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'Play up, play up and play the game': the implications of Every Child Matterswithin physical education and school sportGerald Griggs a; Kim Wheeler b

a University of Wolverhampton, UK b Newman College of Higher Education, UK

Online Publication Date: 01 August 2007

To cite this Article Griggs, Gerald and Wheeler, Kim(2007)''Play up, play up and play the game': the implications of Every Child Matterswithin physical education and school sport',Education 3-13,35:3,273 — 282

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‘Play up, play up and play the game’: the

implications of Every Child Matters withinphysical education and school sport

Gerald Griggsa* and Kim Wheelerba

University of Wolverhampton, UK;b Newman College of Higher Education, UK

The contribution that physical education (PE) and school sport can make to a child’s development

has long been known. Aspects such as becoming physically fit and healthy, demonstrating safe

practice, achieving personal and team goals and working with the wider community are just some of

an extensive list of opportunities that engagement in school-based physical activity can offer. In the

light of such a contribution, this paper examines the ways in which PE and school sport can most

effectively meet the national outcomes for Every Child Matters. Extensive links and benefits are

made apparent but concern is also drawn to potential opportunities remaining unfulfilled.

Introduction

The interest and investment in physical education (PE) and school sport has never

been so strong. With the launch of the Physical Education, School Sport and Club

Links (PESSCL) strategy in October 2002 the Government pledged to invest

£978,000,000 over a 6-year period. With an additional £686,000,000 of lottery

funding directed to enhancing school sports facilities, a total in excess of

£1,500,000,000 is being invested in PE and school sport up to 2008. The

Department for Education and Skills (DfES) and the Department for Culture,

Media and Sport (DCMS) have come together to jointly lead the strategy and

implement its different strands with its overall objective of enhancing the take-up of sporting opportunities by 5- to 16-year-olds (DfES & DCMS, 2003).

Though many opportunities are often located within school and supervised by

qualified teachers, some are not, and with the inclusion of the ‘Club Links’ strand the

aim is to increase the percentage of 5- to 16-year-olds who attend external sports

clubs to 20%. With this particular strand being delivered through the national

governing bodies (NGBs) of 22 sports and with the additional creation of 800 multi-

skill clubs being set up for primary school age children to act as a stepping-stone into

*Corresponding author. School of Sport, Performing Arts and Leisure, University of Wolver-

hampton, Gorway Road, Walsall WS1 38D, UK. Email: [email protected]

Education 3–13

Vol. 35, No. 3, August 2007, pp. 273 – 282

ISSN 0300-4279 (print)/ISSN 1475-7575 (online)/07/030273–10

ª 2007 ASPE

DOI: 10.1080/03004270701467283



club sport, a record number of children, coaches and volunteers will be involved

(DfES & DCMS, 2003).

The PESSCL strategy clearly represents a significant opportunity for our nation’s

young people and provides a focus for all those involved in its delivery, but with the

very real possibility of a record number of children finding themselves outside thesecure environments of the family and the local school, the issue of child protection is

more important than ever.

The passing of the Children Act in 2004 and the publication of Every Child Matters:

change for children (DfES, 2004a) for the first time provided the legislative and policy

structure for developing more effective and accessible services focused around the

needs of children, young people and families. Its impact has also forced organizations

such as NGBs and sports clubs who have significant invovlement with young people to

address issues of child protection and tighten their procedures. Most NGBs have now

appointed Child Protection Officers and larger sports club have sought accreditationfor their members in order that they may continue to work with young people (see

Football Association, 2006). This aspect takes on a greater significance when one

considers the increasing number of ‘adults other than teachers’ (AOTTs) that are being

utlized to cover Planning Preparation and Assessment (PPA) time in school (especially

sports coaches) since this became a legal requirement in 2005 (Talbot, 2006) and the

likelihood that schools will call upon such individuals to staff extended schools

provision (DfES, 2005a), a central platform for the delivery of Every Child Matters.

In fact, how schools have received the legal requirement to allow PPA time may

well serve as an interesting comparison with how schools deal with new educational

initiatives and provide insight as to how they are likely to meet the challenge posed by adhering to Every Child Matters. Some see such initiatives as an opportunity to ‘play

up’, with yet ‘another hoop to jump through’, more paperwork to fill in and will ‘make

do’ by finding a solution that costs least in terms of time, money and effort. In marked

contrast, others see the potential that can be created by embracing such opportunities

and use the change in circumstances as a way to enhance and develop already

effective provision (Talbot, 2006).

With the change in monitoring arrangements by the Office for Standards in

Education (OfSTED, 2006), which have been redesigned to fulfil the requirements of

the Children Act 2004 and support improvement in the five outcomes identified inEvery Child Matters (‘being healthy’, ‘staying safe’, ‘enjoying and achieving’, ‘making

a positive contribution’ and ‘achieving economic well-being’). Schools will be unable

to bury their heads in the sand and will have to actively engage in providing evidence.

Whilst it will fall upon the senior management team of a school to provide such

evidence (although additonally in the secondary sector all departments must also

contribute), within the area of PE in particular it is believed useful opportunites can

be found, although this idea is not new.

Historically the PE profession has been eager to argue that it has had a major role

to play in the broader development of pupils beyond that of the physical

(Theodoulides & Armour, 2001), for instance the adoption of games in the ‘state’school curriculum in 1906. ‘Games’ was added for the purpose of providing ‘moral

274 G. Griggs and K. Wheeler



and social education’ (McIntosh, 1976, p. 29). Indeed, the qualities that young

people gained from PE and sport were seen as ‘transferable to the world beyond’

(McIntosh, 1980, p. 27) and this has not changed as ‘recent prevailing language used

by policy makers espouses school sport once again as the panacea for current ills’

(Adams & Griggs, 2005, p. 32). The publication of Sport; raising the game

(Department of National Heritage [DNH], 1995), in which the then Prime Minister

John Major highlighted the common good that could be found by engaging in sport,

was central to the Conservative’s ‘back to basics’ policies of the time. Such values

have been equally upheld by the current Labour government (Labour Party, 1996;

DCMS, 2000).

Indeed, many recent government acts, strategies and publications which profess to

meet the needs of young people and improve the services provided to them recognize

the positive contribution of engaging in physical activity to the health and well-being

of young people and indicate that ‘sport forms a key element of the ‘‘youth offer’’’(Department for Education and Skills, Department for Culture, Media and Sport,

Local Government Association & Sport England [DfES, DCMS, LGA & Sport

England], 2005). These include the Public Health White Paper Choosing health:

making health choices easier (Department of Health [DoH], 2005a) and accompanying

action plan Choosing activity: a physical activity action plan (DoH, 2005b), the National

service framework for children, young people and maternity services (DoH & DfES, 2004),

The five year strategy for children and learners (DfES, 2004b) the Russell Commission

report A national framework for youth action and engagement (Russell, 2005) and the

Updated drugs strategy (Home Office, 2002). It is perhaps unsurprising then that the

current government has produced a document entitled Sport playing its part (DfES/ DCMS/LGA/Sport England, 2005) which indicates that PE and school sport has

another important contribution to make, this time in delivering the five key outcomes

of the Every Child Matters national framework.

As indicated in Sport playing its part , although obvious links can be made to all of

the five outcomes, such as ‘staying safe’ by learning how to swim and cycle and

‘achieving economic well-being’ by engaging in sports-related activities, an area

which employs in excess of 400,000 people (Sport England, 2003), it is felt that the

most useful outcomes that can be most effectively addressed through PE and school

sport are those of ‘be healthy’ and ‘making a positive contribution’, with otheroutcomes providing natural links at different times.

‘Be healthy’

Engagement in regular physical activity through PE and school sport has been

unequivocally shown to have a positive impact on the physical, mental and emotional

health of young people.

Activity in childhood has a range of benefits during childhood which in themselves justify

the promotion of physical activity for children and young people. These include: healthy

growth and development of the musculoskeletal and cardio-respiratory systems;

Implications of Every Child Matters 275



maintenance of energy balance (in order to maintain a healthy weight); avoidance of risk

factors such as hypertension and high cholesterol; and the opportunity for social

interaction, achievement and mental well-being. (DoH, 2004, p. 2)

Introduction of the PESSCL strategy should also help to facilitate the furtherengagement of young people in PE and school sport, as it makes an explicit

commitment to ensuring that pupils will spend a minimum of 2 hours each week on

high quality PE (of which ‘health and fitness’ is a core curriculum strand) and school

sport within and beyond the curriculum, extending to 75% of all pupils by 2006

(DfES & DCMS, 2003).

Although initially this may seem problematic for schools who are struggling to

provide existing provision or who are resistant to extending their sporting programme

any further, the advent of the ‘extended services’ programme should see adequate

time for increased physical activity to emerge. This programme sets out a menu of extended services that the government wants to see all children enjoy by 2010, and in

half of primary schools and a third of secondary schools by 2008 (DfES, 2005a). Such

services will include ‘wraparound childcare’ from 8 am to 6 pm and in many schools

will extend the school day far beyond its existing parameters.

What such a programme can represent is an ideal opportunity for those with

responsibility for PE in schools to lead and support whole-school improvements in

health, as well as potentially addressing issues such as behaviour, developing a sense

of pride and belonging within a school, tackling disaffection and encouraging parental

involvement (see DfES, 2005b). For a while now schools have offered breakfast clubs

in addition to traditional lunchtime sports practices and after-school fixtures. What isinteresting is the way in which sporting activities can be used to target potential

‘problem’ times in the school day, such as lunchtime. Rather than resorting to

shortening the lunch hour or using a split lunch system to minimize numbers on a

school playground, a more suitable way forward might be if all staff were able to offer

an activity, sporting or otherwise, once a week to attract pupils to continue developing

valuable skills. This principle could then be applied both before and after school and

would hope to encourage the development of skills and further interests beyond the

National Curriculum. As alluded to above, it seems to depend on how schools will

choose to view and use this opportunity. What is clear is that with a vision of thepotential value that having an extended school day could bring the potential for a

positive impact on the whole school and wider community is vast.

By schools developing a broad programme of activities both inside and outside the

curriculum that engage a maximum number of pupils a major contribution can be

made to achieving the outcome of ‘being healthy’. Schools that have embraced a

greater commitment to ‘being healthy’ work towards achieving ‘National Healthy

Schools Status’ (DfES & DoH, 2005). Interestingly, in institutions where pupils

participate in exercise regularly and adopt a healthy diet indications are that there has

been a marked improvement in the academic performance of primary pupils in

subjects such as English, mathematics and science (Sinnott, 2005). In addition,research carried out on the educational outcomes and value added by specialist sports




colleges showed that they achieved better GCSE results than non-specialist

comprehensive schools and that improvement exceeded that predicted (Jesson

et al ., 2003). Although such improvement will inevitably come from a combination of

many different change factors within the school environment, it cannot be overlooked

that the greater commitment to all forms of physical activity and what that brings willbe one contributing element.

With the health risks associated with low levels of participation frequently stressed,

both nationally (Health Education Authority, 1998; DoH, 1999) and internationally

(World Health Organisation, 1990; US Department of Health and Human Services,

1996), arguably the most important contribution that increased involvement in PE

and school sport can make is by helping to establish a regular habit of participating in

physical activity. Not only is this vitally important for young people’s current health, it

can provide a stronger platform for the maintenance of good health throughout life.

Young people who emerge from their school years feeling confident about theirphysical skills and bodies and who have positive experiences of PE and school sport

are more likely to be active throughout adulthood (Trudeau et al ., 1999; Harro &

Riddoch, 2000). Such engagement will also increase their knowledge and under-

standing of how to be healthy and provide an alternative setting in which information

on health issues, such as healthy eating, drug taking and teenage pregnancy, can be

provided to young people (Sabo et al ., 1998; Miller et al ., 2000).

The combination of positive experiences and increased knowledge facilitates the

development of self-confidence among young people, which is empowering by its very

nature, demonstrating a strong link between ‘being healthy’ and ‘making a positive

contribution’.

‘Make a positive contribution’

When schools work to become a central or community focus, as advocated by Every

Child Matters, they also create ideal conditions within which school sport can flourish.

Proactive teachers with responsibility for PE have a real opportunity to be at the forefront

of developing a programme of PE and school sport that engages large numbers of

children and adults from across the community in a way that other curriculum areas

could not, not least because engagement develops ‘social capital’ (Bourdieu, 1986).Although defining exactly what is meant in practice by social capital can be

problematical, the term is perhaps most usefully referred to here as ‘the collective

value of all ‘‘social networks’’ and the inclinations that arise from these networks to

do things for each other’ (Putnam, 2000, p. 3). ‘Since sports participation provides a

focus for social activity, an opportunity to make friends, develop networks and reduce

social isolation, it seems well placed to support the development of social capital’

(Bailey, 2005, p. 77).

A consequence of developing a broad programme of activities (including

competitions and festivals) and actively facilitating engagement in PE and school

sport is the creation of a number of opportunities to volunteer (Russell, 2005). Thisprocess can start at the primary level, engaging pupils in the planning of events such




as sports days and encouraging older pupils to take responsibility for organizing and

working with younger classes. Within the secondary sector many schools now offer

accredited awards, such as GCSE and A-level PE, which involve community work

and many more are beginning to offer opportunities and encourage their pupils to

gain accreditation in awards such as the Junior Sports Leader Award (JSLA). Thisaward is a nationally recognizsed qualification and is designed to provide a starting

point for children aged 14–16 who want to develop generic skills (such as planning,

communicating and motivating) that can be applied to a variety of sporting activities.

Opportunities to volunteer and work with others in the school and wider

community enables pupils to develop not only their ability to lead, organize and

manage but also contributes to their knowledge and understanding of PE and sport.

This in turn may encourage them to adopt a healthier, safer lifestyle, as well as

challenging those around them to do the same. By facilitating such situations and

encouraging pupils to get involved it is argued that confidence is raised, pupilsimprove their ability to develop good relationships and respect others and be

responsible for their actions, therefore making a positive contribution. More broadly,

what volunteering does is provide ‘young people [with] a stake in their communities,

helping them to make sense of their relationship to the world around them’ (Russell,

2005, p. 23). This stake makes young people feel valued and gives them a platform

from which their voice can be heard (Home Office, 2003).

This latter point is of particular significance when considering that research

indicates that extended engagement in regular sports activities has been shown to

strengthen some of the protective factors (leaders and coaches leading by example,

social bonding and opportunities for developing social and reasoning skills) andweaken some of the risk factors (community disorganization, alienation, a lack of

social commitment and attitudes that condone offending) which influence rates of

youth offending (Youth Justice Board, 2001; Office of the Deputy Prime Minister,

Youth Justice Board, Department of Culture, Media and Sport & Sport England,

2005).

Sport has been shown to be a useful ‘hook’ in situations where school transition,

difficult social situations and low expectations have been identified as significant

concerns. The Playing for success initiative is one such example whereby study support

centres have been set-up in professional football clubs and other venues, using sportas the medium to support core curriculum work, such as literacy and numeracy

(Department for Education and Skills & National Foundation for Education

Research, 2003). Although the contribution sport makes in this instance is somewhat

indirect, its ability to attract participants in the first place, maintain their interest in

education and engage with organizations within their community should not be

underestimated.

Conclusions

What the publication of the PESSCL srategy and Every Child Matters have incommon is that both will force different groups to work together in new ways and




require them to communicate and share information. Within the area of PE this

should see both staff and AOTTs working not only side by side in the same space but

with a shared interest in maximizing the potential of the young people with whom

they interact. This will undoubtedly be quite difficult for those who hold a very

narrow view of what their roles and responsibilites and those of others should be.On a similar theme, those working closely with young people during sessions of

physical activity need to recognize the valuable and useful role that they can play in

meeting the outcomes of Every Child Matters. On one level, as outlined above,

creating a broad programme of activities which can become a central school or

community focus can make a massive input to outcomes such as ‘be healthy’ and

‘make a positive contribution’. On a second level, staff with responsibility for PE

within their schools must work harder to monitor and evaluate what they do (a regular

concern of OfSTED over the last decade; for most recent comments see 2006), not

only to demonstrate how they are implementing high quality PE but how they aremaking a tangible contribution to the five outcomes required for school self-

evalutaion forms.

Although those within PE are becoming more used to such requirements, not least

since publication of the document Do you have high quality PE and sport in your school?

(DfES, 2005b), which requires schools to show how they will meet the 10 key

outcomes, it is a concern that some may see such a task as none of their business or a

task too far. However, what needs to be realized within PE is that more thought

should be given to how recent initiatives link and can be mapped out to complement

each other rather than become an onerous, unengaging paperwork exercise

(Marchant, 2006). For example, the development of a wide range of community sporting activities can easily link to both the OfSTED focus area of ‘personal

development and well-being of all learners’, ‘making a positive contribution’ in

Every Child Matters and ‘participation’ in Do you have high quality PE and sport in your

school .

One final valuable and useful role that those working closely with young people

during sessions of physical activity can play is to be on the front line in identifying

when children may be a cause for concern. Those involved in delivering PE and

school sport in particular are often in a unique position for two reasons. Firstly, such

teachers often form close social relationships with young people that other staff donot, for example through delivering after-school clubs or going to sporting fixtures.

Being in such less formal environments with adults that they trust often enables

young people to raise personal issues that otherwise may not be heard. Secondly, such

teachers will often see pupils in states of undress (especially in primary education) or

wearing a T-shirt and shorts, such that they may, for instance, see evidence of

physical abuse where no other person beyond the family would.

It is unclear whether practitioners do or do not act upon such first-hand

information and what is less clear is what systems and mechanisms are in place to

communicate such valuable information to the relevant parties, i.e. social services.

More effective inter-agency working is clearly needed, highlighted most starkly in theClimbie inquiry (Lord Laming, 2003).




What seems apparent from exploring the implications of Every Child Matters upon

PE and school sport is the benefits that one can offer another seem abundently clear.

However, how robust and effective both the PESSCL and Every Child Matters

strategies will be can only be judged over a period of time. One only hopes that

opportunites that have been made apparent here are taken and do not fall foul of anisolationist approach that is so often traditionally evident within PE and the wider

sporting sector.

Acknowledgement

The authors are grateful to the anonymous reviewers for their constructive comments

on earlier drafts of this paper.

Notes on contributors

Gerald Griggs is Senior Lecturer in Physical Education at the University of

Wolverhampton. His teaching and research interests are concerned with primary

physical education and the sociology of sport.

Kim Wheeler is Senior Lecturer in Physical Education and Sports Studies at

Newman College of Higher Education in Birmingham. She currently coordi-

nates the secondary physical education PGCE programme. Prior to moving into

higher education Kim was an Advanced Skills Teacher as well as Head of

Physical Education at Bournville School.

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He-Play Up, Play Up and Play the Game_ the Implications of Every Child Matters