The document discusses changes to school sport policy and funding of School Sport Partnerships (SSPs) in the UK. In October 2010, the Secretary of State announced the discontinuation of the previous PE and school sport strategy and the end of ring-fenced funding for SSPs by March 2011. The government wanted to encourage more competitive sport in schools and give schools freedom to focus on improving competitive sport provision. This resulted in significant reductions to SSP funding and the number of active SSPs across the country. Critics argue this cuts an important program and infrastructure for supporting PE and school sport, while proponents believe the funds can be better used and schools can still provide sport opportunities without the previous level of funding and requirements.
2011 Kent State University Multi-Issues Ohio Campus Compact VISTA ReportOhio Campus Compact
The document summarizes a report on how an AmeriCorps VISTA member engaged Kent State University in community service. Some key points:
1) The VISTA member connected university resources to community needs like financial literacy programs, hunger/homelessness initiatives, and youth outreach.
2) This helped provide experiential learning opportunities for over 2,300 students through 55 service-learning courses, benefiting 58 community partners.
3) The VISTA's work helped develop Kent State's Office of Experiential Education and Civic Engagement, establishing infrastructure for future student service and engagement with communities.
The Alliance for Jewish Education serves as the central address for Jewish education and identity development in the community. Its mission is to ensure the highest quality Jewish education and identity formation services to the largest number of people throughout their lives. In 2012-2013, the Alliance had a budget of $2.27 million and directly served over 9,000 students, teachers, and families through programs in areas including adult Jewish education, Jewish experiences for families, special needs education, and more. There is a recognized need for innovation in Jewish education to engage more people as the Jewish community and world are changing.
The document outlines a school timetable for a week with the following lessons each day: Estonian, Maths, English, Physical Education, Music, and Art. The timetable lists the subjects taught on each day of the week from Monday to Friday between 8am to 12:45pm, with a 20-minute lunch break.
Physical education (PE) in schools is a legal requirement intended to improve health, fitness, and participation in physical activity. The curriculum provides timetabled PE lessons as well as extracurricular opportunities like clubs and teams. It aims to teach students skills, promote active lifestyles, and demonstrate the value of physical activity and sport. Initiatives like the Physical Education and School Sport Strategy and National Healthy Schools Programme use a whole-school approach across multiple strands to increase PE hours and encourage lifelong healthy choices. Extracurricular activities supplement the curriculum with a variety of recreational and competitive options.
The document discusses the sports development continuum (SDC) which has multiple levels of competition from foundation/participation to performance to excellence. It asks students to describe the performance and excellence levels, differentiate between them, and suggest barriers to competing at the performance level as well as how to overcome barriers and progress to the excellence level. Students are asked questions about each level in pairs and to decide factors like age ranges, training sessions, competition schedules.
The document discusses opportunities and pathways in sport in the UK, including:
1) The sports development pyramid and continuum that influence movement between participation levels, as well as factors like ability, finances, education, facilities, and role models.
2) Initiatives to identify and develop talent like SportSearch in Australia and East Germany's state programs.
3) The World Class Performance Pathway consisting of Podium, Development, and Talent levels receiving £100 million annually from UK Sport.
4) Mass participation promoted by Sport England through funding for national governing bodies, facilities, schools, and developing volunteers.
The organisation of sport – and hence the Sport Industry of Employers – is very complex and subject to constant changes and modifications, for example when there is a change of national government in the UK and / or success (or failure) on the international stage of our elite sports men and women.
There are three areas to the research:
(1) The difference between the ‘performance’ and the ‘participation’ strands and the implications of this for the Sport Industry;
(2) The differences and interdependencies of the three main sectoral components of the Sport Industry (Public; private; voluntary);
(3) Significant recent and / or proposed changes (such as funding or strategic thinking about the place of sport in society) to the Sport Industry.
Role of external organisations in sportMike Haddon
There are a number of external organisations that have a role in providing support and progression to performers moving from grass roots to elite level.
2011 Kent State University Multi-Issues Ohio Campus Compact VISTA ReportOhio Campus Compact
The document summarizes a report on how an AmeriCorps VISTA member engaged Kent State University in community service. Some key points:
1) The VISTA member connected university resources to community needs like financial literacy programs, hunger/homelessness initiatives, and youth outreach.
2) This helped provide experiential learning opportunities for over 2,300 students through 55 service-learning courses, benefiting 58 community partners.
3) The VISTA's work helped develop Kent State's Office of Experiential Education and Civic Engagement, establishing infrastructure for future student service and engagement with communities.
The Alliance for Jewish Education serves as the central address for Jewish education and identity development in the community. Its mission is to ensure the highest quality Jewish education and identity formation services to the largest number of people throughout their lives. In 2012-2013, the Alliance had a budget of $2.27 million and directly served over 9,000 students, teachers, and families through programs in areas including adult Jewish education, Jewish experiences for families, special needs education, and more. There is a recognized need for innovation in Jewish education to engage more people as the Jewish community and world are changing.
The document outlines a school timetable for a week with the following lessons each day: Estonian, Maths, English, Physical Education, Music, and Art. The timetable lists the subjects taught on each day of the week from Monday to Friday between 8am to 12:45pm, with a 20-minute lunch break.
Physical education (PE) in schools is a legal requirement intended to improve health, fitness, and participation in physical activity. The curriculum provides timetabled PE lessons as well as extracurricular opportunities like clubs and teams. It aims to teach students skills, promote active lifestyles, and demonstrate the value of physical activity and sport. Initiatives like the Physical Education and School Sport Strategy and National Healthy Schools Programme use a whole-school approach across multiple strands to increase PE hours and encourage lifelong healthy choices. Extracurricular activities supplement the curriculum with a variety of recreational and competitive options.
The document discusses the sports development continuum (SDC) which has multiple levels of competition from foundation/participation to performance to excellence. It asks students to describe the performance and excellence levels, differentiate between them, and suggest barriers to competing at the performance level as well as how to overcome barriers and progress to the excellence level. Students are asked questions about each level in pairs and to decide factors like age ranges, training sessions, competition schedules.
The document discusses opportunities and pathways in sport in the UK, including:
1) The sports development pyramid and continuum that influence movement between participation levels, as well as factors like ability, finances, education, facilities, and role models.
2) Initiatives to identify and develop talent like SportSearch in Australia and East Germany's state programs.
3) The World Class Performance Pathway consisting of Podium, Development, and Talent levels receiving £100 million annually from UK Sport.
4) Mass participation promoted by Sport England through funding for national governing bodies, facilities, schools, and developing volunteers.
The organisation of sport – and hence the Sport Industry of Employers – is very complex and subject to constant changes and modifications, for example when there is a change of national government in the UK and / or success (or failure) on the international stage of our elite sports men and women.
There are three areas to the research:
(1) The difference between the ‘performance’ and the ‘participation’ strands and the implications of this for the Sport Industry;
(2) The differences and interdependencies of the three main sectoral components of the Sport Industry (Public; private; voluntary);
(3) Significant recent and / or proposed changes (such as funding or strategic thinking about the place of sport in society) to the Sport Industry.
Role of external organisations in sportMike Haddon
There are a number of external organisations that have a role in providing support and progression to performers moving from grass roots to elite level.
The document discusses initiatives to increase participation in school sports and develop links between schools and community sports clubs in England. It outlines programs like PESSYP, School Sports Coordinators, Sports Colleges, Active Sports, Sports Leaders UK, and TOPS that aim to encourage school-club links and increase participation. National agencies like Sport England, the Youth Sports Trust, and UK Sport support these initiatives and work with national governing bodies to develop and promote sport from grassroots to elite levels.
An Analysis Of The Policy Process For PE And School SportApril Smith
This article analyzes the rise and demise of school sport partnerships (SSPs) in England through an examination of the policymaking process using Sabatier's advocacy coalition framework. It describes how SSPs were established under the Labour government's national strategy from 2002-2010 to enhance youth sports participation and deliver the Olympic legacy. However, the new coalition government controversially ended funding for SSPs in 2010 in favor of a new School Games program focused on competitive sports. The advocacy coalition framework helps explain how lobbying by groups like the Youth Sport Trust influenced the creation of SSPs, but it is less able to account for their recent demise due to the weakness of advocacy coalitions in physical education and school sport policy.
1. There are many opportunities to get involved in sports in roles beyond performing such as coaching, officiating, and volunteering. Training is available through governing bodies.
2. The government has initiatives to encourage participation such as ensuring 2 hours of PE per week in schools. The PESSCL program aims to strengthen links between schools and sports clubs.
3. Sport England's objectives are to increase participation to improve health ("Start"), retain people in sports through clubs and opportunities ("Stay"), and create opportunities for success in talented performers ("Succeed").
Teachers and coaches play an important role in community youth sport and development programs by delivering engaging sessions tailored to participants' needs. Their strong relationships with participants are key to ensuring sessions are fun and beneficial. The Liverpool FC Foundation delivers a range of initiatives using sport to inspire positive changes among youth. They focus on increasing sport participation, improving life chances, social action, and supporting other charities. Their programs include Premier League 4 Sport, which engages youth in sports like football and badminton, and Kickz, which uses football to promote social inclusion and reduce crime in deprived areas. Coaches teach skills while aiming to achieve social objectives.
Main dissemination presentation, the schools and community football conferenceDaniel Parnell
The main dissemination presentation from our ongoing research at The Schools and Community Football Conference, 24 June at Burton Albion Football Club.
The document outlines the UK government's strategy to improve physical education (PE) and school sport through 8 programs between 2003-2006. The strategy aims to increase the percentage of children spending at least 2 hours per week on high-quality PE and sport to 75% by 2006. Key programs include establishing 400 Specialist Sports Colleges and 400 School Sport Coordinator partnerships by 2006 to improve infrastructure and opportunities for PE and sport. The strategy seeks to transform PE and school sport through improved teaching quality, facilities investment, and school/club links to benefit students' health, behavior, and academic achievement.
Creating A Sporting Habit For Life - DCSM & Sport England Strategysport_dev
The document outlines a new youth sport strategy with the goal of increasing the number of young people who develop sport as a habit for life. Key elements of the strategy include:
1) Building on the School Games program to promote competitive sport in schools and investing over £150 million in the program.
2) Improving links between schools and community sports clubs by establishing at least 6,000 new partnerships between them by 2017.
3) Requiring national governing bodies to spend around 60% of their funding on activities promoting youth sport and holding them accountable through payment-by-results.
4) Investing over £250 million in community sports facilities and programs.
The document discusses traditional pathways in sport in the UK, including pathways through schools, clubs, and universities. It also outlines the national framework for sport established by the government and key sports agencies to increase participation, performance, access, health, and economic benefits through sport. The framework identifies seven key drivers for change, like legislation and partnerships, and seven main outcomes, such as improved education and health. It also established priority sports to focus funding and support.
The document discusses the PYKKA program in India, which aims to promote sports and physical activity among rural youth. The key objectives of PYKKA are to provide universal access to sports facilities in rural areas, promote a sports culture for both boys and girls, and harness sporting talent. The program involves training master trainers and kridashrees to provide basic sports instruction and organize competitions at various levels, with the goal of identifying and nurturing talented rural athletes. In its first year, PYKKA trained over 500 master trainers and 22,000 kridashrees, and helped organize sports competitions across various states in India.
This document discusses the changing landscape of physical education in UK primary schools. It notes that government funding for PE has increased in recent years through grants like the PE and Sport Premium. Schools have used this funding to increase training for teachers, hire more coaches, buy new equipment, and offer more extracurricular sports. A government study found that since this funding, schools now offer a wider variety of sports both during and after school. While coaches can increase participation, there is some concern that they may lack teaching skills and prioritize sports over education. Overall, the increased funding seems to have positively impacted participation, especially among groups like girls and less active students.
Dr. Jayshree Singh argues that sports training and participation can contribute significantly to economic development by promoting industries related to sports, boosting tourism, and requiring large sports academies and organizations. However, she notes that in India, efforts are hampered by a lack of funding and infrastructure as well as social issues like gender discrimination. She calls for greater public-private partnerships and community involvement to support sports development and reap its economic benefits.
Building a Network of Community-based Sports Hubs in MalaysiaEric Stryson
Throughout July 2017, GIFT ASEAN brought together young leaders across Malaysia to take part in its inaugural Malaysia Young Leaders Programme in Kuala Lumpur. The YLP invites participants to appreciate the importance of multicultural dynamics and to contribute ideas towards building a socially harmonious nation through cross-sectoral collaboration; Government, Private and Civil Society, when it is needed the most.
In collaboration with Malaysia's Ministry of Youth & Sports and as part of the TN50 initiative, the YLP participants applied their business acumen and leadership skills to the development of a business plan for a sustainable network of community based sports hubs.
In 2016, Malaysia was known to be ’Asia’s Obese Nation’ with an overweight prevalence of 44.2% among adults- nearly half of the 30 million populace. Since then a great emphasis has been placed by the Ministry of Youth & Sports (KBS) on creating a sports culture among Malaysians to promote a healthy lifestyle as well as achieve excellence and recognition in sports at national and international levels. It is also widely recognised that sports can be used as a unifying tool to strengthen social cohesion.
Despite these efforts, developments in the sports sector have not translated into a general behavioural change within Malaysian society; sports and physical activity are not yet anchored into the culture, habits and lifestyles of a majority of Malaysians.
Established in 1987, Malaysia's Ministry of Youth & Sports (KBS) envisions for more than 50% of Malaysians to be active and to be recognised as a sporting nation by year 2020.
TN50 or National Transformation 2050 is Malaysia's 30 year transformation plan that aims to serve as a national discourse series geared towards charting the nation's direction via a new canvas.
1. Over the past 20 years, there has been criticism of the fragmentation and ineffectiveness of sports organizations in the UK, including national governing bodies of sport and government agencies.
2. Several reports and policy documents have proposed reforms, including the Carter Report of 2005 which recommended developing a "single system" to better coordinate delivery of sport from national to local levels.
3. Key organizations involved in developing and implementing sports policy in the UK include the Department for Culture, Media and Sport, UK Sport, the Youth Sport Trust, Sport England, and Sport Wales. National governing bodies of individual sports and local authorities also play important roles.
This document is a course package for SPSC 2210 that explores public, private, and non-profit service sectors in the community related to physical education, recreation, and coaching. It provides examples of each type of sector including the Newton Recreation Center, Fit4Less gym, and KidsPlay Youth Foundation. It describes how each example demonstrates benefits of the sector like providing recreation opportunities or relying on volunteers. The document also discusses how the examples show physical literacy, coaching, education, and cultural diversity.
Assignment 2 Sport Principles and Practice by Kharisma Putra Kartono - PechaK...kharisma putra kartono
This document discusses refocusing Indonesia's sport development initiatives. It identifies several problems with Indonesia's current sport system, including a lack of attractiveness of athletics as a profession, weak integration between sport and education, limited funding, and inadequate infrastructure. It analyzes models from South Korea and Australia that have been successful in developing elite athletes through an integrated pyramid approach focusing on both mass participation and high performance sport. The document argues Indonesia should clarify its positioning and aim to become a powerful sporting nation by improving sport experiences, establishing athletics as a career, increasing domestic competition frequency, and enabling greater private sector funding and investment in sport.
Maidan Summit 2011 - Mona Shipley, British CouncilMaidan.in
In her discourse at Maidan Summit 2011, Ms Mona Shipley presented her experience with developing the Physical Education Cards (PEC). She held that one should harness engagement, effectiveness and simplicity of sport-based programmes and use them at the grassroots level to begin transformation.
She said that sport is an integral part of culture in almost every country, and pointed at how women get segregated because it is traditionally associated with masculinity. Ms Shipley felt the need to challenge the discrimination based on gender in sports. She highlighted the need to have an advocacy platform, where people come to become aware of their rights and eventually drive change from within.
Leveraging Parasport Events for Sustainable Community ParticipationDavid McGillivray
Presentation (with Professor Gayle McPherson) to the Scottish Government's Cross Party Group on Colleges and Universities focused on the 'Contribution of Scotland’s Colleges and Universities to the Success of the XX Commonwealth Games in Glasgow '.
This document outlines a new youth sport strategy for England that aims to increase the number of young people who develop sport as a habit for life. Key elements of the strategy include building on the School Games program to promote competitive sport in schools, improving links between schools and community sports clubs by establishing at least 6,000 partnerships by 2017, focusing 60% of national governing bodies' funding on activities for youth, investing over £250 million in community sports facilities and programs, and implementing a payment-by-results system for funding allocations. The goal is to convert interest generated by the 2012 London Olympics into lifelong participation in sport.
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.
Sports in India - 12th Plan (2012 - 2017)NITI Aayog
The document summarizes India's strategy for sports in the 12th Five Year Plan, which includes broadening participation in sports through schools and universities, developing excellence at national and international levels, and establishing institutions like the Sports Authority of India to support these goals. Key plans are increasing infrastructure, identifying and developing youth talent, and raising medal tallies at international events like the Olympics and Asian Games.
The document discusses initiatives to increase participation in school sports and develop links between schools and community sports clubs in England. It outlines programs like PESSYP, School Sports Coordinators, Sports Colleges, Active Sports, Sports Leaders UK, and TOPS that aim to encourage school-club links and increase participation. National agencies like Sport England, the Youth Sports Trust, and UK Sport support these initiatives and work with national governing bodies to develop and promote sport from grassroots to elite levels.
An Analysis Of The Policy Process For PE And School SportApril Smith
This article analyzes the rise and demise of school sport partnerships (SSPs) in England through an examination of the policymaking process using Sabatier's advocacy coalition framework. It describes how SSPs were established under the Labour government's national strategy from 2002-2010 to enhance youth sports participation and deliver the Olympic legacy. However, the new coalition government controversially ended funding for SSPs in 2010 in favor of a new School Games program focused on competitive sports. The advocacy coalition framework helps explain how lobbying by groups like the Youth Sport Trust influenced the creation of SSPs, but it is less able to account for their recent demise due to the weakness of advocacy coalitions in physical education and school sport policy.
1. There are many opportunities to get involved in sports in roles beyond performing such as coaching, officiating, and volunteering. Training is available through governing bodies.
2. The government has initiatives to encourage participation such as ensuring 2 hours of PE per week in schools. The PESSCL program aims to strengthen links between schools and sports clubs.
3. Sport England's objectives are to increase participation to improve health ("Start"), retain people in sports through clubs and opportunities ("Stay"), and create opportunities for success in talented performers ("Succeed").
Teachers and coaches play an important role in community youth sport and development programs by delivering engaging sessions tailored to participants' needs. Their strong relationships with participants are key to ensuring sessions are fun and beneficial. The Liverpool FC Foundation delivers a range of initiatives using sport to inspire positive changes among youth. They focus on increasing sport participation, improving life chances, social action, and supporting other charities. Their programs include Premier League 4 Sport, which engages youth in sports like football and badminton, and Kickz, which uses football to promote social inclusion and reduce crime in deprived areas. Coaches teach skills while aiming to achieve social objectives.
Main dissemination presentation, the schools and community football conferenceDaniel Parnell
The main dissemination presentation from our ongoing research at The Schools and Community Football Conference, 24 June at Burton Albion Football Club.
The document outlines the UK government's strategy to improve physical education (PE) and school sport through 8 programs between 2003-2006. The strategy aims to increase the percentage of children spending at least 2 hours per week on high-quality PE and sport to 75% by 2006. Key programs include establishing 400 Specialist Sports Colleges and 400 School Sport Coordinator partnerships by 2006 to improve infrastructure and opportunities for PE and sport. The strategy seeks to transform PE and school sport through improved teaching quality, facilities investment, and school/club links to benefit students' health, behavior, and academic achievement.
Creating A Sporting Habit For Life - DCSM & Sport England Strategysport_dev
The document outlines a new youth sport strategy with the goal of increasing the number of young people who develop sport as a habit for life. Key elements of the strategy include:
1) Building on the School Games program to promote competitive sport in schools and investing over £150 million in the program.
2) Improving links between schools and community sports clubs by establishing at least 6,000 new partnerships between them by 2017.
3) Requiring national governing bodies to spend around 60% of their funding on activities promoting youth sport and holding them accountable through payment-by-results.
4) Investing over £250 million in community sports facilities and programs.
The document discusses traditional pathways in sport in the UK, including pathways through schools, clubs, and universities. It also outlines the national framework for sport established by the government and key sports agencies to increase participation, performance, access, health, and economic benefits through sport. The framework identifies seven key drivers for change, like legislation and partnerships, and seven main outcomes, such as improved education and health. It also established priority sports to focus funding and support.
The document discusses the PYKKA program in India, which aims to promote sports and physical activity among rural youth. The key objectives of PYKKA are to provide universal access to sports facilities in rural areas, promote a sports culture for both boys and girls, and harness sporting talent. The program involves training master trainers and kridashrees to provide basic sports instruction and organize competitions at various levels, with the goal of identifying and nurturing talented rural athletes. In its first year, PYKKA trained over 500 master trainers and 22,000 kridashrees, and helped organize sports competitions across various states in India.
This document discusses the changing landscape of physical education in UK primary schools. It notes that government funding for PE has increased in recent years through grants like the PE and Sport Premium. Schools have used this funding to increase training for teachers, hire more coaches, buy new equipment, and offer more extracurricular sports. A government study found that since this funding, schools now offer a wider variety of sports both during and after school. While coaches can increase participation, there is some concern that they may lack teaching skills and prioritize sports over education. Overall, the increased funding seems to have positively impacted participation, especially among groups like girls and less active students.
Dr. Jayshree Singh argues that sports training and participation can contribute significantly to economic development by promoting industries related to sports, boosting tourism, and requiring large sports academies and organizations. However, she notes that in India, efforts are hampered by a lack of funding and infrastructure as well as social issues like gender discrimination. She calls for greater public-private partnerships and community involvement to support sports development and reap its economic benefits.
Building a Network of Community-based Sports Hubs in MalaysiaEric Stryson
Throughout July 2017, GIFT ASEAN brought together young leaders across Malaysia to take part in its inaugural Malaysia Young Leaders Programme in Kuala Lumpur. The YLP invites participants to appreciate the importance of multicultural dynamics and to contribute ideas towards building a socially harmonious nation through cross-sectoral collaboration; Government, Private and Civil Society, when it is needed the most.
In collaboration with Malaysia's Ministry of Youth & Sports and as part of the TN50 initiative, the YLP participants applied their business acumen and leadership skills to the development of a business plan for a sustainable network of community based sports hubs.
In 2016, Malaysia was known to be ’Asia’s Obese Nation’ with an overweight prevalence of 44.2% among adults- nearly half of the 30 million populace. Since then a great emphasis has been placed by the Ministry of Youth & Sports (KBS) on creating a sports culture among Malaysians to promote a healthy lifestyle as well as achieve excellence and recognition in sports at national and international levels. It is also widely recognised that sports can be used as a unifying tool to strengthen social cohesion.
Despite these efforts, developments in the sports sector have not translated into a general behavioural change within Malaysian society; sports and physical activity are not yet anchored into the culture, habits and lifestyles of a majority of Malaysians.
Established in 1987, Malaysia's Ministry of Youth & Sports (KBS) envisions for more than 50% of Malaysians to be active and to be recognised as a sporting nation by year 2020.
TN50 or National Transformation 2050 is Malaysia's 30 year transformation plan that aims to serve as a national discourse series geared towards charting the nation's direction via a new canvas.
1. Over the past 20 years, there has been criticism of the fragmentation and ineffectiveness of sports organizations in the UK, including national governing bodies of sport and government agencies.
2. Several reports and policy documents have proposed reforms, including the Carter Report of 2005 which recommended developing a "single system" to better coordinate delivery of sport from national to local levels.
3. Key organizations involved in developing and implementing sports policy in the UK include the Department for Culture, Media and Sport, UK Sport, the Youth Sport Trust, Sport England, and Sport Wales. National governing bodies of individual sports and local authorities also play important roles.
This document is a course package for SPSC 2210 that explores public, private, and non-profit service sectors in the community related to physical education, recreation, and coaching. It provides examples of each type of sector including the Newton Recreation Center, Fit4Less gym, and KidsPlay Youth Foundation. It describes how each example demonstrates benefits of the sector like providing recreation opportunities or relying on volunteers. The document also discusses how the examples show physical literacy, coaching, education, and cultural diversity.
Assignment 2 Sport Principles and Practice by Kharisma Putra Kartono - PechaK...kharisma putra kartono
This document discusses refocusing Indonesia's sport development initiatives. It identifies several problems with Indonesia's current sport system, including a lack of attractiveness of athletics as a profession, weak integration between sport and education, limited funding, and inadequate infrastructure. It analyzes models from South Korea and Australia that have been successful in developing elite athletes through an integrated pyramid approach focusing on both mass participation and high performance sport. The document argues Indonesia should clarify its positioning and aim to become a powerful sporting nation by improving sport experiences, establishing athletics as a career, increasing domestic competition frequency, and enabling greater private sector funding and investment in sport.
Maidan Summit 2011 - Mona Shipley, British CouncilMaidan.in
In her discourse at Maidan Summit 2011, Ms Mona Shipley presented her experience with developing the Physical Education Cards (PEC). She held that one should harness engagement, effectiveness and simplicity of sport-based programmes and use them at the grassroots level to begin transformation.
She said that sport is an integral part of culture in almost every country, and pointed at how women get segregated because it is traditionally associated with masculinity. Ms Shipley felt the need to challenge the discrimination based on gender in sports. She highlighted the need to have an advocacy platform, where people come to become aware of their rights and eventually drive change from within.
Leveraging Parasport Events for Sustainable Community ParticipationDavid McGillivray
Presentation (with Professor Gayle McPherson) to the Scottish Government's Cross Party Group on Colleges and Universities focused on the 'Contribution of Scotland’s Colleges and Universities to the Success of the XX Commonwealth Games in Glasgow '.
This document outlines a new youth sport strategy for England that aims to increase the number of young people who develop sport as a habit for life. Key elements of the strategy include building on the School Games program to promote competitive sport in schools, improving links between schools and community sports clubs by establishing at least 6,000 partnerships by 2017, focusing 60% of national governing bodies' funding on activities for youth, investing over £250 million in community sports facilities and programs, and implementing a payment-by-results system for funding allocations. The goal is to convert interest generated by the 2012 London Olympics into lifelong participation in sport.
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.
Sports in India - 12th Plan (2012 - 2017)NITI Aayog
The document summarizes India's strategy for sports in the 12th Five Year Plan, which includes broadening participation in sports through schools and universities, developing excellence at national and international levels, and establishing institutions like the Sports Authority of India to support these goals. Key plans are increasing infrastructure, identifying and developing youth talent, and raising medal tallies at international events like the Olympics and Asian Games.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
1. ‘Since the Secretary of State for Education’s
October 2010 statement, calling for a new
direction in school sport, there have been
some significant policy changes. In October
2010 the Secretary of State announced that
the previous administration’s Physical
Education and Sports Strategy was being
discontinued and, therefore, ring-fenced
funding for School Sport Partnerships (SSPs)
was to end in March 2011. The Government
wanted to encourage more competitive sport
in schools and to give schools the freedom to
concentrate on the improvement of
competitive sport provision by removing many
School Sports the requirements of the previous strategy’
of Partnerships
(House Of Commons, 2012) Mark Edge
Rachel Seddon
Louise Walsh
2. Explore the history and discuss the current position regarding School
Sports Partnerships and their relevance to pupils, teachers and parents
Consider the role SSP played within personal development of pupils and
the impact their removal may present to future opportunities in a sporting
context
With reference to the London 2012 Olympic Legacy, appraise the decision
to eradicate funding to a proved successful part of School Sport
Use academic theory to support and critically evaluate the changes, with
particular reference to the cuts in funding to PE and School Sport
3. The partnerships’ overall aim was to help schools to ensure that their pupils
spend a minimum of two hours each week on high-quality PE and school
sport. The partnership programme had six strategic objectives:
1. strategic planning: to develop and implement a PE/sport strategy
2. school liaison: to develop links, particularly between Key Stages 2 and 3
3. out-of-hours: to provide enhanced opportunities for all pupils
4. school to community: to increase participation in community sport
5. coaching and leadership: to provide opportunities in
leadership, coaching and officiating for senior pupils, teachers and other
adults
6. raising standards: to raise standards of pupils’ achievement
(Flintoff, 2003)
4. 2000 2003
School Sports Coordinator School Sports Partnership
Programme – PESSCL
2006
2004
All Schools In England Part
Government White Paper
Of SSP
2008 2010
PESSYP New Government Elected
5. Each partnership received an average grant of £270,000 each
year, paying for:
(YST,2004)
Flintoff, 2010
6. Specialist Sports
Colleges
School Sports
Step Into Sport
Launched on 2 October 2003 the PE, School Sport
Coordinators and
Club Links
‘Locally partners, including local authorities, need to come
together to ensure the effective delivery of Gifted &
Swimming these
programmes to support schools and maximise the benefits
Talented
for young people’ (DCMS, 2003)
Delivered through eight strands –
QCA PE &
School/Club
School Sport
Links
Investment of £459 million over 3 years from April
Investigation 2003
Professional
Development
7. Continuation of PESSCL Strategy, to further improve the
quality and quantity of PE and school sport ages 5-19
Developed strands to 10 individual components –
Club Links, Coaching, Competition, Disability, Extending Activities, Gifted
and Talented, Infrastructure (SSPs), Leadership and
Volunteering, Swimming
Further investment on £755 million over 3 years
The main driver of SSP’s to provide high quality Physical
Education within and beyond the curriculum.
8. In 2008 the number of schools with Specialist Sports College
Status was 471.
All Sports colleges receive additional funding to raise
standards in PE and Sport.
Apply for additional funding once £50 000 of private sector
sponsorship is gained, along with a 4 year development plan.
In return DfSE provided a grant of £100 000
Eligible to apply for up £2million in lottery funding and an
additional £123 per pupil per year.
123 000 for the average school of 1000 pupils.
9. Prior to the start of the programme an average of 91 girls across year
groups 7-13 participated in extra-curricular activities a week.
This has increased by 93% on the pre-SSP level to an average of 176
girls
94% of Partnerships in 2008 offered 20 or more activities: 40%, offered
more than 30 activities & 97% offered multi-skills clubs
(Institute of Youth Sport, 2009)
Roberts and Treasure (1993) highlight the crucial role that sport plays in
the lives of young people, particularly with regards to them developing
positive peer relationships and enhancing their self-esteem and self-
worth
10. ‘a compulsory, annual survey that measures a school’s
progress at meeting government targets for engaging
young people within PE and school sport’ (Norwich SSP, 2010)
13. Michael Gove announced that the network of SSP was
“neither affordable nor likely to be the best way to
help schools achieve their potential in improving
competitive sport.”
He insisted SSP are not being closed down but instead
they were being entrusted to schools to decide how to
use them in the future.
Funding was suggested to be ‘flexible’ under the new
scheme
14. SSP’s Does Not Cover The National Curriculum
Qualifications Not Matching With Requirements
Lack Of Accurate Data Collection
Not A High Standard Across The Board
OFSTED Report, 2009
15. ‘if the government are serious about school
olympics and increasing “competitive sport”
then how do they justify taking away the
structure that creates competitive sport
Mark Holmes (Head Of PE)- within school clusters, partnerships, towns
and countries’
‘from the feedback given to me by my son,
the enjoyment and increased opportunities
available through SSP’s the withdrawal of
the funding, at such an important time in
this country’s recent history, post London Helen Pietersen - Mother
2012 seems like a ridiculous decision’
16. ‘placing so much funding into a non-
examined subject at this tough economic
time doesn’t make financial sense. the
money can be used better to benefit a
Jacqueline Jones wider range of people in more academic
terms’
(Deputy Headteacher)-
‘in my day, we had to make use of what was
available during similarly tough financial
times, and the enjoyment didn’t come from
policies in place. cuts need to be
made, everyone will suffer its another
obstacle to conquer’
Clive Drakeford –
Local Resident
17. ‘the pressure of exam results and that when you speak to heads
and try to explain the importance of taking part in sport…their
answer is that there are more important priorities, and
unfortunately, they come first’ (Flintoff, 2011)
30% local Authority areas still have a fully functioning SSP
60% drop in the amount of time dedicated to organising school
sport nationwide
Now 110 fewer School Sport Partnerships- a decline of 37%.
48% of local authorities have seen a decrease in SSP’s, 28% no
longer have any.
(Guardian 2012)
19. SSP’s Are Able To Continue Without The Previous
Funding.
London 2012- Will There Be A Lasting Legacy For
Schools?
Flintoff, Department For Education And Ofsted.
20. BBC (2010). A Guide To School Sports Funding Row. Available At http://www.bbc.co.uk/news/uk-politics-11837426.
Last Accessed 24/1/13
Channel 4 News (2010). ‘Save School Sport Partnerships’. Available At:
http://www.youtube.com/watch?v=6X2Cpv41MR8. Last Accessed 20/1/2013
Department For Education (2008). PE & Sports Survey 2008-2009. DfE, London
Department For Education (2009). PE & Sports Survey 2009-2010. DfE, London
Flintoff,A. ,Foster, R. & Wystawnoha, S. (2011) ‘Promoting And Sustaining High Quality Physical Education And School
Sport Through School Sports Partnerships’. European Physical Education Review. 17(3) p341
Gibson O. (2012). Drop In School Sport Support Blamed On Funding Cuts. Available At:
http://www.guardian.co.uk/education/2012/jul/18/school-sport-drop-funding-cuts. Last Accessed 4/12/2012.
House Of Commons (2012). School Sport. Available At: http://www.parliament.uk/briefing-papers/SN06052. Last
Accessed 24/1/13
Institute of Youth Sport (2009). ‘Summary Of Key Findings’ Available At:
http://www.lboro.ac.uk/departments/ssehs/research/sport-science/youth-sport/downloads/research-
downloads/young-people-school-based-dl/school-sport-partnership-2008-dl/executive-summary-long-2008.pdf. Last
Accessed 20/1/2013
Norwich School Sport Partnership (2010). ‘2010 School Sport Survey Launched’. Available At:
http://www.norwichssp.co.uk/news/4683/2010-school-sport-survey-launched. Last Accessed. 12/1/2012
Office For Standards In Education (2009). The School Sport Partnership Programme. DCMS, London.
Roberts, G. And Treasure, D. (1993) The Importance Of The Study Of Children In Sport: An Overview. In M. Lee
(Ed), Coaching Children In Sport: Principles And Practice, London, Spon Press, Pp. 3–16.
The Arches School Sports Partnership (nd.). School Games Structure. Available At:
http://www.thearches.org.uk/school_games_structure.php. Last Accessed 29/1/13
Woodhouse C. (2012). Ruff Guide to PE and School Sport . Available:
http://www.sportdevelopment.info/index.php/component/content/article/47-ruffguides/54-rgschools. Last accessed
11/12/2012.
Editor's Notes
Good afternoon everyone, my name is Mark Edge, this is Rachel Seddon and Louise Walsh and today we will be discussing School Sports Partnerships, from their introduction through to the eventual removal by the coalition government. Since the Secretary of State for Education’s October 2010 statement, calling for a new direction in school sport, there have been some significant policy changes. In October 2010 the Secretary of State announced that the previous administration’s Physical Education and Sports Strategy was being discontinued and, therefore, ring-fenced funding for School Sport Partnerships (SSPs) was to end in March 2011. The Government wanted to encourage more competitive sport in schools and to give schools the freedom to concentrate on the improvement of competitive sport provision by removing many of the requirements of the previous strategy
Our outcomes for the presentation are as follows:Explore the history and discuss the current position regarding School Sports Partnerships and their relevance to pupils, teachers and parentsConsider the role SSP played within personal development of pupils and the impact their removal may present to future opportunities in a sporting contextWith reference to the London 2012 Olympic Legacy, appraise the decision to eradicate funding to a proved successful part of School Sport Use academic theory to support and critically evaluate the changes, with particular reference to the cuts in funding to PE and School SportOverall, the aim of the presentation is to have a full understanding of the progress of the SSP’s and the issues the removal of funding toward it has presented
Schools sports partnerships we introduced not only to raise the standard of PE but the opportunities available to both students and staff. With an overall aim of two hours high quality PE a week the six objectives set out were –strategic planning: to develop and implement a PE/sport strategy school liaison: to develop links, particularly between Key Stages 2 and 3out-of-hours: to provide enhanced opportunities for all pupilsschool to community: to increase participation in community sportcoaching and leadership: to provide opportunities in leadership, coaching and officiating for senior pupils, teachers and other adultsraising standards: to raise standards of pupils’ achievement
Introduced in 2000 as the School Sports Coordinator Programme, published in the government document ‘A Sporting Future For All’, its aim was to develop opportunities for youth sport both within an outside the formal curriculum, later developed into the more focussed School Sports Partnership, the original programme presented the aims continued throughout the years but without the targets developed laterThe PESSCL strategy introduced SSP’s as one of its eight strands and was the starting point for the partnerships to develop.In 2004, the government white paper, focussing on health presented a key moment in the development of SSP’s. With the bid for London 2012 in the process, the opportunities created by SSP’s in terms of health benefits meant the government support was evident The obvious impact and success of the School Sports Partnerships meant by 2006 all schools in England were part of onePESSYP built upon PESSCL increasing the opportunities and extending scope for SSP’s to fulfil its goalsPossibly the most important aspect of SSP’s was the election of a new coalition government, the change in focus towards PE had a detrimental effect on the partnership.We will now, over the next few slides, pick out the key developments we feel had the most important impact on the topic and discuss them in more detail.
Funded directly by the government, through the DCMS the programme helped fund activities, expand opportunities and support staff members to aid the running. A Partnership Development Manager’s manages the partnership full time and work directly with School Sport Co-ordinators, teachers based in a secondary schools and released from timetable 2 days per week to work on the project. They work with their own school, and a cluster of feeder primary school who each have a Primary Link Teacher, a primary school teacher who is released 12 days per year to work on the project
The PESSCL strategy aimed to increase the sporting opportunities for 5-16 year olds, so that 85% of children would experience a minimum of two hours, high quality PE in and beyond the curriculum by 2008. This, along with its successor PESSYP which we will discuss later, allowed nationwide, government goals to be focussed into local areas to meet the requirements. PESSCL described eight key strands – READ. In order for the strategy to be successful all the strands had to work together, complimenting each other through shared goals. The SSP’s allowed this to be implemented to a wider range of people through strong linksThe heavy investment of funding can be criticised, it is suggested by...that such....
From the obvious measured success (85% of pupils reached two years ahead of schedule) of PESSCL, a developed strategy was put in place to build upon the extended range of opportunities made available, a wider age range was targeted and further hours offered. Two further strands were offered and restructured to expand into areas not previously explored by PESSCL, aiming to address the post-16 drop-off rate by creating more of a sporting habit involving other bodies as well as those offered in the curriculum. Again the heavy investment was criticised and was a strong reason put forward later in the development for its removal. Its success however directly responds to criticism with government targets being met, opportunities developed and health worries assessed
Sports Colleges acted as a focus for partnership as the sharing of facilities and what is deemed as ‘hub’ for involvement meant the SSP’s were given an identity. The extra funding given provided opportunities to develop the shared facilities to provide the high quality PE and school sport required.When investigating SSP’s, we found the last three topics discussed presented key areas for the development of the programme. The strategies continued to drive forward the importance of increased opportunities to develop pupils both in a sporting context, in and out of school, but through education as well. The support of the government to fund the strategies showed how important both the SSP’s and its partner schemes were in meeting the targets and how successfully they had been met.
The extent to which the success of SSP’s can be seen in the figures from surveys carried out. Not only was the sporting success or academic achievement key to the partnership the development within the wider context of young peoples lifestyles, as discussed by Roberts and Treasure meant the programme allowed for a complete pupil develop. Two other key bodies in assessing the success can be found in the annual School Sports Survey and in reports carried out by the inspection of standards body OFSTED.
The School Sport Survey is an annual measure for tracking the progress of schools in meeting governments targets, which is administered by the Department for Education to all schools across the 450 school sports partnerships it is invaluable for measuring the success of policies and highlighting opportunities for improvement. The main aim was to provide very robust and reliable information from partnership schools on the proportion of pupils receiving 2 hours of curriculum PE, and the proportion of pupils participating in at least 3 hours of high quality PE and school sport in a typical week.In addition to ‘top level’ information, the survey also sought to help gauge the performance of individual partnerships and track how performance has changed over time.Make it relevant 1997 doc.Competitive sportg Data
Figure 1- Years 1 – 11 have shown the average number of minutes spent oncurriculum PE has increased from 107 minutes in 2004/05 to the 123minutesThelatest survey shows that in the last year there has been an increase in all yeargroups, even Years 10 and 11 which had previously shown little or no increase.Figure 2 - The survey data reveals that just under half (49%) of pupils across Years 1 – 11 participated in inter-school competition during the academicyear. This continues the upwards trend in competitive sport within schools, with a five percentageincrease in thelast year, and a 14 percentageincrease over the last four years.We feel both these graphs represent no real reasons for the removal of the scheme, both in terms of curriculum physical education and competitive sport. The obvious benefits of the partnerships are seen here in statistical form and with government aims to increase competitive involvement in the wake of London 2012, the findings suggest no change was necessary.
initial thoughts are negative, after the proven successful work and especially in the current sporting climate with the Olympic legacywhilst our main focus is on the sporting effects, economic issues must be taken into account (critical analysis)1.44 STOP
The coalition government, upon election announced the ring-fenced funding towards the SSP’s were being removed due to them being perceived ‘neither affordable nor likely to be the best way to help schools achieve their potential in improving competitive sport’. Saying this, despite the obvious success of the programme, created strong opposition, petitions and a Facebook page with over 20,000 likes showed the popularity and hostility towards the decision. In December 2010 after major criticism a revised DfE announcement stated that funding for SSP’s was being extended until August 2011Arguments for the removal of the partnerships were mainly based around the tough economic climate by the government and how money could be spent better by allowing head teachers to have freedom to spend where they feel necessary.
OFSTED provided possible reasons for the cutting of SSP’s in their 2009 annual report. With the curriculum not specifying a certain amount of hours of PE to be carried out, the two may have been seen to not comply with each other or attaining the same goals. Similarly without set guidelines nationwide for individual partnerships in terms of specific activities, standards cannot easily be maintained. Each specific SSP will have their own local needs, tailored to requirements, this therefore is not a national target and cannot be sustained.
Through the use of two case studies, at Brownedge St. Mary’s Catholic High School and Canterfield High School, carrying out brief questions to important parties, we discussed the removal of the SSP’s and the impact it will have to PE and School Sport experiences. Some we found supported the programme, and were against the decision to remove it.
And some had strong points of views, supporting the governments decision.The questionnaires were given to parties that will be affected by this funding cut and collecting these results provided first hand data of the situation from the perspectives of the people most relevant to the situation, having direct involvement with the SSP’s. This displays first-hand the realistic nature of governments making one decision that can effect the lives of millions people and whilst their views may provide sound reasoning within the party the actual physical results may not be supported by everyone.
Flintoff discussed the issue with allowing head teachers to be in control of funding suggesting due to examined nature of other subjects, they will take priority over those subjects who don't, specifically Physical Education. As well as this, it is important to note that without a set direction in which PE must go a teacher’s personal favouritism may be supported more than other areas. This could have a detrimental effect not only on the levels of sporting achievement but the levels of involvement and all the positive work carried out by the previous programme.
The School Games programme is designed as "a celebration of competitive sport" that will involve all young people in Years 3 to 13, regardless of ability or background. Government and Lottery funding will give thousands of young people the opportunity to take part in competitive sport through the programme, creating a legacy from the 2012 London Olympic and Paralympic Games. Each level will feature funding support for a package of events that will to provide more opportunities for pupils to compete in a dynamic programme of regular intra-school and inter-school competitionsAs shown through the School Sport Survey findings on previous slides, participation in competitive sport had seen a significant increase through Labour’s efforts, therefore was the scrapping of these successful partnerships for a more narrow focus on competitive sport a necessary action? In our opinion, through our collective knowledge and the significant research undertaken for this topic we believe that it poor decision on behalf of the coalition government, as the was no real evidence to suggest that the scrapping of these partnerships along with the successful infrastructure was needed to go altogether.
SSP’s are able to continue with the new government without the previous funding, so the success that was seen previously will be more difficult to replicate. With the success of London 2012 it is now down to the schools to capitalise on this wave of sporting euphoria. Despite this the lack of targeted funding may have an adverse effect on the carrying out of the legacy. As we have previously mentioned, allowing funding to be more flexible and giving more power to head teachers may harm PE and School Sports involvement in comparison to other exam subjects. The works of Flintoff and organisations such as DfE and OFSTED have allowed us to critically evaluate the topic thoroughly in relation to positives and negatives.