PE & School Sport Conference

‘Our role in improving emotional resilience’ Welcome

Richard Higginson Chair of the Cornwall School Sport & PE Strategic Alliance

Welcome

‘Our role in improving emotional resilience’

‘Our role in improving emotional resilience’

The Active Lives Survey for Young People:

Life satisfaction “Overall, how satisfied are you with your life nowadays?”

Worthwhile “Overall, to what extent do you feel that the things in life are worthwhile?”

Happiness “Overall, how happy did you feel yesterday?” Time 2 Move – Cornwall Framework for PE & School Sport Thank you…

Arena School Sports Network Peninsula School Sport Partnership Launceston College Camborne SIA Liskeard School Falmouth Saltash.net Helston Sir James Smith’s Penair School Pool

Mid-Cornwall School Sports Network Penwith School Sport Partnership Newquay Penrice Hayle The Roseland Summary % of pupils... 90%

80%

70%

60%

50%

40% 15/16 16/17

30% 17/18

Community Community

Leadership, Leadership, Community Community

Competition

PA, Health & Wellbeing & Health PA, Curriculum Delivery Curriculum

Diverse Diverse

PA, Health & Wellbeing & Health PA,

–

– –

–

– –

– – 20%

10%

Ambition 6 Ambition Collaboration

Ambition 5 Ambition Coaching & Volunteering & Coaching 6 Ambition Collaboration

Ambition 4 Ambition

Ambition 2 Ambition Ambition 1 Ambition

Ambition 3 Ambition Inclusive & 0% 2 Ambition Schools identify Active 30 mins daily Active 60 mins daily Are a cause for Take part in Schools providing Regularly take part in Regularly take part in underdeveloped in school concern regarding competition regular leadership extra-curricular clubs community clubs fundamental skills inclusion opportunities and take remedial action to address gaps 2017/18 Primary School of the Year

bit.ly/t2maward 2017/18 Primary School of the Year

bit.ly/t2maward 2017/18 Primary School of the Year

Ambition 1 – Curriculum Delivery Gerrans School 2017/18 Primary School of the Year

Ambition 2 – Physical Activity, Health & Wellbeing Camelford Community Primary School 2017/18 Primary School of the Year

Ambition 3 – Diverse & Inclusive Trevithick Learning Academy 2017/18 Primary School of the Year

Ambition 4 – Competition Constantine Primary School 2017/18 Primary School of the Year

Ambition 5 – Leadership, Coaching & Volunteering St. Stephens (Saltash) Community Primary School 2017/18 Primary School of the Year

Ambition 6 – Community Collaboration St. Wenn School 2017/18 Primary School of the Year

bit.ly/t2maward 1.Curriculum Delivery – Gerrans 2.PA, Health & Wellbeing – Camelford 3.Diverse & Inclusive – Trevithick 4.Competitions – Constantine 5.L, C & V – St. Stephens (Saltash) 6.Community Collaboration – St. Wenn Ali Oliver CEO, Youth Sport Trust How PE and Sport can improve young people’s emotional resilience

Ali Oliver, CEO Thank you….

“Teaching is the greatest act of optimism.”

Colleen Wilcox YST vision A future where every child enjoys the life changing benefits of play and sport

YST Mission We pioneer new ways of using sport to improve children’s wellbeing and give them a brighter Future

……because…… when we play, life get’s better But…..

• 24% of secondary schools surveyed have cut time allocated for PE in Key Stage 4 in the last year.

• 38% have reduced time on the curriculum since 2012.

PHYSICAL EXAM SUCCESS EDUCATION At the same time…….

…. we are facing a generational crisis The facts…. Data and Insight in UK

33% of year 6 pupils are overweight or obese Physical 29,000 children under the age of 14 with diabetes with 4% being type 2 Wellbeing Vitamin D deficiency cases rose from 1,398 to 4,638 in last 3 years Life expectancy in this country has stalled….

10% of 5-16 years olds have a mental illness EmotionalWel 33% of 11-16 year olds have poor body confidence 92% of 15-16 years olds suffer examination stress lbeing 1 in 11 children say they are unhappy

45% of girls feel under pressure to look good. 25% of girls 7 – 21 say they are very happy compared to 41% in 2009. Social Young people who socialise largely though social media are 22% more likely to worry about Wellbeing their friendships 16-24 year olds are the loneliest in society

Emotional Resilience

• Psychological resilience is defined as an individual's ability to successfully adapt to life tasks in the face of social disadvantage or highly adverse conditions

• To be emotionally resilient means to be able to spring back emotionally after suffering through difficult and stressful times in one's life

Characteristics we need to build:

Emotionally resilient people tend to: • Have realistic and attainable expectations and goals. • Show good judgment and problem-solving skills. • Be persistent and determined. • Be responsible and thoughtful rather than impulsive. • Be effective communicators with good people skills. • Learn from past experience so as to not repeat mistakes. • Be empathetic toward other people (caring how others around them are feeling). • Have a social conscience, (caring about the welfare of others). • Feel good about themselves as a person. • Feel like they are in control of their lives. • Be optimistic rather than pessimistic

What is PE all about in your school ?

Physical Fitness Technical Trophies Literacy Performance Is it…or could it be…about wellness ?

PHYSICAL SOCIAL EMOTIONAL WELLBEING WELLBEING WELLBEING Change fixes the past Transformation creates the future.

The historic purpose of school sport & PE ?

Military Drill Movement Education (War office) (Ministry of Education)

PT & Swedish Gym Academic (Chief Medical Officer) Legitimacy (DFE) Time to repurpose again….

Increased Physically progress, literate, body achievement and confident and attainment and active every skills for life day

Improved physical, social and emotional health and wellbeing PE: the Russian Doll effect Cognitive performance Access to learning

Character & values

Physical Health Emotional Resilience Nailing the argument

“People will forget what you have said, people will forget what you did, but people will never forget how you made them feel”

Maya Angelou

Nailing the argument “What makes aerobic exercise so powerful is that it’s our evolutionary method of generating that spark. It lights a fire on every level of your brain, from stoking up the neurons’ metabolic furnaces to forging the very structures that transmit information from one synapse to the next.”

Prof. John Ratey Evidence of impact - Attainment Evidence of impact - Attendance Research evidence The intensity and duration of exercise are both linked to improved academic performance. It was found that the amount of moderate to vigorous physical activity pupils engaged with at age 11 had an effect on academic performance across English, maths and science at age 11, 13 and final GCSE exam results. The percentage of time girls spent in moderate to vigorous physical activity at age 11 predicted increased science scores at 11 and 16 years. • Booth, J., Leary, S., Joinson, C., Ness, A., Tomporowski, P., Boyle, J. and Reilly, J. (2014) ‘Associations between objectively measured physical activity and academic attainment in adolescents from a UK cohort’, British Journal of Sports Medicine, 48, pp.265-270.

Nailing the argument “You learn more about a ‘man’ in an hour of play than a lifetime of conversation.”

Plato

Key Stage 1 Key Stage 2 Key Stage 3 Key Stage 4

PHYSICAL ME PHYSICAL ME PHYSICAL ME PHYSICAL ME THINKING ME THINKING ME

THINKING ME THINKING ME SOCIAL ME SOCIAL ME SOCIAL ME SOCIAL ME HEALTHY ME HEALTHY ME HEALTHY ME HEALTHY ME YST CURRICULUM BLUEPRINT MODEL

Shifting to an outcome focus that matters

SOLUTIONS REWARD+ YEAR FOCUS – core PE outcome focus matched to student RECOGNITION

7 Believing in myself and ensuring social belonging TOP Transition

8 Learning to learn, lead and developing growth mindset YOUR ACTIVITY My Personal Best – LIVING FOR YOUTH SPORT Building aspirations and developing resilience 9 life skilled through SPORT AWARD PE GIRLS Believing in myself and ensuring social belonging 10 ACTIVE

11 Making active lifestyle and career choices GET EXAM FIT

Making the covert….. overt

• Intent ? • Mission statement ? • Curriculum ? • Which activities ? • Pedagogy ? • Relationships ? • Assessment ? The future…..

“It is not the strongest of the species that survives. It is the one that is most adaptable to change”

Charles Darwin

Ali Oliver CEO, Youth Sport Trust Dr Sarah Denford Children's Health & Exercise Research Centre, University of Exeter Developing Sustainable Motivation for Physical Activity Dr Sarah Denford, Research Fellow in the Children’s Health and Exercise Research Centre, University of Exeter About me

 Currently funded by the cystic fibrosis trust to explore barriers and facilitators to physical activity  Previously funded by the school for public health to understand health behaviours among the general public  PhD / prof doctorate exploring diet and exercise for people with poorly controlled asthma The recommendations

 All children and young people should engage in moderate to vigorous intensity physical activity for at least 60 minutes and up to several hours every day  Adults should aim to be active daily. Over a week, activity should add up to at least 150 minutes (2½ hours) of moderate intensity activity in bouts of 10 minutes or more

Physical inactivity

 The 4th leading risk factor for global mortality  Kills more people than smoking – 5.3 million per year  Our children’s life expectancy is shorter than ours The Copenhagen consensus statement

 Twenty four researchers from 8 countries and multiple disciplines  Evidence based consensus about PA in youth (6-18 years)  Four themes  Fitness and health  Cognitive functioning  Engagement, motivation, psychological wellbeing  Social inclusion  Cardiorespiratory and muscular fitness levels in children and youth are strong predictors of future cardiometabolic disease  Vigorous exercise has a marked favourable impact on cardiometabolic fitness and other cardiovascular risk factors in children and youth.  Frequent moderate-intensity and, to a lesser extent, Fitness and low-intensity exercise improves cardiometabolic fitness in children and youth. health  Physical activity is important in the treatment of many chronic diseases in children and youth.  Children and youth participating in leisure-time sports have higher levels of physical activity, fitness and overall cardiometabolic health, and better musculoskeletal health when involved in weight- bearing sports.  Field-based testing of cardiorespiratory fitness and waist/height scores, is a valuable tool for preliminary assessment and identification of children and youth with cardiometabolic risk  Physical activity and cardiorespiratory fitness are beneficial to brain structure, brain function and cognition in children and youth.  Physical activity before, during and after school promotes scholastic performance in children and youth.  A single session of moderate physical Cognitive activity has an acute benefit to brain function, cognition and scholastic functioning performance in children and youth.  Mastery of fundamental movement skills is beneficial to cognition and scholastic performance in children and youth.  Time taken away from academic lessons in favour of physical activity has been shown to not come at the cost of scholastic performance in children and youth.  Engagement in physical activity has the potential to positively influence psychological and social outcomes for children and youth, such as self esteem and relationships with peers, parents and coaches.  An autonomy supportive, mastery focused and caring/socially supportive environment, positively influences children’s and youths’ self determined motivation, physical activity behaviour and holistic well- being.  Close friendships and peer group acceptance in physical activity are positively related to perceived Engagement competence, intrinsic motivation and participation behaviour in children and youth. and motivation  Parental attitudes and behaviours are strongly related to children’s and youths’ self perceptions, motivation and physical activity.  Systematic and deliberate training enables teachers and coaches to create a positive motivational environment for children and youth.  Physical activity-based positive youth development programmes that have an intentional curriculum and deliberate training are effective at promoting life skills and core values in children and youth.  Participation of children and youth in physical activity and sport is influenced by socioeconomic status, gender, ethnicity, sexual orientation, skill level and disabilities.  Culturally and contextually relevant physical activity opportunities help to recognise and account for the diverse lives of children and youth, and to promote social inclusion. Social  Social inclusion can be promoted by providing equal access to opportunities within physical activity inclusion and sports settings regardless of children and young people’s social, cultural, physical and demographic characteristics.  Whole school approaches and the provision of physical activity-conducive environments such as bike lanes, parks and playgrounds, are both effective strategies for providing equitable access to, and enhancing physical activity for, children and youth. But…

Public health campaigns

 The majority of people (90%) believe that physical activity offers meaningful health benefits1  Which is why campaigns that focus on providing information and education are not effective for changing behavior So why are people inactive?

“I’m quite lazy. I am properly lazy, believe it or not. Well like I said, the Chinese is across the road from my house. Last night I could easily have walked down the stairs and across but nup, I phoned them and got it home delivered to me.... that is lazy.”

“Because I think if I could be bothered, I could get up and do something myself but I just can’t be bothered”

Poobalan et al 2012

Understanding behaviour Construct Example Physical capability Skills needed to be active / physical fitness Psychological capability (capacity Awareness of the impact of to engage in necessary thought exercise on health processes) Reflective motivation (Reflective Attitudes, beliefs about what processes involving evaluations and is good /bad, Intentions, plans) Automatic motivation (automatic Emotions / impulses processes involving emotions and impulses that arise from associative learning) Physical opportunity (opportunity Green space / gym afforded by the environment)

Social opportunity (opportunity Societal support afforded by cultural milieu that dictates the way we think about things) Interviews with young people with chronic respiratory disease

 25 people with uncontrolled asthma  12 people with CF  Interviews about their physical activity behaviour Capability

“I would love to go to some of the classes, but I’m too unfit” 26yro wpca

“I wouldn’t know where to start with all the equipment at the gym” 32wpca

Opportunity

“I leave the house at 7 and usually get home at about 6. And then we usually have about an hour of homework a night” (14yro wcf)

“I used to do something at lunchtimes, but a few times I ran out of time to eat and I started to lose so much weight. And the doctor said that if I lose too much more weight that I’d have to have a feeding tube” (14yro wcf)

“I could [do activity at lunchtime], but I would literally be the only person in the whole school running round the field. I’d look like a right…” (22yro wpca)”

“I used to do a lot more before I got married. But [husband] is always saying ‘what do you want to join the gym for’ and I just haven’t really got round to it” 32yro wpca Motivation

“I hate exercise. I will literally do anything to get out of PE” 16yro wcf

“I’m definitely not a sporty person. Definitely not. I just wouldn’t [get up and exercise]. Nope” 26yro wpca

“I would quite like to be able to run a marathon one day. I cant see it happening mind. Too lazy” (40yro wpca

“I would do more, I just, I think I would just mostly rather do something else” 12yro wcf  Demographic and biological  Sex / Age / Ethnicity  SES / income / parental education  BMI / Parental BMI  Motivational  Attitudes / enjoyment  Competency / self-efficacy Predictors of PA  Perceived barriers  Social opportunity behaviour in  Parental support / Support from significant others  Parental / peer . Sibling PA levels adolescents  Physical opportunity  Access to sport/recreational facilities  Time outdoors  Facilities at school  Behavioural  Participation in community sports  Previous PA  Sedentary time

 Sterdt et al., 2014

Age group Motivators Barriers

Young children Experimentation Competitive sport

Unusual activities Highly structured activities

Parental support

Safe environment

Adolescent Body shape Negative experiences at school

Weight loss Peer pressure

New social networks Identity conflict

Family support PE uniform

Peer support Competitiveness in class

Boys’ dominance

Lack of teacher support Age group Motivators Barriers

Adults Sense of achievement Negative experiences at school

Enjoyment Anxiety of unfamiliar

Skill development Lack of social network

Social support Lack of role model

Medical sanction Physical Education

 Can contribute to the overall amount of physical activity of the school aged child (physical capability)  Can develop necessary skills (physical capability)  Can enhance confidence and self-efficacy in ability to be active (reflective motivation)  Can influence attitudes and emotional response towards physical activity (Reflective and automatic motivation)  Can lead to the development of positive healthy physical activity habits (opportunity)  Add more….  https://www.youtube.com/watch?v=ULciZ8jSgHA&t=35s

 Trudeau & Shephard., 2012 Physical education in Naperville

 Exercise to improve learning and academic performance  7.45am gym sessions to get heart rate increased (145-165)  Pupils who took part in the program showed significant improvements in maths and reading compared with those who did not take part in the program Understanding behaviour Capability

 School represents the ideal time for young people to learn locomotor skills, stability, and object control  These fundamental movement skills is thought to provide the foundation for an active lifestyle  A systematic review of 21 studies found that FMS competency leads to increased activity, fitness, and healthy BMI Lifetime activities

 Include cycling, swimming, walking, running…  Have a greater “carryover” into adulthood  Top 10 most popular activities in adults include: Walking, fitness oriented exercises, swimming, cycling, dancing, aerobics, badminton, running / jogging  Football featured 8th in the list for men  No team sports were found in the list for women Understanding behaviour Physical opportunity  https://www.y outube.com/w atch?v=oGDn nKdLwck

Social opportunity

 Schools can also create a culture of physical activity  https://www.youtube.com/watch?v=jk2-cvBPlLw

Understanding behaviour Modifiable determinants of motivation

 We are more likely to be motivated toward a particular behaviour if:  we believe the advantages outweigh the disadvantages (attitudes)  Anticipate a positive emotional reaction to the behaviour  Feel social (normative) pressure  Perceive the behaviour to be consistent with our self-image  Believe we are capable of performing the behaviour (self-efficacy) Attitudes towards physical activity

 Attitudes towards physical activity significantly explains physical activity behaviour  Most young children have a very positive attitude toward physical activity. However, as they get older, this is more ambiguous.  Negative experiences of PE were the most substantial correlates of present day attitudes and intentions for PA

 Burrows et al., 1999 Memories of PE

 An online survey of 1028 respondents (18-45 years)  Retrospective enjoyment significantly associated with present day attitude and intentions for PA  “Best memories” of PE – 7% not having to take the class any more  “Worst memories” of PE - 34% embarrassment, 18% lack of enjoyment, 17% bullying, 14% social–physique anxiety, 16% injury, and 2% punishment1

 1Ladwig et al., 2018  Being horrible at basketball even though everyone else was pretty good. I was so bad it was embarrassing.”—Female, 35 years old  “I still remember being picked last for a dodgeball team and feeling really bad about that for years. It isn't a good feeling to not be wanted.” — Female, 30 years old  “During the physical challenge tests, we each had to perform the action alone in front of the teacher and the rest of the class and I almost always did horribly. Very embarrassing.”—Male, 27 years old  It was such unnecessary stress on so many kids, as the athletic kids ran laps around those of us who weren't athletic.”—Female, 30 years old years old  A girl from my class was up with her group. After doing a few runs she slipped and fell onto her arm. Her arm broke bone popping up and everything. She screamed obviously but also vomited and passed out. I will never forget that day.” —Male, 30 years old

Self determination theory

 Early experiences are not the only factor that influence PA in later life  Students are more likely to want to continue with PA if it allows them to experience “self-determination”  This is best achieved through “learner centred” teaching Types of motivation

 Amotivation

 External regulation Controlled  Introjected regulation Extrinsic motivation  Identified regulation motivation  Integrated regulation Autonomous  Intrinsic motivation motivation Intrinsic motivation

 People who are intrinsically motivated, are motivated to partake in behaviours without external rewards (e.g., trophies)  Behaviours are undertaken out of interest in the activity itself rather than the outcomes of the activity  This sort of motivation is considered to be autonomous  E.g., Choosing to be active because you enjoy the activity.

Integrated regulation

 The behaviour is not fully self determined (i.e., not for enjoyment), but because the outcome of the behaviour is important  e.g., I take part in PA because health is important to me

Introjected regulation

 Taking part in PE because of social pressure or self pressure  E.g., I do PE so that my friends / clinical teams approve  Or I do PA so that I don’t feel guilty / worry about my health

External regulation

 Motivated by reward or punishment  E.g., taking part in PE to avoid detention  Or taking part in PA to avoid putting on weight / weight related illnesses Amotivation

 Not motivated for intrinsic or extrinsic means  They are lacking any motivation to partake in any activity because of a lack of competency or failure to value the behaviour or the outcome.  E.g., do not enjoy activity and do not value it’s outcome on health / appearance etc

Improving motivation: Self Determination Theory

 Three basic “needs” that we need to fulfil for wellbeing  Competence (experiencing success and mastery)  Relatedness (sense of belonging)  Autonomy (control over outcomes in ones life)  These three needs are met by certain social factors – which can be modified in PE / school settings Perceived competence / self-efficacy Interviews with young people with cystic fibrosis

“I am literally the worst person in the whole school when it comes to sports”

“I am shockingly awful at anything that involves a ball being thrown at my face”

“Cross country is the least worst because no one can see how **** I am”

“I hate it when you have to do it in front of the whole class. And I’m just there hiding at the back and dreading my turn. I’m always that one kid who can’t do it”

Self-referenced improvement

 Self-referenced improvement (improvement of individual performance)  Will reduce controlling nature of interpersonal comparison  Not being first can undermine competence and intrinsic interest in an activity Technology Enhancing Autonomy

 Autonomy refers to a sense of self control, and belief that ones actions emanate from ones self. Autonomy enhancing environments include:  Opportunities to make choices  Provide rational for participating  Empathy with perceived difficulties  https://www.youtube.com/watch?v=zM14OTHnOxg

 Chatzisarantis & Hagger, 2009 Autonomy dis-enhancement

 No option to make decisions  No explanations  No empathy for struggles

Relatedness

 Close friendships and peer acceptance is crucial  Relatedness involves collaboration  Not competition  https://www.youtube.com/ watch?v=dMExZl5jfAg

 Reflective system: Mindful, conscious awareness, goal directed. Relatively slow, effortful volitional We are not  Impulsive system: Mindless, unconscious, default always rational system functioning in response to external cues decision makers without reflective initiation (habits / automatic evaluations)

Reflective system

 Directed towards particular goals  Involves awareness of motivations and actions  Able to modify and change action if needed  Slow and effortful  Requires significant cognitive resources  Particularly wasteful with routine behaviour Impulsive system

 Requires little or no conscious though  Responding to environmental cues without reflection  Can lead to behaviour that is counter-intuitive to our goals (e.g., drive past the gym)  Usually reward based

A balancing act

 Sometimes reflective and impulsive systems conflict  When this happens, the system that drives behavior depends on the situation

Cue driven behaviour

 Habits are the opposite of goal directed behaviour  They become established through repetition – leading to measurable changes in brain circuits  Cues can lead to elicitation of habits in the absence of conscious desire  Cues can also control behaviour by evoking implicit attitudes Implicit attitudes

 Automatic evaluations reflect the affective experiences that arise rapidly and involuntarily when the concept of activity is activated  Can result from direct or vicarious experience of PA  Occur rapidly and effortlessly  Can influence automatic motivation (goal pursuit without conscious awareness) and reflective affective processes (anticipated affect) Changing behaviours that are regulated by the automatic system

 Two broad categories of intervention:  Those that change the environment (or the cue)  Those that change automatic responses (reactions to cues) Environmental manipulations

 Ease of effort  Availability of options  Product design Ease of effort Availability of options

Product design https://www.youtube.com /watch?v=2lXh2n0aPyw

Changing response to cue

 Activating / inhibiting existing associations  Altering or creating new associations – make activity more appealing Priming http://uk.businessinsider.com/sport- -says-this-girl-can-ad-made- 28-million-women-more-active-2016- 1?r=US&IR=T

Summary points

 Create a culture of activity – in which everyone is active  Focus on providing skills to facilitate lifelong activities  Where possible, provide choice  Try to avoid competitive environments – focus on individual progress  Incorporate technology  Provide opportunities and facilities for physical activity  Focus on fun and enjoyment – these memories will stay with the child for longer than you think

Dr Sarah Denford Children's Health & Exercise Research Centre, University of Exeter Cornwall School Games

Principles: 1. Young Persons Motivation, Competence and Confidence is at the centre of competition 2. Focus on the process (learning and values development of YP) and not the outcome (result) 3. Volunteers, Leaders & Officials are appropriately trained and display behaviours reflective of the nature of the competition 4. The Environment created is safe and creates opportunities to learn and maximise social development 5. Facilities and Environment reflect the motivations, competence and confidence of young people

Cornwall School Games

20% of resource

60% of resource

20% of resource

The Jack Nowell Champions Race Chris Wood, Healthy Cornwall Who, What & How

Chris Wood Children & Young Peoples Lead Healthy Cornwall www.cornwallhealthyschools.org.uk Who are we & What is our vision?

Our vision is to support school staff throughout Cornwall and the to raise attainment and achievement,

by improving health and wellbeing with a whole school

approach. Wellbeing & Public Health Directorate

Our 4 core themes are:

• Emotional Health & Wellbeing Healthy Cornwall • Personal, Social and Health Education

• Physical Activity

• Food Healthy Schools What is our offer to schools?

. • Individual school support for staff • Training and workshops (Inset & after school) • Support & guidance to achieve our awards • Advice, information and signposting to resources • Supporting schools to engage in local/ national wellbeing programmes • Free to all schools How can we help?

Locality 1 (inc IoS, Helston) [email protected] Cheryl Ellwood Locality 2 (excluding Helston) [email protected] Jilly Parkinson Locality 3 [email protected] Paula Chappell Locality 4 (inc. Wadebridge) [email protected] Becki White Locality 5 (excluding Wadebridge) [email protected] Suzy Cox Locality 6 (inc Fowey & Lostwithiel) [email protected] Harriet Kretowicz For more information come and talk to us us in the market place

Or

Visit our website www.cornwallhealthyschools.org.uk Emails us [email protected] [email protected]

Thank you Chris Wood, Healthy Cornwall Richard Head, Headstart Kernow ‘Building Resilience & Mental Wellbeing for Children & Young People’ Richard Head, Headstart Kernow ‘Building Resilience & Mental Wellbeing for Children & Young People’ Visit the Marketplace in Garrow

Breathe Outdoors Lunch Arrangements Chris Caws, YST Development Manager Improving Wellbeing Through Secondary PE

Improving Wellbeing through Secondary PE

Chris Caws Cornwall PE Conference Improving Wellbeing through Secondary Physical Education Arrival activity Discuss honestly… 1. What would one of your students say if I asked them why they do PE and what they get from it? 2. What does wellbeing mean to you?

PE gives me… “

“Wellbeing means… Improving Wellbeing through Secondary Physical Education

Possible answers 1. What would one of your students say if I asked them why they do PE and what they get from it? 2. What does wellbeing mean to you?

PE gives me a love of and desire to keep trying new sports and physical activities as well as “good physical, social and emotional wellbeing and life skills I can use elsewhere in school and life VS I do football which I love but rugby which I hate etc etc

Wellbeing means physical, social & emotional aspects “ of health, happiness and ability to be successful What knowledge, skills, behaviours, attitudes and qualities do you want your young people to leave school with?

Word association ring of fire

Teachers Parents What knowledge, skills, behaviours, attitudes and qualities do you want your young people to leave school with?

Word association ring of fire

Teachers Parents

Can you get that from PE? This Photo by Unknown Author is licensed under CC BY-SA

Is part of the problem a lack of clarity on WHY PE?

What do you want every student, teacher, senior leader, governor, parent and policy maker to understand as the purpose of Physical Education?

What outcomes should all young people expect from PE?

Happy, Healthy, Successful !

‘A lifelong love of movement’ Do you have a vision or mission statement for Physical Education?

1. Where is it? 2. Who knows about it? 3. How do you reinforce it?

Does your offer reflect that vision and purpose for PE?

1. Share the lesson outcomes from your last lesson 2. Share what you assess in PE 3. Share what you report to parents on learning in and through PE

What have you learnt from that discussion?

This Photo by Unknown Author is licensed under CC BY Outcomes of World Leading Physical Education

Where to go for help

Action planning

K eep

I mprove

tart S

top S Cornwall YST membership

Additional CPD: Bespoke – what would you like? • World Leading: Curriculum Design & World Leading: PE team • More of Wellbeing workshop / Quality Mark workshop

How did we do today? Please complete the post course evaluation: http://bit.ly/YST_evaluation - that’s YST_evaluation

Question 9: Please enter the tutor code: XXX

Thank you Chris Caws –Development Manager [email protected] Tele: 07825 065185

www.youthsporttrust.org Chris Caws, YST Development Manager Improving Wellbeing Through Secondary PE Networking

1.Exams Board 2.PE/Sport Apprenticeships 3.Targeted Interventions 4.Effective Use of Curriculum Time 5.Assessment in PE

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