
70
71
Male Female
NumberofPointsScored
Gender
Graph 2:Average Score of Males and
Female Participants
73
68
76
72 74
66 65
62
74 74
71
65
77
74 74 74
65
69 68
71
63
58
69
55
71
74
68
72
61
0
10
20
30
40
50
60
70
80
90
NumberofPoints
School Name
Graph 3: Average Numberof PointsScoredBy Participants
WithinEach School

14. 13
Rank School Name Average Score of Participants
1 Dolau 77
2 Alaw 76
3 Cefn 74
4 Cwmclydach 74
5 Cwmdare 74
6 Gelli 74
7 Glynhafod 74
8 Gwauncelyn 74
9 YGG Abercynon 74
10 Abercynon 73
11 Caradog 72
12 Ynyshir 72
13 Cwmlai 71
14 Maes Y Bryn 71
15 Treorchy 71
16 Llwynipia 69
17 Pontyclun 69
18 Abernant 68
19 Maerdry 68
20 YGGG Llantrisant 68
21 Clifynydd 66
22 CoedY Lan 65
23 Darran Park 65
24 Hathorne 65
25 Miskin 63
26 Cwmbach 62
27 Ysgol Yr Eos 61
28 Oaklands 58
29 St. Margrets 55
Although all schools were asked to provide thirty participants there was a
considerable range in numbers actually involved at each testing, ranging from six to
forty five participants. The project leaders allowed all participants to engage. The
participation numbers from each school are expressed within Table 6.

15. 14
School Name Numberof Participants
Abercynon 22
Abernant 26
Alaw 30
Caradog 27
Cefn 24
Clifynydd 25
CoedY Lan 25
Cwmbach 30
Cwmclydach 29
Cwmdare 27
Cwmlai 33
Darran Park 36
Dolau 30
Gelli 19
Glynhafod 30
Gwauncelyn 29
Hathorne 31
Llwynipia 29
Maerdry 31
Maes Y Bryn 45
Miskin 28
Oaklands 31
Pontyclun 30
St. Margrets 6
Treorchy 30
YGG Abercynon 28
YGGG Llantrisant 34
Ynyshir 32
Ysgol Yr Eos 45
In addition, data analysis allowed for average figures for each valley of Rhondda
Cynon Taf to be identified. A visual representation can be seen in Graph 4.

16. 15
Finally, the most important data related to the More Able and Talented project, were
the top and bottom 10% of participants with regards to their overall performance. As
there were 842 participants within the testing, there were 84 participants in each
10% bracket, however, due to the scoring system it was not possible to maintain this
figure exactly, therefore 80 participants are present within both the top and bottom
10% brackets. With regards to the point scoring system participants with a score of
82 or above were considered the top 10% and those with a score of 55 or bellow
were identified as the bottom 10%. Within the top 10%, 50 of the participants were
male and 30 of participants were female. The top 10% have been presented in
Appendix 3 as well as the bottom 10% being available in Appendix 4.
It is also important to note that Aaron Northmore has provided Sport RCT with an
electronic copy of the master document which allows for numerous data to be
analysed for future purposes.
Feedback
With regards to feedback from all the personnel involved a very positive response
has been apparent. Positive remarks have been made regarding the organisation of
the project as well as the enjoyable environment produced by the students. Quotes
70
67
70
65
66
67
68
69
70
71
Rhondda Cynon Taff- Ely
PointsScored
Valley Name
Average Numberof PointsScoredBySchools
In Each Valley

17. 16
taken from numerous individuals who have engaged with the project can be seen in
Appendix 5.
Recommendations
As within all projects there were both positive and negative elements which arose
throughout the duration of the project. Future recommendations can be seen bellow.
These recommendation have been identified through feedback from project leaders,
Sport RCT and volunteers.
1. Having project leaders based within the USW ensured effective
communication between project leaders, students and senior members which
proved essential to the success of the project.
2. A system should be put in place in future to ensure a greater level of
commitment to the project by volunteers as lack of engagement created an
inconsistent number of volunteers.
3. Contact with the schools should be made earlier than December, therefore
Sport RCT will be required to recruit the schools in September/ October
allowing project leaders October/ November to contact and book in schools.
4. The amount of funding commissioned by Sport RCT was appropriate and
therefore no modifications required.
5. Active Valleys should have a greater involvement within both the delivery and
data collection as they have received over £800 for the project and have had
no involvement.
6. The training procedure requires addressing to ensure that an optimal level of
testing is delivered. Stuart Jarvis should be used again to lead the training
sessions.

18. 17
7. The support levels from both Sport RCT and USW staff does not need
addressing as both parties providing assistance when required.
8. The T- Test should also be addressed as within nearly all schools at least one
participant fell completing the activity. The appropriateness of the activity
should be re-evaluated and other tests should be considered.
9. The opportunity to expand the project should also be considered, however
this should be agreed by both organisations.
10.There should also be greater efforts to ensure that no ‘cheating’ occurs.
Possible methods to more easily indicate cheating should be implemented.
Evaluation
When evaluating the project it was important to compare the project success against
the overall aims and objectives set prior to the delivery. All but one of the aims and
objectives were met by the student project leads from USW. Only twenty nine
schools completed the testing due to difficulty communicating with one of the
schools, this meant that the project did not meet the target of thirty schools.
To further consolidate the success of the project this will be made apparent after the
further development coaching pathway. The number of participants placed within
community clubs should be used as an indicator of success. The number of
participants who as a result of the MAT project join sports clubs will be the primary
indicator of success. However, this will not be apparent until the ten week schemes
are completed.

19. 18
Summary
Overall, undertaking the position of project leader the author developed a greater
understanding of managerial roles as well as increasing his effectiveness of
organising a team. The project has been a great success within the school
environment and it should be thoroughly recommend that the project should continue
to be delivered in future years. The possibility of further expanding the project should
also be considered by Gavin Bennett and his Sport RCT team.

20. 19
Appendix 1: Presenting the Human Resources Involved During the
MAT Project
Appendix1: PresentingThe Human ResourcesInvolvedDuring The More Able and Talented
Project
GavinBennett (JuniorSportManager,SportRCT) was the overall projectmanager,he wasalso
the pointof contact forboth the schoolsandthe projectleaders.
Lauren Edwards andJodie Price (JuniorSportsOrganisers,SportRCT) were alsovital contacts
for the projectleadersasthe schoolsbeingtestedwere withintheircatchmentareastherefore
theirrelationshipswiththe schoolsassistedorganisationwithrelationtocontactingthe schools
and followingupenquiries.AsJodie andLaurenhadbeenpartof the pilotfeedbackfromthem
was crucial to ensure maximal achievementwasobtained.
Hannah Mawson andRob Griffiths(Lecturers,USW) were responsible foroverseeingthe
processestaken bythe studentprojectleaders.Hannahinparticularprovidedgreatsupport
assistingthe leaderswithissuessuchasschool contacts,advice andplanningandorganisingthe
projectas a whole.RobGriffithshadagreat inputthroughoutthe proposal stages.
Aaron Northmore (SecondYearSportsDevelopmentStudent,USW) and Matt Alexander(Third
Year SportStudiesStudent,USW) were projectleaders.Theirrole wastorecruitvolunteers,
contact schools,provide appropriatetrainingforthe volunteers,manage abudget,anddeliver
the MAT projectwithinthe schoolsof RhonddaCynonTaf.AaronandMatt where the pointof
contact for the volunteersandensuredasuitable amountof humanresourceswere ateach
sessiontoensure maximal professionalizationandefficiency.
Stuart Jarvis (Lecturer,USW) was involvedinthe trainingprocessbyensuringall volunteers
were suitablytrainedbefore anydeliveryinschoolscouldoccur.Stuartwas alsoinvolvedinthe
modificationof the testswhenevaluatingthe pilot,these modificationsallowedcentralised
teststo be deliveredeffectivelywithinall schoolsregardlessof the facilitiesprovided.Stuart
was commissionedbythe projecttoundertake the trainingsessions.
Volunteerswere alsorequiredthroughoutthe deliveryof the MATproject.The volunteerswere
requiredtodeliverthe testswithin the schoolsaswellascollectthe scoresforAaron
Northmore tocollect.All volunteersundertookabasiclevel of training;those volunteerswho
joinedlaterobservedsessionsbefore beingactive inthe process.

21. 20
Appendix 2: A Template of the Recording Document
School Name:Test Name
Initials Date of Birth Gender(M/F) Attempt 1 Attempt 2 Best Score

22. 21
Appendix 3: Top 10% of Participants
Participant
ID Participants Name D.O.B Gender School Name
TOTAL
POINTS Rank
591 Sebastian Adams 12.01.2004 M Gelli Primary 92 1
179 Poppy Lee 14.07.2004 F Maes Y Bryn Primary 91 2
158 Ffion Williams 29.11.2003 F Maes Y Bryn Primary 89 3
385 Ethan Morris 01.11.2003 M Miskin Primary 89 4
163 Jack Honey 30.09.2003 M Maes Y Bryn Primary 89 5
587 Lucy Nichols 29.11.2003 F Gelli Primary 88 6
350 Grace Jones 19.10.2004 F Oaklands Primary 88 7
585 Logan Jones 30.09.2003 M Gelli Primary 88 8
529 Lloyd Talbot 24.04.2004 M Gwauncelyn 88 9
521 Finlay Baker 20.04.2004 M Gwauncelyn 88 10
317 Jack Preddy 01.09.2003 M Pontyclun Primary 88 11
651 BS 30.10.2003 M Cefn Primary 87 12
592 Jacob Jones 23.04.2004 M Gelli Primary 87 13
510 Cody Jones 17.01.2003 M Cwmclydach Primary 87 14
448 Luke Owen 18.04.2004 M Cwmlai Primary 87 15
271 Brogan Williams 09.01.2004 M Hawthorne Primary 87 16
174 Maisie Dineen 19.02.2004 F Maes Y Bryn Primary 86 17
96 Megan W 15.05.2004 F Ynyshir Primary 86 18
449 Jack Powell Jones 09.06.2004 M Cwmlai Primary 86 19
383 Dylan Jones 22.09.2003 M Miskin Primary 86 20
282 Morgan Lewis 21.09.2004 M Treorchy Primary 86 21
258 Cameron Hughes 17.08.2004 M Hawthorne Primary 86 22
193 Lewis Taylor 17.09.2003 M Maerdry Primary 86 23
435 Isobel Bunyan 20.12.2004 F Cwmlai Primary 85 24
321 Ester Plummer 24.11.2003 F Pontyclun Primary 85 25
447 Finley Lewis 10.03.2004 M Cwmlai Primary 85 26
393 Jenson Williams 15.09.2003 M Miskin Primary 85 27
367 Jac Argyle 31.01.2005 M Miskin Primary 85 28
312 Thomas Evans 04.11.2003 M Pontyclun Primary 85 29
167 Kyle Andrews 31.07.2004 M Maes Y Bryn Primary 85 30
125 Rhys Wilding 10.07.2005 M YGGG Llantrisant 85 31

23. 22
600 EC 07.07.2004 F Dolau Primary 84 32
586 Shakira Maidment 11.10.2003 F Gelli Primary 84 33
537 Esme Cornelius 10.12.2003 F Gwauncelyn 84 34
415 Ella Hathway 19.10.03 F Darran Park 84 35
326 Katie Hardwidge 05.12.2003 F Pontyclun Primary 84 36
322 Lowri Woodward 14.04.2004 F Pontyclun Primary 84 37
266 Shelby Humphreys 09.10.2003 F Hawthorne Primary 84 38
230 Regan Martin 16.11.2003 F Llwynypia Primary 84 39
17 Grace Jones 25.09.2004 F YGG Abercynon 84 40
668 Kian Evans 07.10.2003 M Caradog Primary 84 41
525 Joshua Hughes 01.08.2004 M Gwauncelyn 84 42
508 Elliot Pritchard 11.12.2003 M Cwmclydach Primary 84 43
353 Dylan Lewis 28.10.2004 M Oaklands Primary 84 44
319 Dominic Snook 12.12.2003 M Pontyclun Primary 84 45
309 Oliver Bristow 27.01.2004 M Pontyclun Primary 84 46
273 Christopher Pates 23.02.2004 M Hawthorne Primary 84 47
73 Tai Watts 05.03.2005 M Ysgol Yr Eos 84 48
590 Ellie Evans 31.12.2003 F Gelli Primary 83 49
201 Estee Parry 31.12.2003 F Maerdry Primary 83 50
171 Lili-Berri Stokes 12.02.2004 F Maes Y Bryn Primary 83 51
157 Ffion Harris 09.02.2004 F Maes Y Bryn Primary 83 52
717 Samuel Hayes 08.06.2004 M Abernant Primary 83 53
691 Dafydd James 30.09.2003 M Alaw Primary 83 54
578 Kallum Morgan 09.09.2003 M Glynhafod Junior 83 55
543 Ben Newton 05.11.2003 M Gwauncelyn 83 56
462 Tomos Owen 23.09.2005 M Cwmlai Primary 83 57
311 Iestyn Wheeler 25.02.2004 M Pontyclun Primary 83 58
308 Lewis Marling 22.04.2004 M Pontyclun Primary 83 59
304 Jenson Thomas 23.12.2003 M Treorchy Primary 83 60
242 Kian Warren 17.06.2004 M Llwynypia Primary 83 61
196 Harrison Davies 11.09.2003 M Maerdry Primary 83 62
195 Casey Hunt 29.10.2004 M Maerdry Primary 83 63
21 Callum Hughes 14.12.2004 M YGG Abercynon 83 64
438 Ellie Reed 18.05.2005 F Cwmlai Primary 82 65
420 Sophie Rumble 15.12.03 F Darran Park 82 66

24. 23
403 Brooke Robins 16.06.04 F Darran Park 82 67
336 Kaite Ball 06.11.2003 F Oaklands Primary 82 68
237 Lauren Stevens 26.11.2003 F Llwynypia Primary 82 69
228 Rhianydd Jones 26.02.2004 F Llwynypia Primary 82 70
154 Ella Shields 09.08.2004 F Maes Y Bryn Primary 82 71
22 Caitlin Williams 10.08.2005 F YGG Abercynon 82 72
7 Ella Reardon- Clayton 02.10.2003 F YGG Abercynon 82 73
568 Kaylem Stevens 02.03.2005 M Glynhafod Junior 82 74
432 Lucas Vaughn 03.09.2004 M Cwmlai Primary 82 75
300 Cody Penrose 18.11.2003 M Treorchy Primary 82 76
124 Thomas Williams 04.07.2005 M YGGG Llantrisant 82 77
106 Ioan Ayres 07.02.2005 M YGGG Llantrisant 82 78
27 Gabriel Thomas-Butts 20.01.2005 M YGG Abercynon 82 79
20 Taylor White 30.10.2004 M YGG Abercynon 82 80

25. 24
Appendix 4: Bottom 10% of Participants
Participant
ID Participants Name D.O.B Gender School Name
Total
Points Rank
804 Esme Mason-Palmer 25.01.2005 F Coedylan Primary 55 754
631 KT 04.09.2003 F Cefn Primary 55 755
434 Roxy Williams 15.12.2004 F Cwmlai Primary 55 756
246 Natalie Brocklebank 26.08.2004 F Hawthorne Primary 55 757
62 Maya Chipili 05.01.2005 F Ysgol Yr Eos 55 758
773 J.D.J 25.01.2005 M Cwmbach Primary 55 759
684 Lewis Curran 14.10.2003 M Alaw Primary 55 760
659 Liam Mayfield 07.09.2004 M Caradog Primary 55 761
655 Caelan Hames 08.09.2004 M Caradog Primary 55 762
647 MB 08.05.2005 M Cefn Primary 55 763
567 Jac Sanders 29.09.2004 M Glynhafod Junior 55 764
494 Shay Owen 24.12.2004 M Cwmclydach Primary 55 765
492 Ieuan Llewellyn 17.09.2004 M Cwmclydach Primary 55 766
362 Kian Thomas 25.03.2005 M Oaklands Primary 55 767
252 Carl Good 07.11.2003 M Hawthorne Primary 55 768
54 Charlie Brain 07.12.2006 M Ysgol Yr Eos 55 769
53 Finnely Jones 28.04.2007 M Ysgol Yr Eos 55 770
37 Lucas Glenn 18.10.2007 M Ysgol Yr Eos 55 771
352 Neve Laurenece 28.06.2004 F Oaklands Primary 54 772
351 Sureyya Karakulah 04.07.2005 F Oaklands Primary 54 773
243 Ellie Williams 07.07.2004 F Llwynypia Primary 54 774
58 Courtney Griffiths 09.09.2004 F Ysgol Yr Eos 54 775
50 Nicole Lloyd 06.12.2005 F Ysgol Yr Eos 54 776
34 Sarran Morgan 26.05.2006 F Ysgol Yr Eos 54 777
778 J.S.G.W 20.06.2005 M Cwmbach Primary 54 778
727 Zaid Saleh 15.10.2004 M Abernant Primary 54 779
371 Jay Cartwright 07.07.2005 M Miskin Primary 54 780
347 Morgan Heath-Wilson 09.03.2005 M Oaklands Primary 54 781
65 Jay Gould 20.07.2005 M Ysgol Yr Eos 54 782
55 Ben Ryan 26.05.2006 M Ysgol Yr Eos 54 783
840 Leah Walsh 15.04.2004 F St. Margrets Primary 53 784
686 Morgan Day 29.09.2003 F Alaw Primary 53 785
339 Jade Campbell-Sturgess 11.03.2004 F Oaklands Primary 53 786

26. 25
831 Cody Crockett 22.02.2005 M Clifyndd Primary 53 787
728 Jams Thomas 22.02.2005 M Abernant Primary 53 788
649 CJ 02.01.2004 M Cefn Primary 53 789
642 JB 19.05.2005 M Cefn Primary 53 790
407 Jordan Evans 05.08.04 M Darran Park 53 791
832 Sophie Walters 26.04.2005 F Clifyndd Primary 52 792
822 Niah Lewis 02.04.2004 F Clifyndd Primary 52 793
59 Zuzanna Szutowicz 15.11.2004 F Ysgol Yr Eos 52 794
791 Jack Davies 07.01.2005 M Coedylan Primary 52 795
785 T.A.G 01.05.2005 M Cwmbach Primary 52 796
715 Niall Doran 08.03.2005 M Abernant Primary 52 797
402 Cory Lewis 13.06.04 M Darran Park 52 798
253 Morgan Harris 05.05.2004 M Hawthorne Primary 52 799
45 Eve Glenn 08.10.2006 F Ysgol Yr Eos 51 800
35 Katie Rees 10.02.2006 F Ysgol Yr Eos 51 801
29 Sydney Davies 08.02.2006 F Ysgol Yr Eos 51 802
712 Cory Davies 27.05.2004 M Abernant Primary 51 803
256 Joshua Adams 29.06.2004 M Hawthorne Primary 51 804
41 Caleb Webber 28.03.2006 M Ysgol Yr Eos 51 805
829 Lucia Davies 09.10.2004 F Clifyndd Primary 50 806
810 Lowri Watts 08.10.2003 F Coedylan Primary 50 807
784 S.J 10.09.2004 F Cwmbach Primary 50 808
404 Cassie Walkinshore 19.06.04 F Darran Park 50 809
360 Carys Sanders 09.01.2004 F Oaklands Primary 50 810
345 Abbey Harding 04.03.2004 F Oaklands Primary 50 811
765 E.T 06.10.2004 M Cwmbach Primary 50 812
698 Shay Phillips 23.07.2004 M Alaw Primary 50 813
255 Ethan Parfitt 30.08.2004 M Hawthorne Primary 50 814
113 Sion Gwynne 21.04.2005 M YGGG Llantrisant 50 815
816 Julia Truszewska 17.11.2003 F Clifyndd Primary 49 816
766 E.T 25.03.2005 F Cwmbach Primary 49 817
44 Ellie Edwards 09.10.2006 F Ysgol Yr Eos 49 818
39 Mckenzie Rees 05.03.2006 M Ysgol Yr Eos 49 819
366 Taylor Williams 16.01.2005 F Oaklands Primary 48 820
48 Zara Rees 02.09.2006 F Ysgol Yr Eos 48 821

27. 26
47 Yasmin George 30.11.2005 F Ysgol Yr Eos 48 822
40 Caden Pearce 17.10.2007 M Ysgol Yr Eos 48 823
43 Grace English 28.10.2006 F Ysgol Yr Eos 47 824
834 Oliver James-Webber 27.06.2005 M Clifyndd Primary 47 825
825 Lubryn Hughes 19.07.2004 M Clifyndd Primary 46 826
771 J.B 10.09.2004 M Cwmbach Primary 46 827
42 Nathan Sanigar 26.01.2007 M Ysgol Yr Eos 46 828
841 Alyssa McMail 27.07.2004 F St. Margrets Primary 45 829
760 C.L 16.11.2004 F Cwmbach Primary 45 830
704 Carys Thorne 04.03.2005 F Alaw Primary 45 831
52 Gethin George 30.08.2007 M Ysgol Yr Eos 45 832
838 Corey Briamwell 17.05.2004 M St. Margrets Primary 44 833
835 Gerorgina Carr 29.07.2005 F Clifyndd Primary 43 834
795 Leia Jackson 31.03.2005 F Coedylan Primary 43 835
782 M.J 16.03.2005 M Cwmbach Primary 42 836
51 Bailey Traylen 15.08.2007 F Ysgol Yr Eos 39 837
808 Rebecca Thomas 10.10.2004 F Coedylan Primary 38 838
481 Caitlen Morgan 23.08.2004 F Cwmdare Primary 35 839
770 H.P 04.12.2004 F Cwmbach Primary 34 840
731 Kaitlyn Ward 10.07.2005 F Abernant Primary 28 841
769 G.M 08.12.2004 M Cwmbach Primary 27 842

28. 27
Appendix 5: Presents some Feedback from those involved.
"The Little Champs More Able and Talented testing process was thoroughly enjoyable for our pupils, aided
by the professionalism and organisation of Aaron and his team. The team were set up and ready to go
when we arrived at the sports hall and were efficient in making sure that all children completed the activities
in the allocated time slots.
It is great to see school sport being given a priority with this process with the provision of this opportunity
highlighting the recognition that can be gained by those with talented ability in PE and Sport. PE and Sport
is a passion of mine and something I am keen to develop further in our school, so the MAT testing process
has highlighted how this can be achieved and is something that I intend on using at our school with the
whole of Key Stage 2.
A big thank you to Aaron and his team for creating such a high quality event!"(Alex Pugsley,Treorchy
PrimarySchools).
Overall I found the MAT project very beneficial towards my coaching development, the
project I believe was increasingly enjoyable the more I attended and by attending I gained
more confidence in coaching with large groups. (Thomas Sturman, University of South
Wales).
Volunteering for the MAT programme has provided me with new experiences when working with
children. Having the opportunity to work with different schools and pupils has boosted my confidence
and given me the chance to improve my skills and expand on my knowledge. Providing the tests to the
pupils in different schools and seeing first-hand the enjoyment and effort within these schools from
pupils and teachers has provided an enjoyable and memorable experience. Delivering with a committed
and motivated group of volunteers and a strong leader made the programme run smoothly and ensured
that the sessions were delivered to the best standard. (Kiki Hancock, University of South Wales).
I foundthe MAT testinga bigsuccessin all the Welshschools,the teamhadpreparedall equipmentand
measurement’sbeforehandsuitable foreachschool hall. The teamwere approachable andenthusiastic
withthe groupstheywere workingwith,thishelpedbykeepingthe childrenundercontrol andhappy. For
furthertesting,Iwouldmake sure thaton eachactivitythe protocol isthe same e.g.makingsure theyare
runningto eachspot,runningback onthe T Test,checkingthatthe tape measure isflaton the floortoget
an accurate measure.
I was happyto be part of the testingwithinthe Welshschools,lookingforwardtosee the resultsandthe
success. (JessStacey,Urdd)
"I had a really good afternoon and it was fun to take part in the different activities. Some
were challenging and made me think about my strengths in sports and what I need to
work on to improve" M.L., Year 5 (Treorchy Primary)
"The Little Champs testing was really fun and I really enjoyed completing the
different tests. I think I have good balance because I go to gymnastics but I like
to play other sports too. I am going to practice balancing at home with a bean
bag on my head to see if I can improve" A.G, Year 6 (Treorchy Primary)
I found the organisation very well. My favourite activity was the running because it was challenging and fun! The
students were really kind and helpful and they demonstrated for us which was helpful. When we did the balancing
activity it was good because when we finished and were about to move on to the next activity but the other group
didn’t finish so instead of waiting and the instructor telling us to could have a chat we could play a game of flinch
which was very fun and I really enjoyed it. Overall I loved the activities and it was much better than staying in doing a
boring lesson! (Lucy Page, Gwauncelyn Primary).

29. 28
Positives:
· Having a contact in the University that was driving the project from their end
· The communication from the University was excellent and very detailed
· Minimal involvement was needed from my team which was something we were looking for through the
commissioning approach
· All deadlines have been met in a fairly short time which is encouraging.
Thingsto improve on:
· The training although ok can still be improved and needs to be looked at by all parties including ourselves
· This then will make the testing more consistent and accurate
· Students understanding that tests must be kept consistent as possible. There were on occasions that
students were allowing pupils to gain advantage in testing, for example not running to the cone or taking
shoulders off the wall..
Thingsout of our control that hindered progress:
· Schools cancelling times and slots
· Communication back from schools
(Gavin Bennett, Sport RCT)
From my personal observations of the MAT project. The lead students executed the role
in a very professional manner and were constantly in communication with primary schools,
head teachers and the Junior sport team to allow continuity. All students delivered the
programme on time, in full USW kit which allowed the University to be showcased in a
positive light. The tests were run smoothly and I especially liked how they used games in
between games to keep the children moving at all times. Students were prepared to listen
to feedback from their Junior sport officer to make some adjustments, which shows they
were willing to be adaptable. A successful project that was run, with only positive remarks
from the primary schools.
(Lauren Edwards, Sport RCT)
The More Able and Talented this year has been a great success. It was project managed at a very high
standard all of my schools that took part in the project has praised the organisation and the students that
delivered on the day. This is a credit to the two students that took this role on board and showed they
were an asset to our team during this time.
(Jodie Price, Sport RCT)
My thoughtsonthe MAT projectisthat itwas verysuccessful howeverthere have beenafew problemsthat
needtobe addressed.Onapositive note the teststhatwere conductedwere easytosetupand run,alsothe
volunteerswerealwayseagertodothemanddidn’tletthe standardsdrop,witha numberof schoolsemailing
sayinghowimpressedtheywerebythe volunteersconductingthe tests.
Andfinallymostof the schoolswere abighelpand theywillingtodoas much as theycouldto helpus,there
were a fewproblemswithdouble bookingbuttheywere sortedout,andthe standard of kidstakingpart was
veryhigh.
(Matt Alexander,ProjectLeader)
The MAT Projecthasbeenhugelybeneficial withregardstomypersonal development,asnumerous
sportsdevelopmentskillshave beenpresentedthroughout.The supportfromboth partieshasbeenmore
than sufficienthowever,forfuture improvementsIbelievethe schoolsneedtobe identifiedmuchearlier
allowinggreatertime forthe projectleaderstocommunicate withthe schools.
Withregards to the delivery,the testswere deliveredinaveryenjoyableenvironmentwhichwaswell
organisedandrun efficiently.The participantsandteachersfromthe schoolshave thoroughlyenjoyedthe
projectas well asthe volunteers.
I wouldlike tothankGavinand the Sport RCT team, as well as HannahMawson for the opportunityto
leadthisproject.Ithas beenhugelysuccessful andIam veryproudto put myname to the success.
(AaronNorthmore,ProjectLeader)

30. 29
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