Workshop 4 from our 2016 Conference.

2. Bupa Start to Move
Research findings in Key Stage 1
PE and the implications for effective
physical literacy development

3. 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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4. 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

5. Activity 1
Questions for you

6. Question 1
What are the challenges for the
development of children’s
movement generally?

7. Question 2
What are the challenges for the
development of children’s
movement in your school/
community?

8. Question 3
Why do you think children’s
movement development is so
important?

9. Why we
needed
Bupa Start
to Move
Reduced
‘play
radius’
Decline in
PA
Low levels
of primary
PE training

11. ‘Age & Stage’ Approach to Movement Development
Reflexive
Rudimentary
Fundamental
Complex
Functional
Early
Intermediate
Mature
Locomotion
Object
control
Stability
(Gallahue, Ozmun & Goodway, 2012)

12. Bupa Start to
Move aimed to:
Equip teachers
with the
techniques and
confidence to
teach core
movement skills
Help children to
become physically
literate

13. “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

15. How the evaluation worked

16. What we evaluated and
who we worked with

17. Activity 2
What we found:
Fundamental Movement Skills

19. Impact: Children’s FMS improved
when taught by a BSTM-trained
teacher
Pupils with low
FMS baseline
scores improved
more than the high
performers

21. 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

23. Activity 3
What we found:
Physical Activity levels

24. Q1. What type of PA features most
in your PE lessons?
• Sedentary?
• Light PA?
• MVPA?

25. Children engaged in 11% more TPA
when their teachers used a BSTM
approach

27. Activity 4
What we found:
Children’s enjoyment levels

28. Children spoke more positively
about FMBA in PE after their
teachers were BSTM-trained
Teachers reported
that more
competent movers
were happier
movers

30. After BSTM training, teachers’
confidence grew by an average of
30%

32. Some real-life examples:
Case study A

33. 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

34. Case study B

35. Case Study B: Teacher’s confidence
and competence improved
Year 1
teacher
Not PE
specialist
Little
previous
training
Rural
primary
school

36. 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

37. 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/cont
ent/start-move
jordan.stephenson@youthsporttrust.org

38. Over to you
Do you have further questions about what
impact Start to Move could have on the
teachers and pupils in your school

39. Research Team
Image Image
D.M.Morley@ljmu.ac.uk P.Ogilvie@leedsbeckett.ac.uk