The National PE and School SportProfessional DevelopmentProgramme

Are your pupils healthy, activeand fit? Does your schoolpromote healthy, active lifestyles?

SR/M

The National PE and School Sport Professional Development Programme is a key strand of theDfES/DCMS National PE, School Sport and Club Links Strategy.

© Crown copyright

Extracts from this document may be reproduced for education and training purposes on thecondition that the source is acknowledged.

Edition: 1

Published by: Youth Sport Trust, Sir John Beckwith Centre for Sport, Loughborough University,Loughborough, Leicestershire LE11 3TU

Printed by: EMPress Nottingham Limited

Contents

The background to this module 1

Section 1: Identifying the focus for improvement 4

Section 2: Bringing about improvement 8

Section 3: Recognising and building on improvement 15

Section 4: Post-module follow-up 17

Section 5: Further information 18

Section 6: OHTs and handouts 19

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The background to this module

This module is part of a national programme of PE and school sport professional development.The Government has invested in this programme to help it achieve the target of all pupilstaking part in, and enjoying, at least two hours of high quality PE and school sport each week(both within and beyond the curriculum). This target reflects the potential that high quality PEand school sport has for making a difference to young people and school improvement.

In line with this, the professional development programme aims to:• raise the quality of teaching and learning in PE and school sport by helping schools deliver

broad, balanced and inclusive PE and sport

• improve understanding of how high quality PE and sport can be used as a tool for schoolimprovement, particularly in terms of attendance, behaviour management and attainment

• improve understanding of how high quality PE and sport can be used to support healthylifestyles and physical activity

• help schools interpret the PE programme of study in a more innovative way, so that theymeet the needs of pupils better and enhance achievement

• develop cross-phase continuity and support a whole-school approach to improvement andraising standards.

The programme’s success will be judged on the difference it makes to young people and howwell it helps to bring about school improvement.

How do the modules work?All of the modules in the professional development programme follow an action researchmodel (as shown in the diagram below).

Know where youare and what youneed to improve

Set specificobjectives

(pupil focused)

Identify strategiesthat will work

Visualise signs ofsuccess

Take a relevantbaseline

Implement thestrategies

Measure thedifference

Start point

This module will help you (and your colleagues) work through this action research process. It hasbeen structured in four key sections to help you do this.

• Identifying the focus for improvement (Section 1)This enables you to recognise the specific aspects of the issue covered by the module that youneed to address in your school.

• Bringing about improvement (Section 2)This gives ideas and approaches that you can use to bring about improvement in your school.

• Recognising and building on improvement (Section 3)This helps you to visualise your signs of success – what you will see pupils doing and sayingwhen you have achieved your objectives for improvement. It also helps you plan how to collectand use information to show that you have met your objectives.

• Post-module follow-up (Section 4)This suggests how to start putting your ideas into practice and keep records of your progress andsuccess.

Each section begins with a set of objectives, followed by a series of activities that you can use tohelp you achieve these objectives. Some of the activities are compulsory and others are optional –choose those that meet your school’s needs most closely and feel free to adapt them if you think itwould be helpful.

To support your work on this module, at the end of the pack you will find:

• a list of helpful organisations, websites and publications• photocopiable resources to support your work on different activities.

2

About this moduleAre your pupils healthy, active and fit? Does yourschool promote healthy, active lifestyles?

Who is this module for?

This module is intended for any teacher, coach or assistant in the secondary sectorwho wants to promote healthy lifestyles and physical activity among secondarypupils. You can either work through the module on your own, or use it with otherstaff in your department.

How long does it take?

In total, the module should take no more than seven hours. You can break thisdown in a number of ways, depending on your own – and your colleagues’ – needsand schedule. For example, you could tackle the module in one seven-hour session,seven one-hour sessions, or three two-hour sessions and a one-hour session.

What will you have achieved by the end of the module?

By the end of the module, delegates will:

• know key definitions and relevant information to help present the case for andpromote healthy, active lifestyles amongst pupils

• know how health, physical activity and physical fitness monitoring can be usedto promote healthy, active lifestyles with pupils

• understand how yourself and your school can promote healthy, active lifestylesvia a whole-school approach and know a range of strategies and initiatives forpromoting healthy, active lifestyles

• have identified the specific aspects of pupils’ levels of physical activity andinvolvement in healthy, active lifestyles that you want to improve in your schooland what you need to do to improve these

• have strategies for evaluating the impact of what you do to improve pupils’ levelsof physical activity and involvement in healthy, active lifestyles.

How will you be supported in this module?

Your local delivery agent will set up support for schools in your area that are usingthis module. They will be able to give you the contact details of other schools thatare also trying to promote physical activity – why not get in touch to share ideasand approaches? Perhaps you could spend a staff meeting discussing strategies andwhat you have discovered as a result of the module. Your local delivery agent mayeven set up an e-learning community so that you can share experiences online.

Work through the following activities.

Activity: Your school contextBefore you can start to think about how toimprove pupils’ levels of physical activity andinvolvement in healthy, active lifestyles in yourschool, you need to make sure that you arefamiliar with your school’s current approach.

Find out and make a note of:• what physical activity opportunities the

school offers (in curricular and extra-curricular time)

• how your school currently addresses healthand fitness and promotes physical activitywithin the curriculum (e.g. via focusedunits of work, via permeation through theactivity areas)

• the content of the health and fitnesscurriculum in your school (e.g. healthbenefits of physical activity, exercise effects,safety issues (warming-up and cooling-down), fitness testing)

• how healthy, active and fit your pupilscurrently are or you think they are and theevidence you have for this (e.g. do youcurrently monitor pupils’ health, activityand fitness? If so, how?)

• any strategies or initiatives that the schoolcurrently offers, is involved in and/or hasapplied for (e.g. Awards for All, Coachingfor Teachers, Healthy Schools, Sportsmark,TOP Skill, Girls in Sport).

Collect evidence to support the effectivenessof what your school is doing to promotehealthy, active lifestyles. This might include: • information on the amount and type of

physical activity that pupils are involved in• information on the number of pupils

following recommended exercise guidelines• information on pupils’ attainment in

knowledge and understanding of fitnessand health

• Ofsted inspection findings• data on the number of events and activities

organised• information on successful applications and

awards.

Keep a record of your research – you will needit later in the module.

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11Section

Identifying what you want toachieve

By the end of this section of the module, you will:• know key definitions and relevant information to help present the case for promoting healthy,

active lifestyles amongst pupils• understand what is meant by improving pupils’ levels of physical activity and involvement in

healthy, active lifestyles• have identified the specific aspects of pupils’ levels of physical activity and involvement in

healthy, active lifestyles that you want to improve in your school.

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Activity: DefinitionsIf yourself and your school are to address your pupils’ health, activity and fitness, and be effective inpromoting healthy, active lifestyles, then awareness and understanding of some key terms anddefinitions is important.

The chart below lists some key terms and definitions related to pupils’ health and physical activity,but they are all mixed up. Photocopy the chart and draw lines to match each term with its correct definition.

Any movement produced by muscles that uses energy. It has dimensions of volume (how much),duration (how long), frequency (how often), intensity (how hard) and mode (what type), andincludes all forms of active play, sport, dance and exercise as well as active transportation (suchas walking, cycling, skateboarding) and routine, habitual activities (such as helping around thehouse and garden).

All measures deliberately designed to promote health. It includes health education, plus healthypublic policy which aims to achieve social change via legislation, fiscal, economic and otherforms of environmental engineering. It is concerned with making healthier choices, easierchoices.

A positive state of physical, mental and social well-being and not merely the absence of diseaseor infirmity. It is a resource for everyday life and a positive concept emphasising social andpersonal resources, as well as physical capacities.

The area of the PE curriculum associated with health and fitness. It is physical activity associatedwith health enhancement and involves the teaching of knowledge, understanding, physicalcompetence and behavioural skills, and the creation of positive attitudes and confidenceassociated with current and lifelong participation in physical activity.

A subcomponent of physical activity which is voluntary, planned, structured, repetitive andcarried out to improve or maintain any aspect of fitness or health.

Designed to bring about positive changes in knowledge and understanding, values and attitudes,skills and lifestyle. It usually includes coverage of the following components: healthy eating,safety, substance use and misuse (alcohol, smoking, drugs), physical activity, health conditions,emotional health and well-being, sex and relationships.

A set of attributes that people have or achieve that relates to their ability to perform physicalactivity. It has health-related components (cardiovascular fitness, muscular strength andendurance, flexibility and body composition) and performance (skill)-related components (e.g.agility, speed).

A school that maximises opportunities for children (and all who are associated with the school) tobe active by exploring all opportunities and avenues (including curricular, extra-curricular andorganisational practices) to promote physical activity.

All measures deliberately designed to promote physical activity. It includes health education, plushealthy public policy which aims to achieve social change via legislation, economic and otherforms of environmental engineering. It is concerned with making active choices, easier choices.

A school that actively promotes and protects the physical, mental and social health and wellbeing of its community through positive action by such means as policy, strategic planning andstaff development with regard to curriculum, ethos, physical environment and communityrelations.

Once you have tried matching the terms and definitions, turn to Section 6 (Resource 1) to seewhether you’re correct.

Focus in particular on making sure you understand the characteristics of health promotion, physicalactivity promotion, a healthy school and an active school. It is important that your schoolunderstands the holistic nature of health and physical activity promotion and the importance oftaking a whole-school (and community-wide) approach.

Resource 1

Health-relatedexercise

Health

Exercise

Health education

Health promotion

Physical activityPromotion

Physical activity

A healthy school

Physical fitness

An active school

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1Activity: Why is pupils’ health important?If your school is to succeed in promotingphysical activity and a healthy, active lifestyle,you need to be aware of why they areimportant.

There has been considerable interest in youngpeople’s physical activity, fitness and thepossible health consequences in recent years.However, a number of myths andmisconceptions have developed at the sametime, often reinforced by the popular media.Read the table below and try to decide whichstatements are true and which are false.

Statement T or F?

The onset of coronary heart disease (CHD) begins in childhood.

There is overwhelming evidence that physical activity is beneficial to young people’s health.

Physical activity has been found to benefit CHD risk factors, adiposity, bone and psychological health in young people.

Childhood overweight and obesity is neither increasing nor decreasing in the UK.

Some young people are very active whereas others are very inactive.

Inactive and sedentary lifestyles are common amongst young people.

Girls are more active than boys.

People who are active during their youth are more likely to be active in adulthood.

Young people are the fittest and most active population group.

There is a good deal of evidence that young people today are less fit than in previous generations.

Low aerobic fitness is common amongst young people.

Most boys and girls are not fit enough for health purposes.

Once you have completed the table, turn toSection 6 (Resource 2) for the answers.

Were you as well informed as you thought?The key facts to come out of this activity are:• There is no evidence that young people’s

aerobic fitness is low or has declined in thepast 50 years. Therefore, for public healthpurposes, it seems more important to focuson promoting physical activity rather thanphysical fitness. Physical activity (theprocess) is the means by which pupils willimprove their fitness (the product).

• Emphasising fitness may becounterproductive to the promotion ofactive lifestyles, as some young people findit unpleasant and embarrassing. Focusingon fitness has been unsuccessful inpromoting active lifestyles in the past.

• Physical activity (a behaviour) is anoutcome that all pupils can achieve;physical fitness (an attribute) is not. Fitnessis influenced by many factors, includingmaturity, heredity/genetic potential,environment, motivation, skill at taking atest and practice.

On the basis of these facts:1. Do you feel the promotion of pupils’

physical activity is important?2. Do you feel the promotion of pupils’

physical fitness is important?3. What do you think the priorities of physical

educators, health professionals and otherswho work with young people should be?Think about target groups (the inactive,overweight, girls), key messages(enjoyment, fun, all activity is good foryou).

Resource 2

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Activity: The role of schools and PE teachersSchools are now seen as the most important contextfor promoting health and physical activity in youngpeople. In particular, PE lessons have beenrecognised as having a key, almost ‘taken forgranted’, role to play.

Give some thought to these questions:1. Who do you think should be responsible for, andinvolved in, promoting physical activity in schools?2. What opportunities are there to promote physicalactivity in secondary schools generally? In yourschool in particular?3. What constraints and challenges face secondaryschools that want to promote physical activity? Arethere any specific constraints and challenges inyour school?

As you consider these questions, refer back to theinformation you collected in the first activity inSection 1, ‘Your school context’.

Activity: Identifying objectivesIn light of what you have learnt in the previousactivities, write down specific objectives that youwant to achieve in your school in terms ofimproving pupils’ levels of physical activity. These objectives must focus on pupils, for example:• We want to increase the number of pupils

involved in sport at lunchtimes.• We want to increase the number of girls

attending after-school activities.• We want to increase the number of pupils who

follow recommended exercise guidelines.• We want to increase the number of pupils

leading healthy, active lifestyles.

Look at the information you collected at the start ofthe module to help you identify your pupils’ needs.

Write your objectives into the action planning sheetin Section 6 (Resource 3).

Resource 3

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Activity: Finding out about your pupilsWhy do you think some of your pupils don’t getinvolved in physical activity? For this activity,you need copies of Resources 4, 5 and 6 fromSection 6 of this pack.

Look at Resource 4, which gives a list ofpossible barriers to participation. Can you thinkof a pupil, or a group of pupils, who you feeldon’t get involved in physical activity for eachof the reasons listed? You could photocopy theresource and annotate it with your thoughts.

Now look at Resource 5 which lists commoncharacteristics of young people. Do the pupilsyou identified also have a number of thesecharacteristics?

All of these factors – barriers to participationand young peoples’ characteristics – haveimportant implications for the way we promotephysical activity to pupils (both in PE lessonsand beyond). The challenge for schools is tothink of ways of overcoming the particularissues that influence their pupils. Resource 6gives some recommended ideas and strategiesthat may be helpful. Try matching these to the

barriers and characteristics highlighted inResources 4 and 5. Which recommendations doyou think would be most effective in tacklingeach problem?

Having thought in general terms about barriersto physical activity and ways of overcomingthem, it is time to start planning what you needto do in your school.

Identify ten pupils who appear not to enjoyphysical activity and rarely participate beyondthe curriculum requirements (you might find ithelpful to look back at the objectives youidentified on your action planning sheet). Createthe time to talk to each pupil in a relaxed,informal way. Ask them how they feel about PEand sport. Talk with them about why they don’tparticipate more and note down what they say.

After you’ve talked to the pupils, try tocategorise their responses using the lists ofbarriers to participation and characteristics ofyoung people given in Resources 4 and 5. Doesa pattern emerge? If you think it would behelpful, you could talk to a few more pupils toreinforce your findings.

What you find out from this exercise shouldgive you a starting point for planning how toincrease pupils’ participation in physicalactivity. For example, if you find that most of thepupils say they dislike the activities on offer, youcould consider offering them a broader range ofactivities that match their needs and interests(recommendation 7). Talk with other staff aboutyour ideas and think about how they could beput into practice.

Fill in any selected strategies from the list(Resource 6) on your action planning sheet(Resource 3).

Resource 3, 4, 5, and 6

2Section Bringing about improvement

By the end of this section of the module, you will:• know relevant information to help you promote healthy, active lifestyles amongst pupils• have learnt about a range of ideas, strategies, initiatives and approaches that you can use to

improve pupils’ levels of physical activity.

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Activity: Investigating the curriculum The PE curriculum has a key role to play in promoting healthy, active lifestyles. How specificallythough, it does or should promote physical activity (with regards to philosophy, content,organisation, delivery), as well as some of the issues or challenges PE and teachers face,warrants attention.

Please note: Module SD-L ‘Learning about Health in PE’ focuses on increasing pupils’knowledge and understanding of, and engagement in, physical activity for health and providesdetailed information about appropriate curriculum content.

Read the following statements and consider whether you agree, disagree or areneutral/undecided about each statement. Once you have done this, turn to Section 6 (Resource7) for some considered responses to each.

Statement Agree/Disagree/Neutral/Undecided

1) PE and physical activity promotion is afforded sufficient time within the curriculum in the UK.

2) PE and physical activity promotion is afforded sufficient status within the curriculum in the UK.

3) Health-related exercise (HRE) should involve learning through active participation in purposeful activity embracing a range of physical activity experiences.

4) Many teachers lack knowledge about HRE and physical activity promotion.

5) The way in which PE is delivered bears no influence on young people’s engagement in physical activity.

6) Fitness testing should be employed as a compulsory component of the PE curriculum.

7) Monitoring pupils’ health, physical activity and fitness within the curriculum can be useful in the promotion of healthy, active lifestyles.

8) Various approaches for the organisation of HRE within the curriculum are possible, including permeation or integrated (in which HRE is taught through the PE activity areas), focused (involving teaching HRE through specific focused lessons or units of work) or combined (a combination of permeation, focused and topic based approaches). However, there is no one proven best approach.

9) Sport and particularly team games are currently the main focus of PE and the primary vehicle for the promotion of healthy, active lifestyles in schools.

Resource 7

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2Activity: Finding out about your pupils’health, activity and fitness Most teachers are likely to be interested in,and even concerned over, how healthy, activeand fit pupils are. Determining this involvesmonitoring their health, physical activity andfitness. Monitoring health, activity and fitnesswithin the curriculum can help pupils to meetsome of the requirements of the NationalCurriculum for Physical Education and PSHE(see Section 6, Resource 8).

The monitoring of young people’s health,activity and fitness is often relativelymisunderstood. Below are some importantfacts and key messages which are relevant tothis area (see also Resources 1 and 7 forfurther information):

• health, activity and fitness are different andare each measured in different ways

• physical activity is one of a number ofhealth behaviours and being active is partof a healthy lifestyle

• moderate levels of physical activity canproduce health benefits

• every child can benefit from being active• being active is a process; fitness is a

product• increased activity can (but does not

necessarily) result in improved fitness• because fitness is largely determined by

heredity/genetics in young people, not

every child can reach a high level of fitness• monitoring fitness will not necessarily result

in increases in activity and improved health,and being fit is not necessarily related tobeing healthy or active

• increasing activity levels will bring aboutassociated health benefits and may enhancefitness

• monitoring fitness only has severelimitations. Instead, teachers shouldtherefore involve pupils in monitoring theirhealth, activity and fitness as it reinforcesthe important message that physical activityis a key health behaviour which will bringabout associated health benefits and mayenhance fitness.

Now reflect on the following questions:1. Were you aware of these facts?2. Do you understand the reasons for these

messages?3. Do you currently share facts and messages

such as these with your pupils? What are, orwould be, the benefits of doing so?

Resource 1, 7 and 8

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Activity: How can your pupils’ health,activity and fitness be measuredMonitoring your pupils’ health can beachieved by asking them to complete a ‘Howhealthy are you?’ questionnaire at regularintervals during a key stage (e.g. once a year)and then reflecting on their results. Anexample ‘How healthy are you?’ questionnaireand associated ‘Thinking about your health’questions are provided in Section 6 (Resource9a and 9b). These can be administered withinPE or as part of your school’s PSHEprogramme. Pupils can then be encouragedand supported in their actions to lead ahealthier lifestyle.

Monitoring your pupils’ activity can beachieved by asking them to complete a recordof their activity on school and non-school daysat regular intervals during a key stage (e.g.once a year) and then reflecting on theirresults. An example ‘How active are you?’record and associated ‘Thinking about youractivity’ questions are provided in Section 6(Resource 10a and 10b). These too can beimplemented within PE or as part of yourschool’s PSHE programme. Pupils can then beencouraged and supported in their actions tolead a more active lifestyle. Older pupils couldbe asked to record their activity for a wholeweek (seven days, including two weekenddays), rather than just one school day and oneweekend day.

Monitoring your pupils’ fitness can beachieved by involving pupils in a series of

health-related fitness tests at regular intervalsduring a key stage (e.g. once a year). The focusshould be on the health-related fitnesscomponents because these are important forthe health of every young person and areassociated with specific health outcomes orhealth conditions.

The health-related components of fitness andthe key health conditions associated with lowlevels of each component are summarised inthe table below.

Skill/performance-related components (i.e.agility, balance, co-ordination, power, reactiontime, speed) are associated with an improvedability to perform skills and are not essentialfor, and do not necessarily affect, health.

Example ‘How fit are you?’ fitness tests andassociated ‘Thinking about your fitness’questions are provided in Section 6 (Resource11a and 11b). A choice of ‘aerobic fitness’ testsare included and some of the tests includedifferentiated options to cater for all pupils.

It is recommended that your pupils completethese tests and answer the questions withintheir PE lessons at regular intervals during thekey stage (e.g. once a year). The fitness testsshould form part of a planned scheme of workon ‘health and fitness’. Pupils can then beencouraged and supported in their actions toincrease their fitness levels.

Resource 9a and 9b, 10a and 11a and11b

Health-relatedcomponent of fitness

Aerobic fitness

Muscular strength andendurance

Flexibility

Body composition

Associated healthconditions

Coronary heart disease,obesity

Osteoporosis, back pain,poor posture

Back pain, limited rangeof movement, poorposture

Obesity, joint problems

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2Activity: How healthy, active and fitshould pupils be?Do you know: 1) how healthy, 2) how activeand 3) how fit pupils should be? Do youcurrently discuss these questions or theanswers with colleagues and pupils? Why doyou feel it is important to know? Below are theanswers. These are based on the bestknowledge and information we have at thepresent time.

Health – Young people should be healthyenough to enjoy life to the full and to make themost of their abilities. Health can berepresented on a continuum from ‘very good’health such as feeling ‘full of life’ to ‘very poor’health such as being seriously ill. Beinghealthy involves a number of differentbehaviours, from brushing your teeth to goingon a bike ride. It is important that pupilsbecome aware of their own health behavioursand the consequences of their decisions andactions, and appreciate that being active is asimportant to their health as eating sensibly, notsmoking and avoiding drugs.

Activity – All young people (aged five to 18years) should participate in physical activity ofat least moderate intensity for one hour perday. The one hour is accumulated time, i.e. atotal of 60 minutes, and might be made up oftwo x 30-minute blocks, or four x 15 minutes,or six x 10 minutes.

Young people who currently do little activityshould participate in physical activity of atleast moderate intensity for at least half anhour per day.

This physical activity can include PE lessons,sports clubs, exercise sessions, active play orrecreation as well as walking, cycling,skateboarding and roller-blading. Moderateintensity activity (e.g. brisk walking) usuallymakes participants feel warm and slightly outof breath.

In addition, at least twice per week, all youngpeople (aged five to 18 years) shouldparticipate in activities that help to enhanceand maintain muscular strength and flexibilityand bone health. These activities shouldinvolve weight-bearing activities (e.g. climbing,skipping, gymnastics, dance, circuits, aerobicsand sports such as basketball) and stretchingexercises.

Pupils should be made aware of the aboverecommendations and helped to achieve them.

Fitness – The optimum level of fitness foryoung people is not yet known. However,experts and common sense indicate that youngpeople should be fit enough to carry outeveryday tasks with ease and to enjoy ahealthy and fulfilling life – in other words theyshould be ‘fit for life’. Pupils of the same agevary in shape, size and stage of maturation andfitness comparisons between individualsshould not therefore be made. Instead,comparisons can be made with the pupils’previous performances and with ‘health-related’ ranges. ‘Healthy Fitness Ranges’ areprovided in Section 6 (Resource 11e).

Monitoring successSection 6 (Resource 12) gives guidance onhow to monitor success and pupils’ progresstowards meeting some of the objectives youmay have identified in Section 1 of thisresource, as well as guidance to give pupilsconcerning their health, activity and fitnessresults and how to use the results of theirmonitoring.

Resource 1, 11e and 12

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Activity: Investigating whole-schoolapproachesPE lessons take up less than 2% of pupils’waking time. As this suggests, while thecurriculum is still a very important vehicle forpromoting physical activity, schools have totake a broader or whole-school approach ifthey are going to succeed in making a realdifference.

Examples of whole-school approaches includethe Healthy School and the Active School.Definitions for these were provided in Sections1 and 6 (Resource 1).

The Healthy Schools Programme – Thisprogramme was launched in May 1998 and isa key part of the Government’s drive toimprove standards of health and education andto tackle health inequalities. The aim of theprogramme is to raise awareness ofopportunities in schools for improving thehealth of pupils, teachers, families and thelocal community. The scheme encouragesschools to develop a ‘healthy school’ ethosand to develop and improve school andcommunity links.

The programme has a national network – the‘wired for health’ website – which can bevisited at www.wiredforhealth.gov.uk

Every local education authority (LEA) inEngland is working in partnership withsecondary care trusts to manage a localHealthy Schools Programme. Each localprogramme has a local co-ordinator and ateam from education and health supporting itsmanagement and delivery.

Other components of the Healthy SchoolsProgramme include the National HealthySchool Standard (NHSS), which providesnational quality standards for localprogrammes, and a Healthy Schools newsletter.Physical activity is a specific theme within theNHSS.

The Active School – An Active School exploresall opportunities and avenues to promotephysical activity in school. Avenues include:I. school and PE policies and practices –

modifying and developing school andPE policies and practices

II. the PE programme – modifying anddeveloping the content, organisationand delivery of the PE programme(curricular and extra-curricular)

III. school ethos/environment – modifyingand developing the school ethos andenvironment

IV. the whole school – thinking of waysthat the whole school can worktogether

V. community links and partnerships –making use of community links andpartnerships.

Do you think that becoming a Healthy and/orActive School might make all the difference tophysical activity in your school? Talk withcolleagues about whether they think it wouldbe helpful to start working towards becoming aHealthy and/or Active School.

For each of the avenues above, specificstrategies have been proposed which could beadopted to increase pupils’ engagement inphysical activity (see Section 6, Resource 13).Photocopy this resource. As you read throughthe examples, put a tick against the strategiesthat your school already uses and a star againstthose that you think might be helpful in thefuture. Which strategies do you think will workbest in your school? Talk with other staff aboutyour ideas and make a list of those that youwould like to try to put into practice.

Add these whole-school strategies to youraction planning sheet (Resource 3).

Resource 1, 3 and 13

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2Activity: Producing an Active SchoolpolicyProducing an Active School (or physicalactivity) policy and setting up an Active Schoolcommittee can be a good starting point forpromoting physical activity. This will help to:• ensure that the promotion of physical

activity is given the status it deserves andremains on the school agenda

• develop a clear vision (objectives) andmeans (strategies) for increasing pupils’physical activity

• drive, co-ordinate and evaluate physicalactivity initiatives.

Read the example of an Active School policythat is shown in Resource 14. This focuses onthree main elements – the curriculum, theenvironment and the community.

Share the policy with colleagues. Would asimilar policy be useful in your own school?Could elements of it be incorporated intoexisting school policies? Would similarstrategies work in your own school? Whichother strategies from those listed in resource 13would you include in your Active Schoolpolicy?

Resources 13 and 14

Activity: Finding out about initiativesThere are a growing number of:• formal initiatives designed to help schools

promote physical activity among pupils• informal initiatives that schools are

organising themselves to promote physicalactivity (see Section 6, Resource 15).

There are now so many formal initiatives, andnew initiatives are being developed all thetime, that it makes it impossible to cover anddo justice to them within this module. Forexample, formal strategies include:• PE, School Sport and Club Links Strategy

and associated programmes (includingSpecialist Sports Colleges, School SportPartnerships, Gifted and Talented, QCA PEand School Sport Investigation, Step intoSport, National PESS ProfessionalDevelopment, School Club Links,Swimming)

• Sport England’s Sportsmark (currently underreview) and Sportsmatch awards

• Sustran’s Safe Routes to School• British Heart Foundation’s Jump Rope for

Heart• Youth Sport Trust Girls in Sport and TOP

Skill programmes.

Information about these formal strategies canbe found on the relevant organisation’swebsites (see Section 5).

Are you aware of these formal initiatives? Hasyour school been involved in any of them? Areany of the informal initiatives (see Resource15) new to you? Make a note of any that youthink might be useful in your school and talkwith other staff about the possibility of usingthem.

If you do decide to use any of the initiatives,add them to the strategies column of youraction planning sheet (Resource 3).

Resource 3 and 15

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3SectionRecognising and building onimprovement

By the end of this section of the module, you will:• have identified what you will see pupils doing and saying when you have improved their

levels of physical activity and involvement in healthy, active lifestyles• know how to collect information on physical activity in your school to show that things are

improving.

Work through both of the following activities.

Activity: Identifying signs of successWhy did you choose this module? Why didyou want to promote healthy, active lifestylesin your school? Was it because you wereseeing pupils who were:• hanging around at break time and not

taking part in purposeful activity?• not motivated to be active in or out of PE

lessons?• overweight and struggling with the

demands of physical activity?• listless and tired in the classroom?

How will things be different when you haveincreased their physical activity?

Look at the objectives and strategies in youraction plan. Imagine your school in six weeks’time, once you have started to put thesestrategies into practice. What will you seepupils doing in PE lessons and school sportthat is different from now? What will you hearthem saying? What difference will you see inpupils’ behaviour around school in general? Itis important that you focus on pupils’ actionsand attitudes – for example, you might seemore pupils who:• get changed and ready for PE lessons on

time• spend extra time practising and training• are regularly monitoring their health and

physical activity• talk positively about what activity they have

done and what they have achieved• show an interest in the PE/sport notice

boards and the activities/events/initiativesbeing organised in school.

Write down, ‘In six weeks’ time, our targetgroup of pupils will…’ and complete thesentence by listing what you will see and hearpupils doing when they are taking part inmore physical activity.

Repeat this exercise, imagining your schoolafter twelve weeks, two terms and a year.

These are your signs of success – the thingsyou will see and hear happening in school ifyou have achieved your objectives forimproving pupils’ levels of physical activity.Add these signs of success to your actionplanning sheet (Resource 3).

Resource 3

16

Sec

tion

3

Activity: Collecting informationThink about how you will recognise the signs ofsuccess you identified in the last activity. Canyou match these signs of success withappropriate methods of collecting information?For example, you could consider:• looking at participation figures for clubs and

lunchtime activities• listening to what pupils are saying (e.g. ‘Can

we borrow equipment this lunchtime?’, ‘Canyou put on extra clubs for football?’)

• looking at pupil activity diaries• looking at video footage or photographs• listening to parents• using questionnaires (see Resources 9 and

10).

What are the strengths and weaknesses of thedifferent information collection methods?

Plan and write down an information collectionstrategy for your signs of success. You need toconsider:• how are you going to take a baseline? If you

don’t know where pupils are starting from, itwill be hard to show that you’ve made adifference! (Resource 11f can be used forbaseline measures of health, activity andfitness)

• does the school already collect informationthat would be useful?

• who would collect any additional informationneeded? How long would it take them?

• when would information need to becollected? How often? From how manypeople?

• who should be involved in collating theinformation?

• how will you ensure that the informationcollected is put to good use?

Add your selected information collectionmethods to your action planning sheet (Resource3).

Resource 3, 9, 10 and 11f

Sec

tion

417

4Section Post-module follow-up

To consolidate the work you started during themodule, produce a final draft of your actionplanning sheet (Resource 3) and share it withother staff. Talk about how to start putting yourstrategies into practice and agree timescalesfor the work.

Once you start putting your plans intopractice, it is important to keep a record ofyour progress and success. This shouldinclude:• what you actually do and how you go

about doing it• specific changes you see in pupils as a

result of what you do• how you collect information• any difficulties you encounter and how you

overcome them.

This information will be important because:• it will help you to build on successes and

continue improving pupils’ levels ofphysical activity in the future

• the module will be evaluated by the LEAlead agent in terms of the difference that ithas made to pupils in your school, and youwill need to be able to supply relevantinformation

• your stories about the impact of the moduleon pupils might be included in a nationalnewsletter about PE professionaldevelopment.

In Section 6 you will find a success storyrecord sheet (Resource 16). You might find ithelpful to take copies of this to complete atdifferent stages of your work to promotephysical activity.

Resources 3 and 16

18

Sec

tion

55Section Further information

Useful organisations and their websites

BBC Health www.bbc.co.uk/health/

British Association of Advisers and Lecturers in Physical Education www.baalpe.org

British Heart Foundation www.bhf.org.uk

British Heart Foundation National Centre for Physical Activity and Health www.bhfactive.org.uk

Health Development Agency (more recently called the National Institute for Health and Clinical Excellence)www.wiredforhealth.gov.uk and www.nice.org.uk

Institute of Youth Sport www.lboro.ac.uk/departments/sses/institutes/iys

Netfit www.netfit.co.uk/netfit.htm

Physical Education Association of the United Kingdom www.pea.uk.com

QCA www.qca.org.uk

Sport England www.sportengland.org

Schools Health Education Unit www.sheu.org.uk

Sustrans www.sustrans.org.uk

YMCA Fitness Industry Training www.ymcafit.org.uk

Youth Sport Trust www.youthsporttrust.org

Other websites

www.lifebytes.gov.uk - A health education website for key stage 3 pupils which aims to give young people informationabout health in a fun and interesting way.

www.mindbodysoul.gov.uk - As above but for key stage 4 pupils.

www.nrgize.co.uk - A physical activity website aimed at teenagers.

Publications

ACCAC/FBA and Harris, J. Health-Related Exercise at Key Stage 3. Resource Pack for Pupils and Teachers, 2000.

Biddle, S., Sallis, J., and Cavill, N., (eds), Young and Active? Young People and Health-Enhancing Physical Activity –Evidence and Implications, Health Education Authority, 1998.

Elbourn, J. Aerobics and Circuits at Key Stage 4, Coachwise Limited, 2002.

Plus: Aerobics and Circuits at Key Stage 4 Videos, Coachwise Limited, 2002.

Elbourn, J. Fitness Room Activities in Secondary Schools, CYMCA Qualifications, 2004.

Elbourn, J., and YMCA Fitness Industry Training. Planning a Personal Exercise Programme, CYMCA Qualifications, 1998.

Elbourn, J., Brennan, M., and YMCA Fitness Industry Training. Assisting a Circuit Training Instructor, CYMCAQualifications.

Elbourn, J., Brennan, M., and YMCA Fitness Industry Training (1998). Assisting an Exercise to Music Instructor, CYMCAQualifications, 1998.

Getting It Right: The Y’s Guide to Safe and Effective Exercise, London Central YMCA, 2004.

Guidance on Safe Active Travel to School in Secondary Teacher Training, Health Development Agency, 2000.

Harris, J. Health-Related Exercise in the National Curriculum, Human Kinetics, 2000.

Harris, J., and Cale, L., Loughborough University and the Youth Sport Trust. ‘Fit for Life’ Health-related exercise at keystage 4, The Youth Sport Trust, Loughborough University, Loughborough, 2001.

Harris, J., and Elbourn, J. Warming up and Cooling Down, Human Kinetics, 2002.

National Healthy School Standard (NHSS): Physical Activity, DoH and DfEE, 2000.

The Active School Resource Pack for Secondary Schools, British Heart Foundation, 2000.

Young People and Physical Activity: A Guide to Resources, Health Development Agency, 1999.

Resource 1:Terms and definitions

Resource 2:True or false?

Resource 3:Action planning sheet

Resource 4:Barriers to participation

Resource 5:Common characteristics of young people

Resource 6:Recommendations for overcoming lack of physical activity

Resource 7:The PE curriculum and the promotion of healthy, active lifestyles

Resource 8:Monitoring health, activity and fitness and the national curriculum

Resource 9a:How healthy are you?

Resource 9b::Thinking about your health

Resource 10a:How active are you?Resource 10b:

Thinking about your activityResource 11a:

How fit are you? fitness testsResource 11b:

Thinking about your fitnessResource 11c::How fit are you?

Resource 11d:How fit are you? record sheet

Resource 11e:Making sense of your fitness scores

Resource 11f:Monitoring your pupils’ health, activity and fitness

Resource 12:Monitoring successResource 13:

Whole-school strategies for promoting physical activityResource 14:

An example of an Active School policyResource 15:

Informal initiatives to promote physical activityResource 16:

Success story record sheet

Resources for this moduleSection 6

1R

esou

rce

1:TE

RMS

AN

D D

EFIN

ITIO

NS

Hea

lth-r

elat

edex

erci

se

Hea

lth

Exer

cise

Hea

lth e

duca

tion

Hea

lth p

rom

otio

n

Phys

ical

act

ivity

prom

otio

n

Phys

ical

act

ivity

A h

ealth

y sc

hool

Phys

ical

fitn

ess

An

activ

e sc

hool

The

area

of t

he P

E cu

rric

ulum

ass

ocia

ted

with

hea

lth a

nd fi

tnes

s. It

is p

hysi

cal a

ctiv

ity a

ssoc

iate

d w

ith h

ealth

enh

ance

men

t and

invo

lves

the

teac

hing

of k

now

ledg

e, u

nder

stan

ding

, phy

sica

l com

pete

nce

and

beha

viou

ral s

kills

, and

the

crea

tion

of p

ositi

ve a

ttitu

des

and

conf

iden

ce a

ssoc

iate

d w

ith c

urre

nt a

nd li

felo

ng p

artic

ipat

ion

in p

hysi

cal a

ctiv

ity.

A p

ositi

ve s

tate

of p

hysi

cal,

men

tal a

nd s

ocia

l wel

l-be

ing

and

not m

erel

y th

e ab

senc

e of

dis

ease

or

infir

mity

. It i

s a

reso

urce

for

ever

yday

life

and

a p

ositi

ve c

once

pt e

mph

asis

ing

soci

al a

nd p

erso

nal r

esou

rces

, as

wel

l as

phys

ical

cap

aciti

es.

A s

ubco

mpo

nent

of p

hysi

cal a

ctiv

ity w

hich

is v

oliti

onal

, pla

nned

, str

uctu

red,

rep

etiti

ve a

nd c

arri

ed o

ut to

impr

ove

or m

aint

ain

any

aspe

ct o

f fitn

ess

or h

ealth

.

Des

igne

d to

bri

ng a

bout

pos

itive

cha

nges

in k

now

ledg

e an

d un

ders

tand

ing,

val

ues

and

attit

udes

, ski

lls a

nd li

fest

yle.

It u

sual

ly in

clud

esco

vera

ge o

f the

follo

win

g co

mpo

nent

s: h

ealth

y ea

ting,

saf

ety,

sub

stan

ce u

se a

nd m

isus

e (a

lcoh

ol, s

mok

ing,

dru

gs),

phys

ical

act

ivity

,he

alth

con

ditio

ns, e

mot

iona

l hea

lth a

nd w

ell-

bein

g, s

ex a

nd r

elat

ions

hips

.

All

mea

sure

s de

liber

atel

y de

sign

ed to

pro

mot

e he

alth

. It i

nclu

des

heal

th e

duca

tion,

plu

s he

alth

y pu

blic

pol

icy

whi

ch a

ims

to a

chie

veso

cial

cha

nge

via

legi

slat

ion,

eco

nom

ic a

nd o

ther

form

s of

env

iron

men

tal e

ngin

eeri

ng. I

t is

conc

erne

d w

ith m

akin

g he

alth

ier

choi

ces,

easi

er c

hoic

es.

All

mea

sure

s de

liber

atel

y de

sign

ed to

pro

mot

e ph

ysic

al a

ctiv

ity. I

t inc

lude

s he

alth

edu

catio

n, p

lus

heal

thy

publ

ic p

olic

y w

hich

aim

s to

achi

eve

soci

al c

hang

e vi

a le

gisl

atio

n, e

cono

mic

and

oth

er fo

rms

of e

nvir

onm

enta

l eng

inee

ring

. It i

s co

ncer

ned

with

mak

ing

activ

ech

oice

s, e

asie

r ch

oice

s.

Any

mov

emen

t pro

duce

d by

mus

cles

that

use

s en

ergy

. It h

as d

imen

sion

s of

vol

ume

(how

muc

h), d

urat

ion

(how

long

), fr

eque

ncy

(how

ofte

n), i

nten

sity

(how

har

d) a

nd m

ode

(wha

t typ

e), a

nd in

clud

es a

ll fo

rms

of a

ctiv

e pl

ay, s

port

, dan

ce a

nd e

xerc

ise

as w

ell a

s ac

tive

tran

spor

tatio

n (s

uch

as w

alki

ng, c

yclin

g, s

kate

boar

ding

) and

rou

tine,

hab

itual

act

iviti

es (s

uch

as h

elpi

ng a

roun

d th

e ho

use

and

gard

en).

A s

choo

l tha

t act

ivel

y pr

omot

es a

nd p

rote

cts

the

phys

ical

, men

tal a

nd s

ocia

l hea

lth a

nd w

ell b

eing

of i

ts c

omm

unity

thro

ugh

posi

tive

actio

n by

suc

h m

eans

as

polic

y, s

trat

egic

pla

nnin

g an

d st

aff d

evel

opm

ent w

ith r

egar

d to

cur

ricu

lum

, eth

os, p

hysi

cal e

nvir

onm

ent a

ndco

mm

unity

rel

atio

ns.

A s

et o

f attr

ibut

es th

at p

eopl

e ha

ve o

r ac

hiev

e th

at r

elat

es to

thei

r ab

ility

to p

erfo

rm p

hysi

cal a

ctiv

ity. I

t has

hea

lth-r

elat

ed c

ompo

nent

s(i.

e. c

ardi

ovas

cula

r fit

ness

, mus

cula

r st

reng

th a

nd e

ndur

ance

, fle

xibi

lity

and

body

com

posi

tion)

and

per

form

ance

(ski

ll)-r

elat

edco

mpo

nent

s (a

gilit

y, s

peed

).

A s

choo

l tha

t max

imis

es o

ppor

tuni

ties

for

child

ren

(and

all

who

are

ass

ocia

ted

with

the

scho

ol) t

o be

act

ive

by e

xplo

ring

all

oppo

rtun

ities

and

ave

nues

(inc

ludi

ng c

urri

cula

r, ex

tra-

curr

icul

ar a

nd o

rgan

isat

iona

l pra

ctic

es) t

o pr

omot

e ph

ysic

al a

ctiv

ity.

2R

esou

rce

2:TR

UE

OR

FALS

E?

Stat

emen

t

The

onse

t of c

oron

ary

hear

t dis

ease

(CH

D)

begi

ns in

chi

ldho

od.

Ther

e is

ove

rwhe

lmin

g ev

iden

ce th

at p

hysi

cal

activ

ity is

ben

efic

ial t

o yo

ung

peop

le’s

heal

th.

Phys

ical

act

ivity

has

bee

n fo

und

to b

enef

itC

HD

ris

k fa

ctor

s, a

dipo

sity

, bon

e an

dps

ycho

logi

cal h

ealth

in y

oung

peo

ple.

Chi

ldho

od o

verw

eigh

t and

obe

sity

is n

eith

erin

crea

sing

nor

dec

reas

ing

in th

e U

K.

Som

e yo

ung

peop

le a

re v

ery

activ

e w

here

asot

hers

are

ver

y in

activ

e.

Inac

tive

and

sede

ntar

y lif

esty

les

are

com

mon

amon

gst y

oung

peo

ple.

Gir

ls a

re m

ore

activ

e th

an b

oys.

Peop

le w

ho a

re a

ctiv

e du

ring

thei

r yo

uth

are

mor

e lik

ely

to b

e ac

tive

in a

dulth

ood.

Youn

g pe

ople

are

the

fitte

st a

nd m

ost a

ctiv

epo

pula

tion

grou

p.

Ther

e is

a g

ood

deal

of e

vide

nce

that

you

ngpe

ople

toda

y ar

e le

ss fi

t tha

n in

pre

viou

sge

nera

tions

.

Low

aer

obic

fitn

ess

is c

omm

on a

mon

gst

youn

g pe

ople

.

Mos

t boy

s an

d gi

rls

are

not f

it en

ough

for

heal

th p

urpo

ses.

T or

F?

T–

Even

thou

gh th

e cl

inic

al s

ympt

oms

of C

HD

do

not b

ecom

e ev

iden

t unt

il m

uch

late

r in

life

, it i

s no

w r

ecog

nise

d th

at C

HD

ispa

rtly

a pa

edia

tric

prob

lem

.

F–

Ther

e is

som

e ev

iden

ce th

at s

ugge

sts

that

act

ivity

dur

ing

child

hood

has

a b

enef

icia

l effe

ct o

n cu

rren

t and

futu

re h

ealth

but

stro

ng e

vide

nce

has

not y

et b

een

prov

ided

. How

ever

, due

to li

mita

tions

in re

sear

ch, r

elat

ions

hips

may

exi

st w

hich

hav

e no

t yet

been

det

ecte

d –

the

abse

nce

of e

vide

nce

may

not

indi

cate

evi

denc

e of

abs

ence

!

T–

Mor

e ac

tive

child

ren

have

gen

eral

ly b

een

foun

d to

dis

play

hea

lthie

r car

diov

ascu

lar p

rofil

es, b

ette

r men

tal h

ealth

and

to b

ele

aner

and

dev

elop

hig

her p

eak

bone

mas

s th

an th

eir l

ess

activ

e co

unte

rpar

ts.

F–

Chi

ldho

od o

verw

eigh

t and

obe

sity

hav

e in

crea

sed

subs

tant

ially

in th

e la

st 2

0 ye

ars

in th

e U

K an

d ch

ildho

od o

verw

eigh

t is

cons

ider

ed to

be

a se

rious

pub

lic h

ealth

pro

blem

. The

risi

ng tr

ends

are

like

ly to

be

refle

cted

in in

crea

ses

in a

dult

obes

ity a

ndas

soci

ated

mor

bidi

ty.

T–

A n

umbe

r of s

tudi

es h

ave

repo

rted

youn

g pe

ople

’s ac

tivity

leve

ls to

rang

e fro

m v

ery

high

to v

ery

low

, with

som

e yo

ungs

ters

bein

g ve

ry a

ctiv

e an

d ot

hers

ver

y in

activ

e.

T–

A s

izea

ble

prop

ortio

n of

you

ng p

eopl

e ar

e in

activ

e (a

ppro

xim

atel

y ha

lf of

boy

s an

d tw

o th

irds

of g

irls)

and

lead

sed

enta

rylif

esty

les.

F–

Rese

arch

con

sist

ently

sho

ws

boys

to b

e be

twee

n 15

-25%

mor

e ac

tive

than

girl

s.

T–

Ther

e is

som

e, th

ough

lim

ited,

evi

denc

e th

at s

ugge

sts

that

chi

ldho

od a

ctiv

ity in

fluen

ces

adul

t par

ticip

atio

n. T

here

is m

ore

likel

ihoo

d th

at a

n ac

tive

child

will

bec

ome

an a

ctiv

e ad

ult.

T–

Gen

eral

ly y

oung

peo

ple

are

fitte

r and

mor

e ac

tive

than

adu

lts a

nd o

lder

adu

lts. F

itnes

s an

d ac

tivity

leve

ls d

ecre

ase

with

age

.

F–

Base

d on

an

anal

ysis

of d

ata

over

alm

ost s

ix d

ecad

es, r

esea

rche

rs fr

om E

xete

r Uni

vers

ity h

ave

repo

rted

that

ther

e is

no

scie

ntifi

cev

iden

ce to

sug

gest

that

you

ng p

eopl

e’s

aero

bic

fitne

ss h

as d

eclin

ed o

ver t

he la

st 5

0 ye

ars.

You

ng p

eopl

e’s

aero

bic

fitne

ss h

asre

mai

ned

rem

arka

bly

cons

iste

nt o

ver t

ime,

with

the

data

on

toda

y’s

yout

h cl

osel

y re

flect

ing

the

findi

ngs

of e

arlie

r stu

dies

.

F–

Ther

e is

no

evid

ence

to s

ugge

st th

at lo

w le

vels

of a

erob

ic fi

tnes

s ar

e co

mm

on a

mon

gst y

oung

peo

ple.

Ana

lysi

s of

dat

a co

llect

edat

Exe

ter U

nive

rsity

ove

r a te

n ye

ar p

erio

d (o

n ov

er 2

,500

you

ng p

eopl

e ag

ed 9

-16)

reve

aled

that

onl

y 2%

cou

ld b

e cl

assi

fied

as a

tris

k du

e to

a lo

w le

vel o

f aer

obic

fitn

ess.

Thi

s, a

nd th

e ab

ove

findi

ng, m

ay b

e ex

plai

ned

by th

e fa

ct th

at fi

tnes

s is

larg

ely

dete

rmin

edby

her

edity

/gen

etic

s. C

hild

ren

have

inhe

rited

thei

r fitn

ess

(and

bod

y sy

stem

s of

var

ying

effi

cien

cies

) and

they

hav

e no

t liv

ed lo

ngen

ough

for t

heir

lifes

tyle

s (e

.g. s

eden

tary

beh

avio

ur) t

o ha

ve in

fluen

ced

thes

e.

F–

Ther

e is

no

evid

ence

to s

ugge

st th

at th

is is

the

case

(see

abo

ve).

Spec

ific

obje

ctiv

esR

emem

ber

thes

e sh

ould

be

abou

t pup

ils

Stra

tegi

esW

hat a

re y

ou g

oing

to d

o to

ach

ieve

you

r ob

ject

ive(

s)?

Sign

s of

suc

cess

Wha

t will

you

see

pup

ilsdo

ing

whe

n yo

u ha

ve

achi

eved

you

rob

ject

ive(

s)?

Col

lect

ing

info

rmat

ion

How

are

you

goi

ng to

colle

ct in

form

atio

n to

show

whe

ther

you

are

achi

evin

g yo

ur s

igns

of

succ

ess?

We

wan

t to:

We

are

goin

g to

:W

hen

we

have

ach

ieve

dou

r ob

ject

ive(

s) w

e sh

ould

see

:

We

are

goin

g to

col

lect

in

form

atio

n by

:

3R

esou

rce

3:A

CTI

ON

PLA

NN

ING

SH

EET

4R

esou

rce

4:BA

RRIE

RS T

O P

ART

ICIP

ATI

ON

IN P

HY

SIC

AL

AC

TIV

ITY

•‘I

just

can

’t be

bot

here

d’ –

a g

ener

al le

thar

gy o

r la

ck o

f mot

ivat

ion,

or

a pr

efer

ence

for

othe

r ac

tiviti

es.

•‘I’

m n

ot s

port

y’ –

a p

erce

ptio

n th

at p

hysi

cal a

ctiv

ity a

nd th

e sp

orts

env

iron

men

t is

intim

idat

ing

or a

lien.

•La

ck o

f tim

e –

diffi

culti

es w

ith c

ombi

ning

sch

ool a

nd h

ouse

hold

cho

res

or o

ther

fam

ily a

nd s

ocia

l act

iviti

es.

•La

ck o

f con

fiden

ce –

man

ifest

ing

itsel

f as

self-

cons

ciou

snes

s, e

mba

rras

smen

t and

fear

of e

xpos

ure

or fa

ilure

in fr

ont

of o

ther

s.

•D

islik

e of

phy

sica

l effo

rt a

nd d

isco

mfo

rt –

for

exam

ple,

goi

ng o

ut in

bad

wea

ther

; get

ting

cold

, wet

, hot

, sw

eaty

or

dirt

y; h

avin

g to

get

cha

nged

.

•So

cial

/cul

tura

l pre

ssur

es –

this

tend

s to

be

a pa

rtic

ular

issu

e fo

r gi

rls

who

, fro

m a

n ea

rly

age,

lear

n th

at p

hysi

cal

activ

ity is

val

ued

mor

e fo

r m

ales

than

for

fem

ales

.

•La

ck o

f fre

edom

– th

ere

has

been

a d

eclin

e in

pup

ils’ (

and

espe

cial

ly g

irls

’) fr

eedo

m to

be

inde

pend

ently

act

ive

outs

ide

the

hom

e in

rec

ent y

ears

.

•D

islik

e of

act

iviti

es –

find

ing

the

activ

ities

on

offe

r un

appe

alin

g an

d ir

rele

vant

.

•A

ttrac

tion

of s

eden

tary

act

iviti

es –

e.g

. wat

chin

g TV

, pla

ying

vid

eo a

nd c

ompu

ter

gam

es.

•N

anny

ing

appr

oach

es –

feel

ing

that

the

heal

th m

essa

ge a

ssoc

iate

d w

ith p

hysi

cal a

ctiv

ity is

just

ano

ther

inst

ruct

ion

to b

e fo

llow

ed.

5R

esou

rce

5:C

OM

MO

N C

HA

RAC

TERI

STIC

S O

F Y

OU

NG

PEO

PLE

•Lo

w fi

nanc

ial r

esou

rces

.

•Li

ttle

actu

al c

ontr

ol o

ver

thei

r liv

es, w

ith a

hig

h le

vel o

f dep

ende

ncy

on p

aren

ts o

r te

ache

rs.

•In

a s

tage

of t

rans

ition

psy

chol

ogic

ally

(in

term

s of

atti

tude

s, o

ppor

tuni

ties

and

pref

eren

ces)

and

phy

sica

lly (i

n te

rms

of h

eigh

t, w

eigh

t, bo

dy s

ize)

.

•Se

ek e

njoy

men

t, th

rill

and

exci

tem

ent.

•Se

lf-co

nsci

ous

(par

ticul

arly

you

ng g

irls

, who

are

ver

y aw

are

of th

eir

body

imag

e an

d ho

w th

ey lo

ok).

•Sh

y an

d la

ck o

f con

fiden

ce.

•A

lim

ited

conc

entr

atio

n sp

an a

nd d

iffic

ulty

in s

usta

inin

g an

y ac

tivity

for

long

.

•A

tend

ency

to r

ebel

lion

(e.g

. aga

inst

inst

ruct

ions

, aut

hori

ty fi

gure

s, a

nyth

ing

that

is s

aid

to b

e ‘g

ood’

for

them

).

•C

ynic

al a

bout

the

impo

rtan

ce a

nd v

alid

ity o

f hea

lth m

essa

ges.

•Fe

el in

vinc

ible

(‘It

won

’t ha

ppen

to m

e’ s

yndr

ome)

.

•Ea

sily

influ

ence

d by

frie

nds

(not

wan

ting

to s

tand

out

from

the

crow

d).

6R

esou

rce

6:RE

CO

MM

END

ATI

ON

S FO

R O

VER

CO

MIN

G L

AC

K O

F PH

YSI

CA

LA

CTI

VIT

Y

1.A

im to

fost

er p

ositi

ve a

ttitu

des

to p

hysi

cal a

ctiv

ity b

y m

akin

g PE

as

enjo

yabl

e an

exp

erie

nce

as p

ossi

ble

and

givi

ng e

very

one

the

oppo

rtun

ity to

suc

ceed

by

choo

sing

act

iviti

es th

at a

re a

ppro

pria

te fo

r pu

pils

’ com

pete

nce

leve

ls.

2.En

cour

age

pupi

ls to

focu

s on

per

sona

l im

prov

emen

t and

thei

r ow

n le

arni

ng b

y ta

king

the

emph

asis

off

com

pari

son

and

com

petit

ion.

3.Ex

plor

e de

finiti

ons

of p

hysi

cal a

ctiv

ity, p

hysi

cal f

itnes

s, e

xerc

ise

and

spor

t with

pup

ils. R

ecog

nise

and

val

ue a

ll fo

rms

ofph

ysic

al a

ctiv

ity e

qual

ly, i

nclu

ding

dan

ce, s

port

, exe

rcis

e an

d lif

etim

e ac

tiviti

es.

4.Pr

ovid

e a

safe

and

sup

port

ive

envi

ronm

ent f

or p

upils

, to

build

thei

r co

nfid

ence

and

red

uce

the

risk

of e

mba

rras

smen

t. A

void

task

s th

at a

re li

kely

to c

ause

em

barr

assm

ent,

such

as

who

le-c

lass

dem

onst

ratio

ns, o

r th

at in

volv

e un

fair

com

pari

son.

5.A

llow

pup

ils to

wea

r w

arm

clo

thin

g if

they

are

goi

ng o

ut in

bad

wea

ther

or,

if po

ssib

le, a

void

goi

ng o

ut. E

ase

pupi

ls in

toph

ysic

al s

ituat

ions

gra

dual

ly. M

atch

pup

ils o

n th

e ba

sis

of s

ize,

str

engt

h an

d ab

ility

and

allo

w th

em to

wor

k at

thei

r ow

nle

vel.

6.C

halle

nge

myt

hs a

nd s

tere

otyp

es in

the

curr

icul

um a

nd in

the

oppo

rtun

ities

pro

vide

d to

pup

ils in

cur

ricu

lar

and

extr

a-cu

rric

ular

tim

e. P

rovi

de p

ositi

ve im

ages

and

rol

e m

odel

s ar

ound

sch

ool t

hat b

oth

girl

s an

d bo

ys c

an r

elat

e to

.

7.O

ffer

pupi

ls a

bro

ad r

ange

of a

ctiv

ities

that

mat

ch th

eir

need

s an

d in

tere

sts.

Giv

e th

em th

e op

port

unity

to d

evel

op th

eir

skill

s,kn

owle

dge

and

unde

rsta

ndin

g in

act

iviti

es th

ey a

re li

kely

to p

ursu

e in

to a

dult

life.

Intr

oduc

e no

vel a

ctiv

ities

(e.g

. lin

eda

ncin

g, s

elf-

defe

nce,

pop

lacr

osse

).

8.A

void

bei

ng to

o di

rect

ive

or a

utho

rita

rian

in y

our

appr

oach

. Giv

e pu

pils

kno

wle

dge

and

expe

rien

ce o

f phy

sica

l act

ivity

and

empo

wer

them

to m

ake

thei

r ow

n in

form

ed c

hoic

es.

9.St

ress

the

shor

t-te

rm b

enef

its o

f phy

sica

l act

ivity

(e.g

. fee

ling

bette

r, ha

ving

mor

e en

ergy

, im

prov

ed m

uscl

e to

ne a

nd fi

tnes

s),

as w

ell a

s th

e lo

ng-t

erm

ben

efits

(e.g

. red

uced

ris

k of

cor

onar

y he

art d

isea

se).

7R

esou

rce

7:TH

E PE

CU

RRIC

ULU

M A

ND

TH

E PR

OM

OTI

ON

OF

HEA

LTH

Y,A

CTI

VE

LIFE

STY

LES

Stat

emen

t

1) P

E an

d ph

ysic

al a

ctiv

ity p

rom

otio

n is

affo

rded

suffi

cien

t tim

e w

ithin

the

curr

icul

um in

the

UK

.

2) P

E an

d ph

ysic

al a

ctiv

ity p

rom

otio

n is

affo

rded

suffi

cien

t sta

tus

with

in th

e cu

rric

ulum

in th

e U

K.

3) H

ealth

-rel

ated

exe

rcis

e (H

RE)

sho

uld

invo

lve

lear

ning

thro

ugh

activ

e pa

rtic

ipat

ion

inpu

rpos

eful

act

ivity

em

brac

ing

a ra

nge

ofph

ysic

al a

ctiv

ity e

xper

ienc

es.

4) M

any

teac

hers

lack

kno

wle

dge

abou

t HR

Ean

d ph

ysic

al a

ctiv

ity p

rom

otio

n.

5) T

he w

ay in

whi

ch P

E is

del

iver

ed b

ears

no

influ

ence

on

child

ren’

s en

gage

men

t in

phys

ical

activ

ity.

Agr

ee/D

isag

ree/

Neu

tral

/Und

ecid

ed

Dis

agre

e–

The

time

allo

cate

d to

PE

in th

e U

K h

as c

onsi

sten

tly b

een

amon

g th

e lo

wes

t in

Euro

pe a

ndco

ncer

n re

gard

ing

the

pote

ntia

l hea

lth c

onse

quen

ces

of th

is h

as b

een

expr

esse

d. F

urth

er, e

ven

with

inex

istin

g PE

tim

e, it

see

ms

that

hea

lth b

ased

wor

k is

not

giv

en th

e tim

e it

dese

rves

. PE

is g

ener

ally

see

n as

a co

mpe

ting

curr

icul

um s

ubje

ct to

the

core

sub

ject

s an

d, u

nder

tim

es o

f inc

reas

ing

high

aca

dem

icpr

iori

ty, i

t is

ofte

n se

en a

s ex

pend

able

. Rec

ent G

over

nmen

t pol

icy,

and

the

laun

ch o

f the

PE,

Sch

ool S

port

and

Clu

bs L

inks

Str

ateg

y, is

how

ever

now

cal

ling

for

incr

ease

d PE

tim

e.

Dis

agre

e–

Con

cern

s ha

ve a

lso

been

exp

ress

ed th

at, i

n co

mpa

riso

n to

the

core

sub

ject

s, th

e st

atus

of P

Ean

d pa

rtic

ular

ly h

ealth

bas

ed w

ork

with

in P

E, is

not

hig

h, w

ith te

ache

rs p

refe

rrin

g to

focu

s on

com

petit

ive

spor

t and

team

gam

es.

Agr

ee–

It is

impo

rtan

t tha

t HR

E in

volv

es le

arni

ng th

roug

h do

ing

and

acqu

irin

g a

prac

tical

kno

wle

dge

base

as

this

is c

onsi

sten

t with

the

phys

ical

con

text

of t

he s

ubje

ct a

nd w

ith m

essa

ges

rela

ting

heal

thbe

nefit

s to

freq

uent

phy

sica

l act

ivity

. Pup

ils s

houl

d be

affo

rded

a r

ange

of s

port

, dan

ce, a

nd e

xerc

ise

expe

rien

ces

incl

udin

g in

divi

dual

ised

life

time

activ

ities

.

Agr

ee–

Con

cern

s ha

ve b

een

expr

esse

d th

at, w

hils

t tea

cher

s ge

nera

lly h

ave

posi

tive

attit

udes

tow

ards

HR

Ean

d ph

ysic

al a

ctiv

ity p

rom

otio

n, th

ey h

ave

limite

d kn

owle

dge

of th

ese

area

s. F

ew te

ache

rs h

ave

been

adeq

uate

ly tr

aine

d to

add

ress

hea

lth b

ased

wor

k. T

he g

uida

nce

mat

eria

l by

Har

ris

(200

0) (s

ee S

ectio

n 5)

was

pro

duce

d in

res

pons

e to

suc

h co

ncer

ns a

nd is

a s

igni

fican

t dev

elop

men

t in

this

res

pect

.

Dis

agre

e–

The

way

in w

hich

all

activ

ity e

xper

ienc

es a

re p

rese

nted

to p

upils

is c

ritic

al. I

n or

der

toen

cour

age

child

ren

to d

evel

op a

pat

tern

of r

egul

ar a

ctiv

ity, P

E m

ust i

nvol

ve e

njoy

able

, pos

itive

and

mea

ning

ful e

xerc

ise

expe

rien

ces

and

cari

ng te

achi

ng s

trat

egie

s in

whi

ch p

upils

feel

sec

ure

and

valu

ed.

Gui

ding

pri

ncip

les/

mes

sage

s th

at a

re c

entr

al to

del

iver

y sh

ould

incl

ude:

exe

rcis

e is

enj

oyab

le, e

xerc

ise

isfo

r al

l, ev

eryo

ne c

an b

enef

it fr

om e

xerc

ise,

eve

ryon

e ca

n be

goo

d at

exe

rcis

e, e

xerc

ise

is fo

r lif

e,ex

celle

nce

is m

aint

aini

ng a

n ac

tive

way

of l

ife.

7R

esou

rce

7:C

ontin

ued

THE

PE C

URR

ICU

LUM

AN

D T

HE

PRO

MO

TIO

N O

F H

EALT

HY,

AC

TIV

E LI

FEST

YLE

S

6) F

itnes

s te

stin

g sh

ould

be

empl

oyed

as

aco

mpu

lsor

y co

mpo

nent

of t

he P

E cu

rric

ulum

.

7) M

onito

ring

pup

ils’ h

ealth

, phy

sica

l act

ivity

and

fitne

ss w

ithin

the

curr

icul

um c

an b

e us

eful

in th

e pr

omot

ion

of h

ealth

y, a

ctiv

e lif

esty

les.

8) V

ario

us a

ppro

ache

s fo

r th

e or

gani

satio

n of

HR

E w

ithin

the

curr

icul

um a

re p

ossi

ble,

incl

udin

g pe

rmea

tion

or in

tegr

ated

(in

whi

chH

RE

is ta

ught

thro

ugh

the

PE a

ctiv

ity a

reas

),fo

cuse

d (in

volv

ing

teac

hing

HR

E th

roug

hsp

ecifi

c fo

cuse

d le

sson

s or

uni

ts o

f wor

k) o

rco

mbi

ned

(a c

ombi

natio

n of

per

mea

tion,

focu

sed

and

topi

c ba

sed

appr

oach

es).

How

ever

,th

ere

is n

o on

e pr

oven

bes

t app

roac

h.

9) S

port

and

par

ticul

arly

team

gam

es a

recu

rren

tly th

e m

ain

focu

s of

PE

and

the

prim

ary

vehi

cle

for

the

prom

otio

n of

hea

lthy,

act

ive

lifes

tyle

s in

sch

ools

.

Dis

agre

e–

Fitn

ess

test

ing

is c

omm

on p

ract

ice

in s

choo

ls a

nd it

can

be

a va

luab

le e

duca

tiona

l com

pone

ntof

the

PE c

urri

culu

m (i

n te

rms

of r

einf

orci

ng k

now

ledg

e an

d un

ders

tand

ing

of fi

tnes

s an

d he

alth

). A

pote

ntia

l con

cern

with

test

ing

in P

E le

sson

s is

the

amou

nt o

f tim

e sp

ent o

n it

with

out n

eces

sari

lypo

sitiv

ely

influ

enci

ng e

ither

pup

ils' a

ctiv

ity le

vels

or

thei

r at

titud

es to

war

ds p

hysi

cal a

ctiv

ity. C

ondu

cted

inap

prop

riat

ely,

fitn

ess

test

ing

child

ren

can

be c

ount

erpr

oduc

tive

to th

e go

al o

f pro

mot

ing

phys

ical

activ

ity in

chi

ldre

n, d

emea

ning

, em

barr

assi

ng a

nd u

ncom

fort

able

to th

ose

abou

t whi

ch th

ere

is m

ost

conc

ern

(e.g

. the

ove

rwei

ght,

leas

t fit)

and

to r

einf

orce

the

notio

n th

at e

xerc

ise

is c

ompe

titiv

e an

dun

plea

sant

.

(Not

e: F

itnes

s te

stin

g is

add

ress

ed in

the

follo

win

g ac

tivity

.)

Agr

ee–

Mon

itori

ng p

upils

’ hea

lth a

nd p

hysi

cal a

ctiv

ity a

re c

onsi

dere

d im

port

ant a

nd u

sefu

l, ye

t are

ofte

nne

glec

ted

met

hods

of p

rom

otin

g ph

ysic

al a

ctiv

ity a

nd m

onito

ring

pup

ils’ a

chie

vem

ent/p

rogr

ess

in th

e ar

eaof

hea

lth a

nd fi

tnes

s. If

app

ropr

iate

ly e

mpl

oyed

, fitn

ess

test

ing

can

also

be

a us

eful

mea

ns o

f mot

ivat

ing

pupi

ls to

eng

age

in p

hysi

cal a

ctiv

ity a

nd m

onito

ring

thei

r pr

ogre

ss o

ver

time.

(Not

e: M

onito

ring

pup

ils’ h

ealth

, phy

sica

l act

ivity

and

fitn

ess

is a

ddre

ssed

in th

e fo

llow

ing

activ

ity.)

Agr

ee–

Each

app

roac

h ha

s st

reng

ths

and

limita

tions

(see

Har

ris,

200

0 fo

r a

sum

mar

y of

thes

e). A

com

bina

tion

mig

ht b

e co

nsid

ered

pre

fera

ble

as it

can

bui

ld o

n th

e st

reng

ths

of d

iffer

ent a

ppro

ache

s an

d,at

the

sam

e tim

e, m

inim

ise

thei

r in

divi

dual

lim

itatio

ns. T

he n

atio

nal c

urri

culu

m (w

hich

spe

cifie

s co

nten

t,no

t del

iver

y) a

llow

s sc

ope

for

prof

essi

onal

judg

men

t reg

ardi

ng h

ow b

est t

o tr

ansm

it co

nten

t, in

clud

ing

know

ledg

e an

d un

ders

tand

ing

of fi

tnes

s an

d he

alth

, with

in th

e co

ntex

t of d

iffer

ent s

choo

ls. C

urri

culu

mle

ader

s an

d he

ads

of P

E w

ho a

re fa

mili

ar w

ith th

eir

own

curr

icul

um, c

olle

ague

s an

d pu

pils

are

cle

arly

inth

e be

st p

ositi

on to

mak

e ap

prop

riat

e de

cisi

ons

conc

erni

ng w

hich

app

roac

h or

app

roac

hes

to a

dopt

,ba

sed

on th

e st

reng

ths

and

limita

tions

of e

ach

appr

oach

.

(Not

e: A

pra

ctic

al u

nder

stan

ding

of t

hese

diff

eren

t app

roac

hes

can

be g

aine

d fr

om th

e m

odul

e ‘L

earn

ing

abou

t hea

lth in

PE

– Fi

t for

TO

Ps'.)

Agr

ee–

Des

pite

suc

cess

ive

revi

sion

s of

the

NC

PE (a

nd d

espi

te th

e re

mov

al o

f gam

es a

s a

stat

utor

yco

mpo

nent

of t

he K

S4 c

urri

culu

m w

ithin

Cur

ricu

lum

200

0), c

ompe

titiv

e sp

orts

and

team

gam

es w

ith a

nem

phas

is o

n pe

rfor

man

ce s

till d

omin

ate

the

curr

icul

um. H

owev

er, t

he r

elev

ance

and

app

eal o

f the

seac

tiviti

es to

man

y yo

ungs

ters

in th

e U

K is

que

stio

nabl

e an

d th

e co

ntin

ued

emph

asis

and

priv

ilegi

ng o

f‘tr

aditi

onal

PE’

(whi

ch fa

ils to

ack

now

ledg

e pa

rtic

ipat

ory

tren

ds in

you

ng p

eopl

e) m

ay b

e tu

rnin

g m

any

youn

gste

rs o

ff en

gagi

ng in

phy

sica

l act

ivity

.

8R

esou

rce

8:M

ON

ITO

RIN

G H

EALT

H,

AC

TIV

ITY

AN

D F

ITN

ESS

AN

D T

HE

NA

TIO

NA

L C

URR

ICU

LUM

Key

stag

e

3 4

PSH

E

•To

ref

lect

on

and

asse

ss th

eir

stre

ngth

s in

rel

atio

n to

per

sona

lity,

wor

k an

dle

isur

e.

•To

kno

w h

ow to

kee

p he

alth

y an

d w

hat i

nflu

ence

s he

alth

, inc

ludi

ng th

em

edia

.

•To

und

erst

and

that

goo

d re

latio

nshi

ps a

nd a

n ap

prop

riat

e ba

lanc

e am

ong

wor

k, le

isur

e an

d ex

erci

se c

an p

rom

ote

phys

ical

and

men

tal h

ealth

.

•To

rec

ogni

se a

nd m

anag

e ri

sk a

nd m

ake

safe

r ch

oice

s ab

out h

ealth

ylif

esty

les,

diff

eren

t env

iron

men

ts a

nd tr

avel

.

•To

be

awar

e of

and

ass

ess

thei

r ow

n pe

rson

al q

ualit

ies,

ski

lls,

achi

evem

ents

and

pot

entia

l so

that

they

can

set

per

sona

l goa

ls.

•To

thin

k ab

out t

he a

ltern

ativ

es a

nd lo

ng a

nd s

hort

-ter

m c

onse

quen

ces

whe

n m

akin

g de

cisi

ons

abou

t per

sona

l hea

lth.

•To

see

k pr

ofes

sion

al a

dvic

e co

nfid

ently

and

find

info

rmat

ion

abou

t hea

lth.

Phys

ical

edu

cati

on

•H

ow r

egul

ar e

xerc

ise

and

good

hyg

iene

impr

ove

heal

th.

•H

ow to

bec

ome

invo

lved

in a

ctiv

ities

that

are

goo

dfo

r th

eir

pers

onal

and

soci

al h

ealth

and

wel

lbe

ing.

•H

ow e

xerc

ise

and

activ

ityw

ill im

prov

e pe

rson

al,

soci

al a

nd m

enta

l hea

lthan

d w

ell-

bein

g.

•H

ow to

mon

itor

and

deve

lop

thei

r ow

ntr

aini

ng, e

xerc

ise

and

activ

ity p

rogr

amm

es in

and

out o

f sch

ool.

9aRes

ourc

e 9a

:H

OW

HEA

LTH

Y A

RE Y

OU

?

Que

stio

n

Do

you

eat a

bal

ance

d di

et, l

ow in

suga

r and

fat?

Do

you

eat f

ive

porti

ons o

f veg

etab

les e

ach

day?

Do

you

eat s

ome

fruit

each

day

?

Are

you

hap

py w

ith y

our b

ody

size

and

shap

e?

Do

you

drin

k ab

out s

ix g

lass

es o

f wat

er a

day

?

Do

you

avoi

d dr

inki

ng a

lcoh

ol?

Do

you

avoi

d ta

king

dru

gs (o

ther

than

thos

e fro

m a

doc

tor o

rch

emist

)?

Do

you

get e

noug

h sle

ep (a

bout

eig

ht to

ten

hour

s per

nig

ht)?

Do

you

brus

h yo

ur te

eth

daily

?

Do

you

have

a se

nsib

le b

alan

ce b

etw

een

rest,

scho

ol, w

ork

and

play

?

Are

you

a n

on-s

mok

er?

Do

you

gene

rally

rem

ain

in c

ontro

l of y

our f

eelin

gs?

Do

you

cope

with

the

day

to d

ay p

ress

ures

of s

choo

l wor

k an

d ho

me

life?

Do

you

do a

bout

60

min

utes

of a

ctiv

ity e

ach

day?

Do

you

cons

ider

you

rsel

f to

be a

hea

lthy

pers

on?

Do

you

cons

ider

you

rsel

f to

be a

n ac

tive

pers

on?

Do

you

cons

ider

you

rsel

f to

be fi

t?

Wou

ld y

ou d

escr

ibe

your

self

as a

hap

py p

erso

n?

Tota

l num

ber o

f tic

ks in

eac

h co

lum

n

Nev

erSo

met

imes

Usu

ally

Alw

ays

Cal

cula

ting

you

r he

alth

sco

re

You

scor

e:

4 po

ints

for

each

‘alw

ays’

res

pons

e

3 po

ints

for

each

‘usu

ally

’ res

pons

e

2 po

ints

for

each

‘som

etim

es’ r

espo

nse

1 po

int f

or e

ach

‘nev

er’ r

espo

nse.

Add

up

the

num

ber

of ti

cks

in e

ach

colu

mn

and

your

tota

l sco

re.

•O

ver

60:C

ongr

atul

atio

ns, y

ou le

ad a

ver

y he

alth

ylif

esty

le a

nd w

ill b

e re

apin

g th

e be

nefit

s of

this

now

and

in th

e fu

ture

. Kee

p up

the

good

wor

k an

d tr

y an

din

fluen

ce y

our

frie

nds

to b

e as

hea

lthy

as y

ou!

•B

etw

een

40 a

nd 5

9:W

ell d

one,

you

are

hea

lthy

muc

h of

the

time

and

will

be

bene

fitin

g fr

om th

is. Y

oum

ight

con

side

r w

heth

er y

ou c

ould

bec

ome

even

heal

thie

r by

adj

ustin

g so

me

of y

our

lifes

tyle

hab

its.

•B

etw

een

21 a

nd 3

9:Th

is is

oka

y bu

t cou

ld b

e m

uch

bette

r. Yo

u ar

e he

alth

y so

me

of th

e tim

e an

d w

ill b

ebe

nefit

ing

from

this

. How

ever

, you

mig

ht w

ant t

oco

nsid

er b

ecom

ing

heal

thie

r by

impr

ovin

g up

on a

num

ber

of y

our

lifes

tyle

hab

its.

•Le

ss t

han

20:O

h de

ar, y

ou le

ad a

n un

heal

thy

lifes

tyle

and

are

likel

y to

suf

fer

the

cons

eque

nces

of t

his

now

and

late

r in

life

. You

may

wan

t to

cons

ider

bec

omin

gm

uch

heal

thie

r by

impr

ovin

g on

man

y of

you

rlif

esty

le h

abits

.

Plea

se p

lace

a ti

ck in

ON

E of

the

four

res

pons

e bo

xes

for

each

que

stio

n. T

hen,

add

up

the

num

ber

of ti

cks

in e

ach

colu

mn

and

‘sco

re’ y

our

ques

tionn

aire

. Fin

ally

, ans

wer

the

self-

refle

ctio

n qu

estio

ns a

bout

you

r he

alth

.

9bRes

ourc

e 9b

:TH

INK

ING

ABO

UT

YO

UR

HEA

LTH

•W

hat d

o yo

u th

ink

your

ove

rall

heal

th s

core

tells

you

?

•W

hat h

ave

you

done

wel

l on?

•W

hat c

ould

you

impr

ove

upon

?

•A

re th

ere

part

s of

you

r he

alth

that

you

can

not c

hang

e? If

so,

whi

ch?

•W

hat a

re y

ou a

ble

to c

hang

e ab

out y

our

heal

th?

•St

ate

thre

e ac

tions

you

cou

ld c

arry

out

ove

r th

e ne

xt th

ree

mon

ths

to im

prov

e yo

ur h

ealth

.

•W

hat w

ill h

elp

you

to c

arry

out

thes

e ac

tions

?

•W

hat m

ight

pre

vent

you

from

car

ryin

g ou

t the

se a

ctio

ns?

•O

n a

scal

e of

0 to

ten,

how

con

fiden

t are

you

that

you

will

be

able

to im

prov

e yo

ur h

ealth

ove

r th

e ne

xt th

ree

mon

ths?

10 a

Res

ourc

e 10

a:H

OW

AC

TIV

E A

RE Y

OU

?

Part

of

scho

ol d

ay

Bef

ore

scho

ol

Mor

ning

less

ons

Mor

ning

bre

ak

Less

ons

afte

r br

eak

Lunc

htim

e

Aft

erno

on le

sson

s

Aft

er s

choo

l

Even

ing

Num

ber

ofm

inut

esLi

ght

(L),

mod

erat

e(M

) or

vig

orou

s (V

)A

ctiv

ity

(e.g

. cyc

ling,

wal

king

, hoc

key,

dan

cing

)

Rec

ord

your

phy

sica

l act

ivity

for

one

scho

ol d

ay a

nd o

ne d

ay a

t the

wee

kend

. You

nee

d to

:

•de

scri

be e

ach

phys

ical

act

ivity

you

do

•de

cide

whe

ther

eac

h ac

tivity

was

:

1. li

ght:

whi

ch fe

els

easy

and

invo

lves

onl

y a

smal

l inc

reas

e in

bre

athi

ng r

ate

and

hear

t rat

e

2. m

oder

ate:

whi

ch fe

els

ener

getic

and

mak

es y

ou fe

el w

arm

and

slig

htly

out

of b

reat

h

3. v

igor

ous:

whi

ch fe

els

very

ene

rget

ic a

nd in

volv

es la

rge

incr

ease

s in

bre

athi

ng r

ate

and

hear

t rat

e.

•re

cord

the

num

ber

of m

inut

es y

ou s

pent

doi

ng e

ach

phys

ical

act

ivity

•ad

d up

the

tota

l num

ber

of m

inut

es y

ou w

ere

activ

e ea

ch d

ay

•an

swer

the

ques

tions

abo

ut y

our

activ

ity le

vels

.

Dat

e of

sch

ool d

ay:

Dat

e of

wee

kend

day

:

Tota

l min

utes

of

mod

erat

e an

dvi

goro

us a

ctiv

ity

Tim

e

7.00

am –

9.0

0am

9.00

am –

11.

00am

11.0

0am

– 1

.00p

m

1.00

pm –

3.0

0pm

3.00

pm –

5.0

0pm

5.00

pm –

7.0

0pm

7.00

pm –

9.0

0pm

9.00

pm –

11.

00pm

Num

ber

ofm

inut

esLi

ght

(L),

mod

erat

e(M

) or

vig

orou

s (V

)A

ctiv

ity

(e.g

. cyc

ling,

wal

king

, hoc

key,

dan

cing

)

Tota

l min

utes

of

mod

erat

e an

dvi

goro

us a

ctiv

ity

10b

Res

ourc

e 10

b:TH

INK

ING

ABO

UT

YO

UR

AC

TIV

ITY

•D

id y

ou ta

ke p

art i

n at

leas

t 60

min

utes

of m

oder

ate

and/

or v

igor

ous

activ

ity o

n yo

ur s

choo

l day

?

•W

as th

is a

nor

mal

sch

ool d

ay?

If n

ot, p

leas

e ex

plai

n w

hy.

•D

id y

ou ta

ke p

art i

n at

leas

t 60

min

utes

of m

oder

ate

and/

or v

igor

ous

activ

ity o

n yo

ur w

eeke

nd d

ay?

•W

as th

is a

nor

mal

wee

kend

day

? If

not

, ple

ase

expl

ain

why

.

•A

re y

ou m

ore

activ

e on

sch

ool d

ays

or w

eeke

nd d

ays?

Why

do

you

thin

k th

is is

?

•A

re th

e ac

tiviti

es y

ou u

sual

ly d

o of

at l

east

mod

erat

e in

tens

ity (e

.g. t

he a

ctiv

ity fe

els

ener

getic

or

very

ene

rget

ic)?

•D

o th

e ac

tiviti

es y

ou u

sual

ly d

o in

clud

e ex

erci

ses

to im

prov

e yo

ur s

tren

gth

and

flexi

bilit

y?

•A

re y

ou a

ctiv

e en

ough

for

your

age

? (i.

e. d

o yo

u do

60

min

utes

or

mor

e of

at l

east

mod

erat

e in

tens

ity a

ctiv

ity e

ach

day,

incl

udin

g so

me

stre

ngth

and

flex

ibili

ty e

xerc

ise

at le

ast t

wic

e a

wee

k?)

•D

o yo

u th

ink

you

shou

ld b

ecom

e m

ore

activ

e? If

yes

, wha

t is

your

targ

et?

10b

Res

ourc

e 10

b:C

ontin

ued

THIN

KIN

G A

BOU

T Y

OU

R A

CTI

VIT

Y

•H

ow c

an y

ou a

chie

ve th

is ta

rget

?

•St

ate

thre

e ac

tions

you

cou

ld c

arry

out

ove

r th

e ne

xt th

ree

mon

ths

to in

crea

se y

our

activ

ity le

vels

.

•W

hat w

ill h

elp

you

to c

arry

out

thes

e ac

tions

?

•W

hat m

ight

pre

vent

you

from

car

ryin

g ou

t the

se a

ctio

ns?

•O

n a

scal

e of

0 to

ten,

how

con

fiden

t are

you

that

you

will

be

able

to in

crea

se y

our

activ

ity le

vels

ove

r th

e ne

xt th

ree

mon

ths?

11a

Res

ourc

e 11

a:H

OW

FIT

ARE

YO

U?

FITN

ESS

TEST

S

Safe

tyPr

ior

to a

nd d

urin

g an

y fit

ness

test

ing,

saf

ety

mus

t be

a m

ajor

con

side

ratio

n. Y

ou s

houl

d be

aw

are

of a

ny p

oten

tial h

ealth

pro

blem

sof

you

r pu

pils

.

Pupi

ls w

ho a

re u

nwel

l or

inju

red

shou

ld n

ot u

nder

go fi

tnes

s te

sts.

Any

chi

ld w

ho fe

els

dizz

y or

fain

t dur

ing

any

of th

e te

sts

shou

ldbe

adv

ised

to s

top

imm

edia

tely

.

It is

pos

sibl

e th

at a

pup

il co

uld

have

a n

on-d

iagn

osed

con

geni

tal h

eart

con

ditio

n th

at m

ay r

equi

re s

peci

al c

onsi

dera

tion

or u

rgen

tat

tent

ion

duri

ng th

e ad

min

istr

atio

n of

an

aero

bic

fitne

ss te

st. T

he s

ub-m

axim

al a

erob

ic fi

tnes

s te

sts

desc

ribe

d he

re s

houl

d re

duce

the

risk

of a

ny s

uch

even

t occ

urri

ng.

For

each

fitn

ess

test

, gui

danc

e is

giv

en a

s to

how

the

pupi

ls s

houl

d pr

epar

e fo

r an

d re

cove

r fr

om th

e te

st. I

t is

impo

rtan

t tha

t thi

sgu

idan

ce is

follo

wed

.

Aer

obic

fit

ness

Def

initi

on: A

erob

ic fi

tnes

s re

fers

to th

e ab

ility

of t

he c

ardi

o-re

spir

ator

y sy

stem

(hea

rt, b

lood

ves

sels

and

lung

s) to

func

tion

effic

ient

lyan

d to

cop

e w

ith th

e de

man

ds m

ade

upon

it.

Min

i ble

ep t

est

This

test

is a

sho

rten

ed v

ersi

on o

f the

Mul

ti-St

age

Fitn

ess

Test

whi

ch is

com

mon

ly k

now

n as

the

‘ble

ep te

st’.

The

blee

p te

st is

am

axim

al te

st a

nd, a

s su

ch, r

equi

res

indi

vidu

als

to r

un to

the

poin

t of e

xhau

stio

n. C

onse

quen

tly, t

his

test

is n

ot c

onsi

dere

d to

be

appr

opri

ate

for

all c

hild

ren

with

in c

urri

culu

m ti

me.

It m

ay, h

owev

er, b

e co

nsid

ered

use

ful o

r an

opt

iona

l tes

t for

mot

ivat

ed, e

lite

youn

gste

rs.

The

min

i ble

ep te

st is

a s

ub-m

axim

al m

ulti-

stag

e te

st w

hich

pro

vide

s an

indi

catio

n of

aer

obic

fitn

ess.

It r

equi

res

pupi

ls to

und

ergo

apr

ogre

ssiv

e 20

m s

huttl

e ru

n to

a s

et le

vel a

nd to

rec

ord

thei

r he

art r

ate

imm

edia

tely

afte

rwar

ds.

11a

Res

ourc

e 11

a:C

ontin

ued

HO

W F

IT A

RE Y

OU

? FI

TNES

S TE

STS

Res

ourc

es•

CD

or

cass

ette

pla

yer.

•M

ulti-

Stag

e Fi

tnes

s Te

st ta

pe/C

D*.

•A

flat

, non

-slip

pery

sur

face

per

mitt

ing

a co

ntin

uous

run

of 2

0m.

•M

easu

ring

tape

.•

Mar

ker

cone

s.•

‘How

fit a

re y

ou?’

rec

ord

shee

t.

* A

pro

gres

sive

shu

ttle

run

test

for

the

pred

ictio

n of

Max

imum

Oxy

gen

Upt

ake

(Lou

ghbo

roug

h U

nive

rsity

and

Nat

iona

l Coa

chin

gFo

unda

tion,

199

8). A

vaila

ble

from

: Coa

chw

ise,

ww

w.1

st4s

port

.com

, T: 0

113

201

5555

.

Prep

arat

ion

for

test

A w

arm

-up

is n

ot r

equi

red

for

this

par

ticul

ar te

st a

s it

is p

rogr

essi

ve, b

eing

eas

ier

at th

e be

ginn

ing

and

grad

ually

bec

omin

g m

ore

dem

andi

ng. I

n th

is s

ense

, the

re is

a w

arm

-up

built

into

the

desi

gn o

f the

test

.

Pupi

ls s

houl

d w

ear

shoe

s w

ith n

on-s

lip s

oles

and

thei

r sh

oela

ces

shou

ld b

e fir

mly

tied

. The

20m

cou

rse

need

s to

be

mea

sure

d an

dm

arke

d pr

ior

to th

e te

st. I

t is

advi

sabl

e fo

r pu

pils

to li

sten

to s

ever

al m

inut

es o

f the

tape

so

that

they

are

fam

iliar

with

the

inst

ruct

ions

and

soun

ds. I

t wou

ld a

lso

be h

elpf

ul fo

r th

em to

hav

e pr

actis

ed r

unni

ng to

the

tape

so

that

they

kno

w th

at th

e be

ginn

ing

spee

d is

very

slo

w a

nd it

gra

dual

ly in

crea

ses

in p

ace.

Pup

ils s

houl

d al

so b

e fa

mili

ar w

ith fi

ndin

g th

eir

puls

e an

d re

cord

ing

thei

r he

art r

ate.

Teac

hers

may

hav

e ac

cess

to s

ome

hear

t rat

e m

onito

rs to

ass

ist t

his

proc

ess.

The

test

can

be

perf

orm

ed in

pai

rs, w

ith o

ne p

upil

perf

orm

ing

the

test

and

thei

r pa

rtne

r ob

serv

ing

tech

niqu

e an

d re

cord

ing

the

hear

tra

te s

core

.

Test

pro

cedu

reTh

e pu

pils

sta

nd b

ehin

d th

e st

art l

ine

at o

ne e

nd o

f the

run

ning

are

a. T

hey

run

acro

ss th

e 20

m d

ista

nce

(whi

ch c

ount

s as

one

lap)

11a

Res

ourc

e 11

a:C

ontin

ued

HO

W F

IT A

RE Y

OU

? FI

TNES

S TE

STS

Test

pro

cedu

reTh

e pu

pils

sta

nd b

ehin

d th

e st

art l

ine

at o

ne e

nd o

f the

run

ning

are

a. T

hey

run

acro

ss th

e 20

m d

ista

nce

(whi

ch c

ount

s as

one

lap)

an

d to

uch

the

line

at th

e ot

her

end

of th

e ru

nnin

g ar

ea w

ith th

eir

foot

by

the

time

the

blee

p so

unds

. At t

he s

ound

of t

he b

leep

, the

ytu

rn a

roun

d an

d ru

n ba

ck to

the

othe

r en

d. P

upils

sho

uld

aim

to a

rriv

e at

the

lines

just

bef

ore,

or

on th

e so

und

of th

e bl

eep.

If th

eyar

rive

at th

e lin

e be

fore

the

blee

p, th

ey m

ust w

ait f

or th

e bl

eep

befo

re s

tart

ing

the

retu

rn jo

urne

y.

A s

ingl

e bl

eep

soun

ds a

t the

end

of e

ach

lap

and

a tr

iple

ble

ep s

ound

s at

the

end

of e

ach

min

ute.

The

trip

le b

leep

ale

rts

the

pupi

lsth

at th

e pa

ce w

ill in

crea

se s

light

ly.

The

pupi

ls s

top

at a

par

ticul

ar le

vel s

peci

fied

by th

e te

ache

r. R

ecom

men

ded

leve

ls a

re p

rese

nted

in th

e ta

ble

belo

w. H

owev

er,

teac

hers

who

kno

w th

eir

pupi

ls’ c

apab

ilitie

s w

ell c

an m

ake

prof

essi

onal

judg

emen

ts a

bout

the

suita

bilit

y of

thes

e re

com

men

datio

nsfo

r pa

rtic

ular

gro

ups

of p

upils

and

indi

vidu

als.

Age

Gir

lsB

oys

11Le

vel 3

Leve

l 412

– 1

3Le

vel 4

Leve

l 514

– 1

8Le

vel 4

Leve

l 6

Imm

edia

tely

afte

r st

oppi

ng a

t the

spe

cifie

d le

vel,

pupi

ls lo

cate

thei

r pu

lse

and

coun

t it f

or 1

5 se

cond

s. T

he te

ache

r ca

n in

form

the

pupi

ls a

s to

whe

n to

sta

rt a

nd s

top

coun

ting.

The

pul

se c

ount

sho

uld

be r

ecor

ded

on th

e ‘H

ow fi

t are

you

?’ r

ecor

d sh

eet (

Res

ourc

e11

d).

Rec

over

y fr

om t

est

Follo

win

g th

is te

st, p

upils

sho

uld

perf

orm

a c

ool-

dow

n by

gen

tly jo

ggin

g or

wal

king

for

one

to tw

o m

inut

es a

nd th

en p

erfo

rmin

gst

retc

hes

for

the

calf

(bac

k of

low

er le

g), h

amst

ring

(bac

k of

upp

er le

g) a

nd q

uadr

icep

s (fr

ont o

f upp

er le

g) m

uscl

es. E

ach

stre

tch

shou

ld b

e he

ld s

till f

or te

n to

20

seco

nds.

11a

Res

ourc

e 11

a:C

ontin

ued

HO

W F

IT A

RE Y

OU

? FI

TNES

S TE

STS

Step

tes

tTh

is te

st r

equi

res

pupi

ls to

ste

p up

and

dow

n, o

n an

d of

f a b

ench

for

a se

t per

iod

of ti

me

and

to r

ecor

d th

eir

hear

t rat

e im

med

iate

lyaf

terw

ards

. Thi

s pr

ovid

es a

n in

dica

tion

of a

erob

ic fi

tnes

s.

Res

ourc

es•

CD

or

cass

ette

pla

yer.

•M

usic

with

a s

tead

y be

at o

f 120

bea

ts p

er m

inut

e (o

r a

met

rono

me)

.•

Stan

dard

gym

ben

ches

.•

‘How

fit a

re y

ou?’

rec

ord

shee

t.

Prep

arat

ion

for

test

Prio

r to

the

test

, pup

ils c

an p

erfo

rm s

ome

hip,

kne

e an

d an

kle

mob

ility

exe

rcis

es fo

r a

few

min

utes

. Exa

mpl

es in

clud

e: h

eel-

toe

actio

ns, h

eel r

aise

s, k

nee

lifts

, kne

e be

nds,

and

hip

cir

cles

.Pu

pils

sho

uld

wea

r sh

oes

with

non

-slip

sol

es a

nd th

eir

shoe

lace

s sh

ould

be

firm

ly ti

ed. I

t is

advi

sabl

e fo

r pu

pils

to h

ave

prac

tised

step

ping

on

and

off a

ben

ch to

the

mus

ic s

o th

at th

ey a

re fa

mili

ar w

ith th

e pa

ce r

equi

red.

Pup

ils s

houl

d al

so b

e fa

mili

ar w

ith fi

ndin

gth

eir

puls

e an

d re

cord

ing

thei

r he

art r

ate.

Tea

cher

s m

ay h

ave

acce

ss to

som

e he

art r

ate

mon

itors

to a

ssis

t thi

s pr

oces

s.

The

test

can

be

perf

orm

ed in

pai

rs, w

ith o

ne p

upil

perf

orm

ing

the

test

and

thei

r pa

rtne

r ob

serv

ing

tech

niqu

e an

d re

cord

ing

the

hear

tra

te s

core

.

11a

Res

ourc

e 11

a:C

ontin

ued

HO

W F

IT A

RE Y

OU

? FI

TNES

S TE

STS

Test

pro

cedu

reTh

e pu

pils

sta

nd b

ehin

d a

stan

dard

gym

ben

ch (w

ith n

o m

ore

than

six

pup

ils to

any

one

ben

ch).

On

the

sign

al fr

om th

e te

ache

r, th

eyst

ep u

p on

to th

e be

nch

and

dow

n in

tim

e w

ith th

e m

usic

. The

rhy

thm

is ‘u

p, u

p, d

own,

dow

n’. T

he p

upils

sho

uld

ensu

re th

at th

eir

heel

s ar

e pl

aced

on

the

benc

h w

hen

they

ste

p on

to it

. The

pup

ils s

top

afte

r a

cert

ain

leng

th o

f tim

e as

spe

cifie

d by

the

teac

her.

Rec

omm

ende

d te

st d

urat

ions

are

pre

sent

ed in

the

tabl

e be

low

. How

ever

, tea

cher

s w

ho k

now

thei

r pu

pils

’ cap

abili

ties

wel

l can

mak

epr

ofes

sion

al ju

dgem

ents

abo

ut th

e su

itabi

lity

of th

ese

reco

mm

enda

tions

for

part

icul

ar g

roup

s of

pup

ils a

nd in

divi

dual

s.

Age

Gir

lsB

oys

113

min

utes

4 m

inut

es12

– 1

84

min

utes

5 m

inut

es

Imm

edia

tely

afte

r st

oppi

ng, p

upils

sit

dow

n on

the

benc

h, lo

cate

thei

r pu

lse

and

coun

t it f

or 1

5 se

cond

s. T

he te

ache

r ca

n in

form

the

pupi

ls a

s to

whe

n to

sta

rt a

nd s

top

coun

ting.

The

pul

se c

ount

sho

uld

be r

ecor

ded

on th

e ‘H

ow fi

t are

you

?’ r

ecor

d sh

eet (

Res

ourc

e11

d).

Rec

over

y fr

om t

est

Follo

win

g th

is te

st, p

upils

sho

uld

perf

orm

a c

ool-

dow

n by

gen

tly jo

ggin

g or

wal

king

for

one

to tw

o m

inut

es a

nd th

en p

erfo

rmin

gst

retc

hes

for

the

calf

(bac

k of

low

er le

g), h

amst

ring

(bac

k of

upp

er le

g) a

nd q

uadr

icep

s (fr

ont o

f upp

er le

g) m

uscl

es. E

ach

stre

tch

shou

ld b

e he

ld s

till f

or te

n to

20

seco

nds.

Mus

cula

r st

reng

th a

nd e

ndur

ance

Def

initi

on: M

uscu

lar

stre

ngth

and

end

uran

ce r

efer

s to

the

abili

ty o

f the

mus

culo

-ske

leta

l sys

tem

(bon

es, m

uscl

es, j

oint

s, te

ndon

s,lig

amen

ts) t

o w

ork

agai

nst a

res

ista

nce

over

a p

erio

d of

tim

e.

11a

Res

ourc

e 11

a:C

ontin

ued

HO

W F

IT A

RE Y

OU

? FI

TNES

S TE

STS

Cur

l up

test

The

curl

up

test

mea

sure

s th

e m

uscu

lar

stre

ngth

and

end

uran

ce o

f the

str

aigh

t abd

omin

al m

uscl

e (r

ectu

s ab

dom

inis

). Tw

o ve

rsio

ns o

fcu

rl u

ps a

re d

escr

ibed

, an

easi

er v

ersi

on (c

url u

p A

) and

a m

ore

dem

andi

ng v

ersi

on (c

url u

p B

).

Res

ourc

es•

Mat

.•

Mus

ic w

ith a

ste

ady,

slo

w b

eat (

abou

t 120

bpm

) (op

tiona

l).•

‘How

fit a

re y

ou?’

rec

ord

shee

t.

Prep

arat

ion

for

test

Prio

r to

per

form

ing

this

test

, pup

ils s

houl

d fe

el c

omfo

rtab

le a

nd w

arm

. Pup

ils m

ay n

eed

to tr

ial t

he d

iffer

ent v

ersi

ons

of th

e cu

rl u

psso

that

they

kno

w w

hich

one

to s

elec

t for

the

test

. If m

usic

is u

sed,

it is

rec

omm

ende

d th

at th

e pu

pils

pra

ctis

e pe

rfor

min

g so

me

curl

ups

to th

e m

usic

to e

nsur

e th

at it

enc

oura

ges

and

perm

its a

ste

ady,

con

tinuo

us m

ovem

ent w

ith g

ood

tech

niqu

e. T

his

test

cou

ld b

eca

rrie

d ou

t in

pair

s, w

ith o

ne p

upil

perf

orm

ing

the

test

and

thei

r pa

rtne

r ch

ecki

ng th

eir

tech

niqu

e an

d re

cord

ing

thei

r sc

ore.

Test

pro

cedu

reC

url u

p A

The

pupi

l sho

uld

lie o

n th

eir

back

on

a m

at, w

ith th

eir

head

in c

onta

ct w

ith th

e m

at, t

heir

kne

es b

ent a

nd th

eir

feet

flat

and

apa

rt.

The

pupi

ls’ a

rms

shou

ld b

e st

raig

ht a

nd b

y th

eir

side

s, p

alm

s do

wn

and

with

thei

r fin

gers

poi

ntin

g to

war

ds th

eir

toes

. Kee

ping

thei

rfe

et fl

at, t

he p

upil

curl

s up

slo

wly

, lift

ing

thei

r he

ad a

nd s

houl

ders

off

the

mat

and

slid

ing

thei

r fin

gert

ips

alon

g th

e m

at/fl

oor

as fa

r as

they

can

tow

ards

thei

r to

es. T

he p

upil

then

slo

wly

cur

ls b

ack

dow

n ag

ain

until

his

/her

hea

d to

uche

s th

e m

at. T

he c

url u

p m

ovem

ent

shou

ld b

e co

ntin

uous

and

con

trol

led.

The

pup

il st

ops

whe

n he

/she

can

no

long

er c

ontin

ue o

r th

eir

tech

niqu

e de

teri

orat

es o

r he

/she

has

com

plet

ed 5

0 cu

rl u

ps. T

he s

core

is th

e nu

mbe

r of

con

tinuo

us c

url u

ps p

erfo

rmed

.

11a

Res

ourc

e 11

a:C

ontin

ued

HO

W F

IT A

RE Y

OU

? FI

TNES

S TE

STS

Cur

l up

BTh

e pu

pil s

houl

d lie

on

thei

r ba

ck o

n a

mat

, with

thei

r he

ad in

con

tact

with

the

mat

, the

ir k

nees

ben

t and

thei

r fe

et fl

at a

nd a

part

.Th

e pu

pils

’ arm

s sh

ould

be

stra

ight

and

res

ting

on th

eir

thig

hs, w

ith th

eir

finge

rs to

war

ds th

eir

knee

s. K

eepi

ng th

eir

feet

flat

, the

pup

ilcu

rls

up s

low

ly, l

iftin

g th

eir

head

and

sho

ulde

rs o

ff th

e m

at a

nd s

lidin

g th

eir

finge

rtip

s as

far

as th

ey c

an u

p to

war

ds th

eir

knee

s. T

hepu

pil t

hen

slow

ly c

urls

bac

k do

wn

agai

n un

til h

is/h

er h

ead

touc

hes

the

mat

. The

cur

l up

mov

emen

t sho

uld

be c

ontin

uous

and

cont

rolle

d. T

he p

upil

stop

s w

hen

he/s

he c

an n

o lo

nger

con

tinue

or

thei

r te

chni

que

dete

rior

ates

or

he/s

he h

as c

ompl

eted

50

curl

ups

.Th

e sc

ore

is th

e nu

mbe

r of

con

tinuo

us c

url u

ps p

erfo

rmed

.

Rec

over

y fr

om t

est

Follo

win

g th

e te

st, p

upils

sho

uld

leng

then

the

abdo

min

al m

uscl

es b

y pe

rfor

min

g a

‘long

, thi

n’ s

tret

ch in

whi

ch th

ey a

im to

take

thei

rfin

gert

ips

as fa

r aw

ay fr

om th

eir

toes

as

poss

ible

. The

str

etch

can

be

perf

orm

ed ly

ing

dow

n on

a m

at o

r st

andi

ng, a

nd s

houl

d be

hel

dst

ill fo

r te

n to

20

seco

nds.

Push

up

test

The

push

up

test

mea

sure

s th

e m

uscu

lar

stre

ngth

and

end

uran

ce o

f the

che

st m

uscl

es (p

ecto

rals

) and

the

mus

cles

in th

e ba

ck o

f the

uppe

r ar

m (t

rice

ps).

Two

vers

ions

of p

ush

ups

are

desc

ribe

d, a

n ea

sier

ver

sion

(pus

h up

A) a

nd a

mor

e de

man

ding

ver

sion

(pus

h up

B).

Res

ourc

es•

Mat

.•

Mus

ic w

ith a

ste

ady,

slo

w b

eat (

abou

t 120

bpm

) (op

tiona

l).•

‘How

fit a

re y

ou?’

rec

ord

shee

t.

Prep

arat

ion

for

test

Prio

r to

per

form

ing

this

test

, pup

ils s

houl

d fe

el c

omfo

rtab

le a

nd w

arm

. Pup

ils m

ay n

eed

to tr

ial t

he d

iffer

ent v

ersi

ons

of th

e pu

sh u

psso

that

they

kno

w w

hich

one

to s

elec

t for

the

test

. If m

usic

is u

sed,

it is

rec

omm

ende

d th

at th

e pu

pils

pra

ctis

e pe

rfor

min

g so

me

push

ups

to th

e m

usic

to e

nsur

e th

at it

enc

oura

ges

and

perm

its a

ste

ady,

con

tinuo

us m

ovem

ent w

ith g

ood

tech

niqu

e. A

s a

guid

e, p

upils

shou

ld b

e ab

le to

per

form

20

push

ups

a m

inut

e (w

ith e

ach

push

up

taki

ng th

ree

seco

nds

to p

erfo

rm).

This

test

cou

ld b

e ca

rrie

d ou

tin

pai

rs, w

ith o

ne p

upil

perf

orm

ing

the

test

and

thei

r pa

rtne

r ch

ecki

ng th

eir

tech

niqu

e an

d re

cord

ing

thei

r sc

ore.

11a

Res

ourc

e 11

a:C

ontin

ued

HO

W F

IT A

RE Y

OU

? FI

TNES

S TE

STS

Test

pro

cedu

rePu

sh u

p A

The

pupi

l sho

uld

knee

l on

all f

ours

on

a m

at, w

ith th

eir

knee

s ap

art a

nd to

es tu

cked

und

er.

The

pupi

l’s a

rms

shou

ld b

e st

raig

ht w

ithha

nds

plac

ed u

nder

the

shou

lder

s w

ith fi

nger

s fla

t, po

intin

g aw

ay fr

om th

eir

toes

. The

pup

il be

nds

both

arm

s un

til th

ere

is a

90

degr

ee a

ngle

at t

he e

lbow

s, ta

king

thei

r ch

in d

own

tow

ards

the

floor

, in

fron

t of t

heir

han

ds. T

he p

upil

then

fully

str

aigh

tens

thei

rar

ms

(with

out ‘

snap

ping

’ or

‘lock

ing

out’

at th

e el

bow

s) to

ret

urn

to th

e st

artin

g po

sitio

n. T

he b

ack

shou

ld b

e st

raig

ht th

roug

hout

the

test

. The

pus

h up

mov

emen

t sho

uld

be c

ontin

uous

and

con

trol

led.

The

pup

il st

ops

whe

n he

/she

can

no

long

er c

ontin

ue o

r th

eir

tech

niqu

e de

teri

orat

es o

r he

/she

has

com

plet

ed 5

0 pu

sh u

ps. T

he s

core

is th

e nu

mbe

r of

con

tinuo

us p

ush

ups

perf

orm

ed.

Push

up

BTh

e pu

pil s

houl

d kn

eel o

n a

mat

, with

thei

r kn

ees

apar

t and

toes

tuck

ed u

nder

. The

pup

il sh

ould

lean

forw

ards

and

pla

ce th

eir

hand

sun

der

thei

r sh

ould

ers

with

fing

ers

flat,

poin

ting

away

from

thei

r to

es. T

he p

upil

shou

ld ‘w

alk’

thei

r ha

nds

forw

ard

until

he/

she

is in

a‘th

ree-

quar

ter’

pus

h up

pos

ition

with

thei

r sh

ould

ers

and

hips

in li

ne. F

rom

this

pos

ition

, the

pup

il be

nds

both

arm

s un

til th

ere

is a

90 d

egre

e an

gle

at th

e el

bow

s, ta

king

thei

r ch

in d

own

tow

ards

the

floor

, in

fron

t of t

heir

han

ds. T

he p

upil

then

fully

str

aigh

tens

thei

rar

ms

(with

out ‘

snap

ping

’ or

‘lock

ing

out’

at th

e el

bow

s) to

ret

urn

to th

e st

artin

g po

sitio

n. T

he b

ack

shou

ld b

e st

raig

ht th

roug

hout

the

test

. The

pus

h up

mov

emen

t sho

uld

be c

ontin

uous

and

con

trol

led.

The

pup

il st

ops

whe

n he

/she

can

no

long

er c

ontin

ue o

r th

eir

tech

niqu

e de

teri

orat

es o

r he

/she

has

com

plet

ed 5

0 pu

sh u

ps. T

he s

core

is th

e nu

mbe

r of

con

tinuo

us p

ush

ups

perf

orm

ed.

Rec

over

y fr

om t

est

Follo

win

g th

e te

st, p

upils

sho

uld

leng

then

the

ches

t and

upp

er a

rm m

uscl

es b

y pe

rfor

min

g pe

ctor

als

and

tric

eps

stre

tche

s. T

hest

retc

hes

can

be p

erfo

rmed

sitt

ing

or s

tand

ing,

and

eac

h st

retc

h sh

ould

be

held

stil

l for

ten

to 2

0 se

cond

s.

Flex

ibili

tyD

efin

ition

: Fle

xibi

lity

refe

rs to

the

rang

e of

mov

emen

t aro

und

a jo

int.

11a

Res

ourc

e 11

a:C

ontin

ued

HO

W F

IT A

RE Y

OU

? FI

TNES

S TE

STS

Sit

and

reac

h te

stTh

e si

t and

rea

ch te

st p

redo

min

antly

mea

sure

s th

e fle

xibi

lity

of th

e ha

mst

ring

mus

cles

in th

e ba

ck o

f the

upp

er p

art o

f the

legs

. It

also

par

tially

mea

sure

s th

e fle

xibi

lity

of th

e m

uscl

es in

the

low

er b

ack.

Res

ourc

es•

Gym

ben

ch o

r st

urdy

box

.•

Tape

mea

sure

or

stri

ng.

•M

etre

rul

e.•

Cha

lk.

•‘H

ow fi

t are

you

?’ r

ecor

d sh

eet.

Prep

arat

ion

for

test

The

mus

cles

in th

e lo

wer

bac

k an

d in

the

back

of t

he le

gs (h

amst

ring

s) s

houl

d be

ver

y w

arm

bef

ore

taki

ng th

is te

st. I

t is

reco

mm

ende

d th

at p

artic

ipan

ts w

arm

them

selv

es u

p do

ing

aero

bic

activ

ities

suc

h as

jogg

ing

and

side

step

ping

. It w

ould

be

appr

opri

ate

for

pupi

ls to

do

the

‘sit

and

reac

h’ te

st im

med

iate

ly fo

llow

ing

the

aero

bic

fitne

ss te

st.

11a

Res

ourc

e 11

a:C

ontin

ued

HO

W F

IT A

RE Y

OU

? FI

TNES

S TE

STS

Test

pro

cedu

reTh

e si

t and

rea

ch te

st r

equi

res

a st

anda

rd g

ym b

ench

or

a st

urdy

box

app

roxi

mat

ely

30cm

hig

h. T

he p

upil

sits

dow

n in

fron

t of t

hebo

x or

ben

ch, w

ith th

eir

back

side

, bac

k an

d sh

ould

ers

pres

sed

up a

gain

st a

wal

l. B

oth

legs

are

fully

ext

ende

d w

ith fe

et fl

at a

gain

stth

e en

d of

the

box

or b

ench

. The

pup

il ex

tend

s bo

th a

rms

forw

ard

tow

ards

the

box/

benc

h, w

ith th

eir

hand

s pl

aced

pal

m d

own

one

dire

ctly

on

top

of th

e ot

her,

and

thei

r ba

cksi

de, b

ack

and

shou

lder

s ag

ains

t the

wal

l. U

sing

a ta

pe m

easu

re o

r a

piec

e of

str

ing,

the

dist

ance

from

the

end

of th

e pu

pils

’ fin

gers

to th

e bo

x/be

nch

is m

easu

red,

mar

ked

with

cha

lk a

nd r

ecor

ded.

The

pupi

l the

n le

ans

gent

ly fo

rwar

d re

achi

ng a

s fa

r as

pos

sibl

e w

ith b

oth

hand

s al

ong

the

top

of th

e bo

x/be

nch

for

at le

ast o

nese

cond

. Aga

in, u

sing

a ta

pe m

easu

re o

r a

piec

e of

str

ing,

the

dist

ance

from

the

first

mar

k to

the

end

of th

e pu

pils

’ fin

gers

alo

ng th

ebo

x/be

nch

is m

easu

red,

mar

ked

and

reco

rded

. If s

trin

g is

use

d, p

upils

can

line

the

sect

ion

of s

trin

g up

aga

inst

a m

etre

rul

e (w

hich

ispl

aced

cen

tral

ly fo

r se

vera

l gro

ups

to u

se) i

n or

der

to o

btai

n th

e m

easu

rem

ent.

Bot

h le

gs s

houl

d re

mai

n st

raig

ht th

roug

hout

the

test

and

hip

s sh

ould

rem

ain

squa

re. H

ands

sho

uld

reac

h fo

rwar

d ev

enly

with

one

hand

rem

aini

ng d

irec

tly o

ver

the

othe

r. Th

e te

st s

houl

d be

rep

eate

d if

the

hips

are

not

squ

are,

the

hand

s re

ach

unev

enly

, or

the

knee

sbe

nd.

The

pupi

l’s s

core

for

the

sit a

nd r

each

test

is th

e di

ffere

nce

betw

een

the

first

sco

re (w

ith b

ack

pres

sed

up a

gain

st th

e w

all)

and

the

seco

nd s

core

(lea

ning

forw

ards

as

far

as p

ossi

ble)

. Pup

ils s

houl

d ha

ve tw

o at

tem

pts

at th

e te

st a

nd th

e hi

ghes

t of t

he tw

o sc

ores

reco

rded

.

INSE

RT D

IAG

RA

MS

OF

TEST

PR

OC

EDU

RE

((Ia

n, t

here

are

a n

umbe

r of

dia

gram

s th

at a

re b

eing

sou

rced

to

incl

ude

at p

rint

and

des

ign

stag

e))

11a

Res

ourc

e 11

a:C

ontin

ued

HO

W F

IT A

RE Y

OU

? FI

TNES

S TE

STS

Rec

over

y fr

om t

est

Follo

win

g th

is te

st, p

upils

sho

uld

gent

ly jo

g or

wal

k un

til th

eir

back

and

leg

mus

cles

feel

com

fort

able

.

Bod

y co

mpo

siti

onD

efin

ition

: Bod

y co

mpo

sitio

n re

fers

to th

e pr

opor

tion

of b

ody

wei

ght t

hat i

s fa

t in

cont

rast

to le

an b

ody

mas

s (m

uscl

es, o

rgan

s,bo

nes)

.

Bod

y m

ass

inde

xTh

e bo

dy m

ass

inde

x (B

MI)

prov

ides

an

indi

catio

n of

the

appr

opri

aten

ess

of a

chi

ld’s

wei

ght r

elat

ive

to h

eigh

t. B

MI i

s de

term

ined

by

the

follo

win

g fo

rmul

a:•

wei

ght (

kg) d

ivid

ed b

y he

ight

(m) s

quar

ed.

Res

ourc

es•

Wei

ghin

g sc

ales

(kg)

.•

Met

re r

ule.

•‘H

ow fi

t are

you

?’ r

ecor

d sh

eet.

Prep

arat

ion

for

test

Shoe

s sh

ould

be

rem

oved

whe

n m

easu

ring

hei

ght a

nd w

eigh

t.

Test

pro

cedu

reH

eigh

t is

mea

sure

d in

met

res

with

the

pupi

l sta

ndin

g ta

ll ag

ains

t a w

all a

nd fe

et fl

at. W

eigh

t is

mea

sure

d on

a w

eigh

ing

scal

e. T

heB

MI s

core

is c

alcu

late

d ac

cord

ing

to th

e fo

rmul

a ab

ove.

Rec

over

y fr

om t

est

Rep

lace

sho

es fo

llow

ing

heig

ht a

nd w

eigh

t mea

sure

s.

11b

Res

ourc

e 11

b:TH

INK

ING

ABO

UT

YO

UR

FITN

ESS

•W

hat d

oes

your

aer

obic

fitn

ess

scor

e te

ll yo

u?

•W

hat d

oes

your

mus

cula

r st

reng

th a

nd e

ndur

ance

sco

re te

ll yo

u?

•W

hat d

oes

your

flex

ibili

ty s

core

tell

you?

•W

hat d

oes

your

bod

y co

mpo

sitio

n sc

ore

tell

you?

•A

re y

ou fi

t eno

ugh

for

your

age

?

•D

o yo

u th

ink

you

need

to b

ecom

e fit

ter?

If

yes,

in w

hich

are

as o

f fitn

ess?

•H

ow c

ould

you

go

abou

t bei

ng fi

tter?

•St

ate

thre

e ac

tions

you

cou

ld c

arry

out

ove

r th

e ne

xt fe

w m

onth

s to

impr

ove

your

fitn

ess.

•W

hat w

ill h

elp

you

to c

arry

out

thes

e ac

tions

?

•W

hat m

ight

pre

vent

you

from

car

ryin

g ou

t the

se a

ctio

ns?

•O

n a

scal

e of

0 to

ten,

how

con

fiden

t are

you

that

you

will

be

able

to in

crea

se y

our

fitne

ss le

vels

ove

r th

e ne

xt th

ree

mon

ths?

11c

Res

ourc

e 11

c:H

OW

FIT

ARE

YO

U?

Com

plet

e th

e fo

llow

ing

heal

th-r

elat

ed fi

tnes

s te

sts:

•m

ini b

leep

test

or

step

test

•cu

rl u

p•

push

up

•si

t and

rea

ch•

Bod

y m

ass

inde

x.

Thes

e te

sts

are

desi

gned

to m

easu

re th

e fo

llow

ing

com

pone

nts

of fi

tnes

s w

hich

are

ass

ocia

ted

with

you

r he

alth

:

Rec

ord

your

sco

res

and

com

pare

them

with

the

‘hea

lthy

fitne

ss r

ange

s’ in

the

tabl

es.

Then

, ans

wer

the

‘thin

king

abo

ut y

our

fitne

ss’ q

uest

ions

.

Hea

lth-

rela

ted

com

pone

nt o

ffit

ness

•A

erob

ic fi

tnes

s

•M

uscu

lar

stre

ngth

and

endu

ranc

e

•Fl

exib

ility

•B

ody

com

posi

tion

Ass

ocia

ted

heal

th c

ondi

tion

s

•C

oron

ary

hear

t dis

ease

•O

besi

ty•

Ost

eopo

rosi

s•

Bac

k pa

in•

Poor

pos

ture

•B

ack

pain

•Li

mite

d ra

nge

of m

ovem

ent

•Po

or p

ostu

re•

Obe

sity

•Jo

int p

robl

ems

Fitn

ess

test

•M

ini b

leep

test

or

step

test

•C

url u

ps a

nd p

ush

ups

•Si

t and

rea

ch

•B

ody

mas

s in

dex

11d

Res

ourc

e 11

d:H

OW

FIT

ARE

YO

U?

REC

ORD

SH

EET

Year

and

date

7 8 9 10 11

Aer

obic

test

(min

ibl

eep

or

step

test

)

Is y

our

scor

e in

the

heal

thy

fitne

ssra

nge?

Is y

our

scor

e in

the

heal

thy

fitne

ssra

nge?

Cur

l ups

Is y

our

scor

e in

the

heal

thy

fitne

ssra

nge?

Push

ups

Is y

our

scor

e in

the

heal

thy

fitne

ssra

nge?

Sit a

ndre

ach

Is y

our

scor

e in

the

heal

thy

fitne

ssra

nge?

Bod

y m

ass

inde

xIs

you

rsc

ore

inth

ehe

alth

yfit

ness

rang

e?

Nam

e:

11e

Res

ourc

e 11

e:M

AK

ING

SEN

SE O

F Y

OU

R FI

TNES

S SC

ORE

S

Com

pare

you

r sc

ores

with

the

‘Hea

lthy

Fitn

ess

Ran

ges’

in th

e ta

bles

bel

ow.

Gir

ls

Boy

s

Age 11 12 13 14 15 16 17 18

Min

i ble

ep te

st(H

R/15

secs

)32

-40

32-4

031

-40

31-3

931

-39

31-3

931

-39

31-3

8

Step

test

(HR/

15se

cs)

32-4

032

-40

31-4

031

-39

31-3

931

-39

31-3

931

-38

Cur

l ups

15-2

918

-32

18-3

218

-32

18-3

518

-35

18-3

518

-35

Push

ups

7-15

7-15

7-15

7-15

7-15

7-15

7-15

7-15

Sit a

ndre

ach

25 25 25 25 30 30 30 30

Bod

y m

ass

inde

x17

-24

17-2

518

-25

18-2

518

-25

18-2

518

-26

18-2

7

Age 11 12 13 14 15 16 17 18

Min

i ble

ep te

st(H

R/15

secs

)32

-40

32-4

031

-40

31-3

931

-39

31-3

931

-39

31-3

8

Step

test

(HR/

15se

cs)

32-4

032

-40

31-4

031

-39

31-3

931

-39

31-3

931

-38

Cur

l ups

15-2

818

-36

21-4

024

-45

24-4

724

-47

24-4

724

-47

Push

ups

8-20

10-2

012

-25

14-3

016

-35

18-3

518

-35

18-3

5

Sit a

ndre

ach

20 20 20 20 20 20 20 20

Bod

y m

ass

inde

x16

-21

16-2

217

-23

18-2

418

-25

19-2

719

-27

19-2

8

11f

Res

ourc

e 11

f:M

ON

ITO

RIN

G Y

OU

R PU

PILS

’ H

EALT

H,

AC

TIV

ITY

AN

D F

ITN

ESS

Year

and

Cla

ss

Y7

Cla

ss 1

Y7

Cla

ss 2

Y8

Cla

ss 1

Y8

Cla

ss 2

Y9

Cla

ss 1

Y9

Cla

ss 2

Y10

C

lass

1

Y10

C

lass

1

Y10

C

lass

2

Y11

C

lass

1

Y11

C

lass

2

% w

ithhe

alth

scor

es >

40

% w

ithhe

alth

scor

es <

40

% fo

llow

ing

exer

cise

reco

mm

enda

tions

for

youn

g pe

ople

% in

CV

heal

thy

fitne

ssra

nge

% in

MSE

heal

thy

fitne

ssra

nge

% in

flexi

bilit

yhe

alth

yfit

ness

rang

e

% in

BM

Ihe

alth

yfit

ness

rang

e

12Res

ourc

e 12

:M

ON

ITO

RIN

G S

UC

CES

S

In S

ectio

n1 y

ou id

entif

ied

pupi

l foc

used

obj

ectiv

es o

f wha

t you

wan

ted

to a

chie

ve in

you

r sc

hool

in te

rms

of im

prov

ing

pupi

ls’ l

evel

s of

phys

ical

act

ivity

. The

se m

ay h

ave

incl

uded

:•

We

wan

t to

incr

ease

the

num

ber

of p

upils

follo

win

g re

com

men

ded

exer

cise

gui

delin

es.

•W

e w

ant t

o in

crea

se th

e nu

mbe

r of

pup

ils le

adin

g he

alth

y, a

ctiv

e lif

esty

les.

In o

rder

to m

onito

r su

cces

s of

the

abov

e, y

ou c

ould

car

ry o

ut a

n in

itial

aud

it of

you

r pu

pils

’ hea

lth, a

ctiv

ity a

nd fi

tnes

s an

d co

mpa

re th

efin

ding

s at

reg

ular

inte

rval

s (e

.g. a

nnua

lly).

This

cou

ld b

e ac

hiev

ed b

y co

llatin

g an

d co

mpa

ring

the

resu

lts o

f a s

ampl

e (e

.g. t

wo

clas

ses

per

year

gro

up) o

f you

r pu

pils

’ hea

lth, a

ctiv

ity a

nd fi

tnes

s sc

ores

. An

exam

ple

audi

t for

m is

pro

vide

d (R

esou

rce

11f)

for

this

pur

pose

.

In a

dditi

on, c

ogni

tive

and

attit

udin

al in

dica

tors

of s

ucce

ss a

re im

porta

nt, w

hich

can

be

gain

ed fr

om a

skin

g pu

pils

focu

sed

ques

tions

, set

ting

spec

ific

prac

tical

task

s an

d fro

m y

our

own

obse

rvat

ions

.

Gui

danc

e fo

r pu

pils

on

thei

r he

alth

, act

ivity

and

fitn

ess

If pu

pils

are

to m

eet t

he a

bove

obj

ectiv

es it

is a

lso

esse

ntia

l tha

t the

y re

ceiv

e ac

cura

te g

uida

nce

on h

ow to

use

the

resu

lts o

f the

irm

onito

ring.

You

are

advi

sed

to s

hare

with

pup

ils s

ome

of th

e lim

itatio

ns o

f mon

itorin

g an

d th

e fa

ctor

s th

at in

fluen

ce th

em. F

or e

xam

ple:

•a

pers

on’s

heal

th is

par

tially

gen

etic

ally

end

owed

(inh

erite

d)•

the

envi

ronm

ent i

nflu

enci

ng p

eopl

e’s

heal

th c

anno

t alw

ays

be c

ontro

lled

(e.g

. ind

ustri

al a

nd c

ar p

ollu

tion,

pov

erty

, poo

r ho

usin

g)

•yo

ung

peop

le’s

heal

th b

ehav

iour

s ar

e no

t alw

ays

‘in th

eir

hand

s’ –

they

can

not n

eces

saril

y co

ntro

l how

muc

h th

ey h

ave

to s

pend

or

wha

t the

y ea

t •

activ

ity le

vels

are

influ

ence

d by

fact

ors

such

as

acce

ss to

faci

litie

s an

d w

eath

er c

ondi

tions

•fit

ness

test

sco

res

are

influ

ence

d by

inhe

rited

bod

y sy

stem

s, a

per

son’

s m

otiv

atio

n to

do

wel

l, an

d st

age

of m

atur

atio

n an

dde

velo

pmen

t.

12Res

ourc

e 12

:C

ontin

ued

MO

NIT

ORI

NG

SU

CC

ESS

The

key

mes

sage

for

pupi

ls is

that

thei

r re

sults

are

a u

sefu

l ind

icat

or o

f the

ir he

alth

, act

ivity

and

fitn

ess

(and

in h

elpi

ng th

em to

lear

n m

ore

abou

t the

mse

lves

and

abo

ut b

ecom

ing

heal

thie

r, m

ore

activ

e an

d fit

), bu

t all

met

hods

of m

onito

ring

have

thei

r lim

itatio

ns.

Hea

lth–

Pupi

ls w

ith lo

w h

ealth

sco

res

coul

d be

offe

red

addi

tiona

l gui

danc

e an

d su

ppor

t to

help

them

app

reci

ate

the

bene

fits

of le

adin

ga

heal

thy

lifes

tyle

(e.g

. fee

ling

bette

r, ha

ving

mor

e en

ergy

, red

uced

ris

k of

bac

k pa

in a

nd o

besi

ty) a

nd to

ass

ist t

hem

in m

akin

g he

alth

ier

lifes

tyle

cho

ices

(see

Sec

tion

5 fo

r de

tails

of s

ome

web

site

s w

hich

giv

e ap

prop

riate

gui

danc

e on

hea

lth b

ehav

iour

s).

Act

ivity

– Pu

pils

who

do

not m

eet t

he r

ecom

men

ded

exer

cise

gui

delin

es c

ould

be

offe

red

addi

tiona

l gui

danc

e an

d su

ppor

t to

help

them

appr

ecia

te th

e be

nefit

s of

an

activ

e lif

esty

le (e

.g. e

njoy

ing

lear

ning

a n

ew a

ctiv

ity/s

port,

hav

ing

fun

with

frie

nds,

red

uced

ris

k of

obe

sity

)an

d to

ass

ist t

hem

in b

ecom

ing

mor

e in

volv

ed in

act

iviti

es in

the

com

mun

ity. F

or e

xam

ple,

they

cou

ld b

e gi

ven

info

rmat

ion

or a

sked

tofin

d ou

t abo

ut a

ctiv

ity o

ppor

tuni

ties

in s

choo

l and

in th

e lo

cal a

rea,

and

put

in c

onta

ct w

ith o

ther

pup

ils w

ho u

se th

ese

oppo

rtuni

ties.

They

cou

ld a

lso

be a

sked

wha

t act

iviti

es a

ppea

l to

them

, and

teac

hers

cou

ld c

onsi

der

intro

duci

ng s

uch

activ

ities

into

the

curr

icul

ar o

rex

tra-c

urric

ular

pro

gram

me.

Fitn

ess

– A

ppro

pria

te r

espo

nses

to p

upils

abo

ut th

eir

fitne

ss te

st s

core

s ar

e su

gges

ted

belo

w:

‘If y

our

fitne

ss te

st s

core

was

in th

e he

alth

y fit

ness

rang

e (s

ee r

esou

rce

11e)

, con

grat

ulat

ions

. You

are

mos

t lik

ely

doin

g re

gula

r ph

ysic

alac

tivity

and

this

is k

eepi

ng y

ou fi

t. If

you

are

not,

rem

embe

r th

at b

eing

act

ive

is g

ood

fun

and

heal

thy.

’

‘If y

our

fitne

ss te

st s

core

was

not

in th

e he

alth

y fit

ness

rang

e, y

ou m

ight

wan

t to

cons

ider

incr

easi

ng y

our

activ

ity le

vels

to im

prov

e yo

urhe

alth

and

fitn

ess.

If y

ou a

re a

lread

y ac

tive,

wel

l don

e, k

eep

up th

e go

od w

ork.

’

Res

ourc

e 13

WH

OLE

-SC

HO

OL

STRA

TEG

IES

FOR

PRO

MO

TIN

G P

HY

SIC

AL

AC

TIV

ITY

Scho

ol a

nd P

E po

licie

s an

d pr

actic

es•

Dev

elop

ing

a pu

blic

rel

atio

ns p

olic

y th

at h

elps

bui

ld th

e sc

hool

’s re

puta

tion

as h

ealth

y an

d ac

tive.

•D

evel

opin

g an

Act

ive

Scho

ol p

olic

y.•

Dev

elop

ing

PE a

nd P

SHE

polic

ies

that

incl

ude

heal

th-r

elat

ed e

xerc

ise

(HRE

), ph

ysic

al a

ctiv

ity a

nd e

xtra

-cur

ricul

ar a

ctiv

ities

.•

Revi

ewin

g an

d de

velo

ping

(if n

eces

sary

) oth

er s

choo

l pol

icie

s (e

.g. e

qual

opp

ortu

nitie

s, tr

affic

/tran

spor

t, bu

llyin

g, h

ealth

and

safe

ty).

•Re

view

ing

polic

ies

on P

E ki

t (m

akin

g it

attra

ctiv

e an

d ne

gotia

ting

with

pup

ils).

•Re

view

ing

and

esta

blis

hing

PE

prac

tices

(e.g

. tea

chin

g m

etho

ds a

nd a

ppro

ache

s, a

car

ing

peda

gogy

).•

Revi

ewin

g an

d ev

alua

ting

the

effe

ctiv

enes

s of

pol

icie

s, p

ract

ices

and

initi

ativ

es.

The

PE p

rogr

amm

e (c

urri

cula

r an

d ex

tra-

curr

icul

ar)

•A

lloca

ting

suffi

cien

t tim

e to

PE

and

HRE

.•

Prov

idin

g a

broa

d, b

alan

ced,

rel

evan

t and

qua

lity

PE p

rogr

amm

e th

at c

ompl

ies

with

sta

tuto

ry r

equi

rem

ents

and

is a

cces

sibl

e to

,an

d m

eets

the

need

s an

d in

tere

sts

of, a

ll pu

pils

.•

Fully

impl

emen

ting

natio

nal c

urric

ulum

req

uire

men

ts fo

r H

RE th

roug

h a

wel

l-stru

ctur

ed, p

lann

ed, d

eliv

ered

and

eva

luat

edpr

ogra

mm

e of

stu

dy.

•D

eliv

erin

g th

e H

RE k

now

ledg

e ba

se p

ract

ical

ly.

•A

dopt

ing

pupi

l-cen

tred

teac

hing

and

lear

ning

met

hods

.•

Prov

idin

g an

ext

ra-c

urric

ular

pro

gram

me

that

incl

udes

a b

road

rang

e of

pur

pose

ful a

nd e

njoy

able

phy

sica

l act

iviti

es (c

ompe

titiv

ean

d no

n-co

mpe

titiv

e, te

am a

nd in

divi

dual

, rec

reat

iona

l).•

Org

anis

ing

even

ts (b

oth

in c

urric

ular

and

ext

ra-c

urric

ular

tim

e) th

at fo

cus

on a

nd p

rom

ote

phys

ical

act

ivity

(e.g

. spo

rts d

ays,

activ

ity d

ays

or w

eeks

, tas

ter

sess

ions

, tre

asur

e hu

nts,

aer

obat

hons

, bik

e rid

es).

•In

clud

ing

quan

titat

ive

and

qual

itativ

e ta

rget

s in

PE

deve

lopm

ent p

lans

, inc

ludi

ng H

RE is

sues

.

13Res

ourc

e 13

Con

tinue

d

WH

OLE

-SC

HO

OL

STRA

TEG

IES

FOR

PRO

MO

TIN

G P

HY

SIC

AL

AC

TIV

ITY

Scho

ol e

thos

and

env

iron

men

t•

Fost

erin

g a

posi

tive

attit

ude

to th

e co

ncep

t of p

hysi

cal a

ctiv

ity.

•En

cour

agin

g sh

ared

ow

ners

hip

of, a

nd r

espo

nsib

ility

for,

phys

ical

act

ivity

.•

Enco

urag

ing

a ca

ring

peda

gogy

(e.g

. res

pect

for

all,

rew

ardi

ng e

ffort,

incl

usiv

e te

achi

ng a

nd g

roup

ing

proc

edur

es).

•Pr

actis

ing

equa

l opp

ortu

nitie

s.•

Reco

gnis

ing

phys

ical

act

ivity

par

ticip

atio

n an

d sp

ortin

g ac

hiev

emen

ts (e

.g. i

n as

sem

blie

s an

d in

the

med

ia).

•In

trodu

cing

ince

ntiv

e or

aw

ard

sche

mes

to e

ncou

rage

par

ticip

atio

n.•

Enco

urag

ing

pupi

ls to

wal

k or

cyc

le to

sch

ool w

ith th

eir

peer

s or

par

ents

.•

Prov

idin

g sa

fe, a

dequ

ate

and

stim

ulat

ing

play

and

rec

reat

iona

l are

as (i

ndoo

rs a

nd o

utdo

ors)

.•

Ensu

ring

that

spo

rts a

nd a

ctiv

ity fa

cilit

ies

are

adeq

uate

and

wel

l mai

ntai

ned.

•M

akin

g sp

orts

faci

litie

s an

d eq

uipm

ent a

vaila

ble

at lu

ncht

imes

and

bre

aks.

•Tr

aini

ng lu

ncht

ime

supe

rvis

ors

to e

ncou

rage

and

org

anis

e ac

tive

play

and

phy

sica

l act

ivity

.•

Cre

atin

g ey

e-ca

tchi

ng P

E, s

port

and

phys

ical

act

ivity

dis

play

s an

d no

tice

boar

ds a

roun

d th

e sc

hool

.•

Prov

idin

g se

cure

sto

rage

for

cycl

es a

nd lo

cker

s fo

r cy

clis

ts a

nd p

edes

trian

s.•

Prov

idin

g ad

equa

te c

hang

ing

faci

litie

s fo

r pu

pils

and

sta

ff.•

Des

igna

ting

mot

oris

ed tr

affic

-free

are

as o

utsi

de s

choo

l at b

usy

times

.

Res

ourc

e 13

Con

tinue

d

WH

OLE

-SC

HO

OL

STRA

TEG

IES

FOR

PRO

MO

TIN

G P

HY

SIC

AL

AC

TIV

ITY

The

who

le s

choo

l•

Rais

ing

awar

enes

s an

d en

listin

g th

e su

ppor

t of s

taff,

par

ents

, gov

erno

rs a

nd th

e co

mm

unity

to th

e ph

ysic

al a

ctiv

ity m

essa

ges

bein

gpr

omot

ed in

sch

ool.

•Fo

rmul

atin

g an

Act

ive

Scho

ol c

omm

ittee

– w

ith p

upil,

sta

ff, g

over

nor

and

pare

nt r

epre

sent

ativ

es –

to d

evel

op, i

mpl

emen

t and

eval

uate

the

effe

ctiv

enes

s of

an

Act

ive

Scho

ol p

olic

y.•

Intro

duci

ng a

com

men

ts o

r pu

pils

’ voi

ce b

ox (e

ither

a tr

aditi

onal

box

or

via

the

intra

net)

to g

ive

pupi

ls a

voi

ce in

term

s of

the

PEan

d ph

ysic

al a

ctiv

ity o

ppor

tuni

ties

offe

red

in s

choo

l.•

Liai

sing

with

, and

enl

istin

g th

e su

ppor

t of,

the

PSH

E co

-ord

inat

or a

nd o

ther

hea

ds o

f dep

artm

ent t

o pr

omot

e ph

ysic

al a

ctiv

ityac

ross

the

curr

icul

um (e

.g. m

appi

ng in

geo

grap

hy, n

atur

e w

alks

in s

cien

ce, m

easu

rem

ent i

n m

athe

mat

ics)

.•

Enco

urag

ing

seni

or m

anag

emen

t to

secu

re fu

nds

for

rele

vant

con

tinui

ng p

rofe

ssio

nal d

evel

opm

ent.

Com

mun

ity li

nks

and

part

ners

hips

•G

ivin

g pu

pils

up-

to-d

ate,

acc

urat

e in

form

atio

n ab

out a

ctiv

ities

on

offe

r in

the

loca

l com

mun

ity.

•Pr

ovid

ing

advi

ce, g

uida

nce

and

coun

selli

ng to

pup

ils, s

taff,

par

ents

and

gov

erno

rs w

ho w

ish

to b

ecom

e m

ore

activ

e.•

Intro

duci

ng a

fitn

ess

and

heal

th a

ppra

isal

sch

eme

for

staf

f.•

Prov

idin

g ac

tivity

opp

ortu

nitie

s fo

r st

aff,

pare

nts

and

gove

rnor

s.•

Esta

blis

hing

link

s w

ith S

peci

alis

t Spo

rts C

olle

ges,

sch

ool s

port

co-o

rdin

ator

s an

d pa

rtner

sch

ools

.•

Dev

elop

ing

partn

ersh

ips

with

loca

l pro

vide

rs, s

uch

as s

ports

clu

bs.

•In

volv

ing

outs

ide

agen

cies

and

pro

fess

iona

ls (e

.g. h

ealth

pro

mot

ion

expe

rts, l

ocal

bus

ines

ses,

coa

ches

and

exe

rcis

e le

ader

s).

•Li

aisi

ng w

ith lo

cal c

ounc

ils a

nd h

ealth

pro

mot

ion

expe

rts to

dev

elop

saf

e pl

ay a

reas

and

wal

king

/cyc

ling

rout

es to

sch

ool.

14Res

ourc

e 14

:A

N E

XA

MPL

E O

F A

N A

CTI

VE

SCH

OO

L PO

LIC

Y

The

aim

of

the

polic

y

To in

crea

se e

ngag

emen

t in

phys

ical

act

ivity

by

the

who

le s

choo

l com

mun

ity, t

hrou

gh th

e de

velo

pmen

t of a

sup

port

ive

envi

ronm

ent

cond

uciv

e to

phy

sica

l act

ivity

.

Cur

ricu

lum

(fo

rmal

and

info

rmal

)•

Allo

cate

at l

east

two

hour

s of

cur

ricu

lum

tim

e fo

r PE

eac

h w

eek

for

all p

upils

.•

Prov

ide

a br

oad,

bal

ance

d, r

elev

ant a

nd q

ualit

y PE

pro

gram

me

that

com

plie

s w

ith s

tatu

tory

req

uire

men

ts a

nd is

acc

essi

ble

to,

and

mee

ts th

e ne

eds

and

inte

rest

s of

, all

pupi

ls.

•Fu

lly im

plem

ent n

atio

nal c

urri

culu

m r

equi

rem

ents

for

HR

E th

roug

h a

wel

l-st

ruct

ured

, pla

nned

, del

iver

ed a

nd e

valu

ated

prog

ram

me

of s

tudy

.•

Prom

ote

phys

ical

act

ivity

acr

oss

the

curr

icul

um.

•M

onito

r pu

pils

’ lev

els

of in

volv

emen

t in

spor

t and

act

ivity

(in

and

out o

f sch

ool).

•R

educ

e th

e pr

opor

tion

of n

on-p

artic

ipat

ing

pupi

ls in

PE.

•Pr

ovid

e an

ext

ra-c

urri

cula

r pr

ogra

mm

e th

at in

clud

es a

bro

ad r

ange

of p

urpo

sefu

l and

enj

oyab

le p

hysi

cal a

ctiv

ities

(com

petit

ive

and

non-

com

petit

ive,

team

and

indi

vidu

al, r

ecre

atio

nal).

•In

crea

se th

e pr

opor

tion

of p

upils

who

reg

ular

ly p

artic

ipat

e in

ext

ra-c

urri

cula

r ac

tiviti

es.

•In

crea

se th

e pr

opor

tion

of s

taff

who

reg

ular

ly c

ontr

ibut

e to

the

extr

a-cu

rric

ular

pro

gram

me.

•O

rgan

ise

even

ts (b

oth

in c

urri

cula

r an

d ex

tra-

curr

icul

ar ti

me)

that

pro

mot

e ph

ysic

al a

ctiv

ity (e

.g. s

port

s da

ys, a

ctiv

ity w

eeks

,ta

ster

ses

sion

s).

•Id

entif

y qu

antit

ativ

e an

d qu

alita

tive

targ

ets

in a

PE

deve

lopm

ent p

lan

that

incl

ude

heal

th-r

elat

ed a

nd fi

tnes

s is

sues

.

14Res

ourc

e 14

:C

ontin

ued

AN

EX

AM

PLE

OF

AN

AC

TIV

E SC

HO

OL

POLI

CY

Envi

ronm

ent

(hid

den

curr

icul

um)

•Pr

ovid

e sa

fe, a

dequ

ate

and

stim

ulat

ing

play

and

rec

reat

iona

l are

as (i

ndoo

r an

d ou

tdoo

r).

•En

sure

that

act

ivity

faci

litie

s ar

e ad

equa

te a

nd w

ell m

aint

aine

d.•

Mak

e fa

cilit

ies

and

spor

ts e

quip

men

t ava

ilabl

e fo

r re

crea

tiona

l use

at l

unch

times

and

bre

ak ti

mes

.•

Cre

ate

eye-

catc

hing

PE,

spo

rt/p

hysi

cal a

ctiv

ity d

ispl

ays

arou

nd th

e sc

hool

.•

Prov

ide

secu

re s

tora

ge fo

r bi

cycl

es a

nd lo

cker

s fo

r cy

clis

ts a

nd p

edes

tria

ns.

•Pr

ovid

e ad

equa

te c

hang

ing

faci

litie

s fo

r pu

pils

and

sta

ff.•

Des

igna

te m

otor

ised

traf

fic-f

ree

area

s ou

tsid

e sc

hool

at c

ritic

al ti

mes

, to

ensu

re th

e sa

fety

of p

edes

tria

ns a

nd c

yclis

ts.

Com

mun

ity

•R

aise

aw

aren

ess

of th

e ph

ysic

al a

ctiv

ity m

essa

ges

bein

g pr

omot

ed in

sch

ool.

Enlis

t the

sup

port

of s

taff,

par

ents

, gov

erno

rs a

ndth

e co

mm

unity

.•

Giv

e al

l pup

ils u

p-to

-dat

e, a

ccur

ate

info

rmat

ion

abou

t the

act

ivity

opp

ortu

nitie

s on

offe

r in

the

loca

l com

mun

ity.

•D

evel

op p

artn

ersh

ips

with

loca

l spo

rts

club

s to

incr

ease

the

activ

ity o

ppor

tuni

ties

avai

labl

e.•

Prov

ide

and

lobb

y fo

r op

port

uniti

es fo

r pu

pils

, sta

ff, g

over

nors

and

par

ents

to b

e ac

tive

(e.g

. saf

e w

alki

ng a

nd c

ycle

rou

tes)

.•

Prov

ide

advi

ce, g

uida

nce

and

coun

selli

ng to

pup

ils, s

taff,

par

ents

and

gov

erno

rs w

ho w

ant t

o be

com

e m

ore

activ

e.•

Giv

e st

aff a

nd p

aren

ts o

ppor

tuni

ties

to g

ain

qual

ifica

tions

that

will

ena

ble

them

to b

ecom

e in

volv

ed in

the

extr

a-cu

rric

ular

prog

ram

me.

•Fo

rmul

ate

an A

ctiv

e Sc

hool

pol

icy-

mak

ing

com

mitt

ee (w

ith p

upil,

sta

ff, g

over

nor

and

pare

nt r

epre

sent

ativ

es) t

o de

velo

p,im

plem

ent a

nd e

valu

ate

the

effe

ctiv

enes

s of

the

Act

ive

Scho

ol p

olic

y.

15Res

ourc

e 15

:IN

FORM

AL

INIT

IATI

VES

TO

PRO

MO

TE P

HY

SIC

AL

AC

TIV

ITY

Som

e of

the

follo

win

g id

eas

have

bee

n ad

apte

d fr

om p

hysi

cal a

ctiv

ity r

esou

rces

pro

duce

d by

the

form

er H

ealth

Edu

catio

n A

utho

rity

.

Swim

the

Eng

lish

Cha

nnel

Cha

lleng

e pu

pils

to s

wim

the

Engl

ish

Cha

nnel

by

swim

min

g ha

lf-a-

mile

a w

eek

(32

leng

ths

of a

25-

met

re p

ool).

In 6

2 w

eeks

, pup

ilsw

ill h

ave

swum

the

Cha

nnel

!

Trav

el f

rom

Lan

d’s

End

to J

ohn

O’G

roat

s

Cha

lleng

e pu

pils

or

clas

ses

to s

ee w

heth

er th

ey c

an w

alk,

cyc

le o

r ru

n fr

om L

and’

s En

d to

John

O’G

roat

s. T

he s

hort

est r

oute

is 8

48m

iles

(alth

ough

the

dist

ance

is 7

00 m

iles

as th

e cr

ow fi

les)

. A p

upil

wal

king

or

runn

ing

arou

nd 2

.3 m

iles

a da

y w

ould

get

ther

e in

aye

ar. A

cla

ss o

f 30

pupi

ls e

ach

wal

king

2 m

iles

a da

y w

ould

mak

e th

e jo

urne

y in

two

wee

ks. I

f thi

s is

too

daun

ting,

bre

ak u

p th

ejo

urne

y an

d en

cour

age

pupi

ls to

wal

k or

run

from

one

maj

or c

ity to

ano

ther

. Enc

oura

ge th

em to

che

ck th

e di

stan

ces

betw

een

citie

son

a r

oad

map

or

the

inte

rnet

.

Clim

b M

ount

Eve

rest

It is

8,8

48m

to th

e su

mm

it of

Mou

nt E

vere

st, w

hich

is 5

8,05

6 st

eps

from

sea

leve

l. C

halle

nge

pupi

ls to

clim

b M

ount

Eve

rest

. If t

hey

clim

b 16

0 st

eps

a da

y, th

ey w

ill h

ave

clim

bed

it in

a y

ear.

Enco

urag

e pu

pils

to ta

ke th

e st

airs

(rat

her

than

esc

alat

ors

or li

fts)

whe

neve

r po

ssib

le.

Dan

ce y

ours

elf

dizz

y

Org

anis

e a

danc

e fe

stiv

al o

r ev

enin

g us

ing

as m

any

diffe

rent

type

s of

dan

cing

as

you

can

thin

k of

that

will

app

eal t

o pu

pils

(e.g

.st

reet

dan

ce, s

alsa

, Iri

sh, j

azz,

Asi

an, r

ock

n’ r

oll),

or

choo

se a

spe

cific

them

e (e

.g. a

sal

sa e

veni

ng).

Invi

te a

dan

ce te

ache

r or

com

pany

into

sch

ool t

o ru

n a

tast

er s

essi

on.

Alte

rnat

ivel

y, o

rgan

ise

a da

nce

even

t for

the

who

le c

omm

unity

to e

njoy

, suc

h as

a s

quar

e da

nce

or a

line

dan

ce.

15Res

ourc

e 15

:C

ontin

ued

INFO

RMA

L IN

ITIA

TIV

ES T

O P

ROM

OTE

PH

YSI

CA

L A

CTI

VIT

Y

On

your

bik

e

Org

anis

e an

‘on

your

bik

e’ w

eek

or m

onth

, dur

ing

whi

ch y

ou e

ncou

rage

pup

ils to

cyc

le. M

ake

the

mos

t of r

esou

rces

to s

uppo

rt s

afe

cycl

ing.

Wal

k an

d ta

lk

Enco

urag

e pu

pils

to s

ave

on te

leph

one

bills

by

arra

ngin

g to

mee

t the

ir fr

iend

s fo

r a

wal

k an

d a

talk

. Con

tact

the

loca

l tou

rist

info

rmat

ion

cent

re fo

r m

aps

that

giv

e de

tails

of s

afe

plac

es to

wal

k.

Tast

er s

essi

ons

Org

anis

e a

seri

es o

f tas

ter

sess

ions

or

a ta

ster

day

to g

ive

pupi

ls th

e op

port

unity

to tr

y ne

w a

ctiv

ities

, suc

h as

ori

ente

erin

g, m

ount

ain

biki

ng, c

anoe

ing,

wat

er s

port

s or

rol

ler-

blad

ing.

Aer

obat

hon

Hol

d an

eve

nt th

at fo

cuse

s on

aer

obic

act

iviti

es s

uch

as s

wim

min

g, a

erob

ics,

dan

cing

, cyc

ling

and

circ

uits

.

Skip

atho

n

Hol

d an

eve

nt th

at fo

cuse

s on

ski

ppin

g (c

onta

ct th

e B

ritis

h H

eart

Fou

ndat

ion’

s Ju

mp

Rop

e fo

r H

eart

dep

artm

ent t

o m

ake

this

a fu

nd-

rais

ing

even

t – s

ee S

ectio

n 5)

. The

re a

re lo

ts o

f pop

ular

son

gs th

at fe

atur

e th

e w

ord

‘jum

p’ (P

oint

er S

iste

rs, C

riss

Cro

ss, H

ouse

of

Pain

) whi

ch y

ou c

ould

use

to m

otiv

ate

pupi

ls d

urin

g th

e ev

ent.

What is your school’s name?

What was the title of the course you attended?

When did you attend the course?

16Resource 16: SUCCESS STORY SHEET

Please write down your baseline information describing what your pupils were like before theystarted to change.

What was your school like when you started?

Please write your specific objectives – what you were trying to improve in your school?

What were your objectives?

Please write notes about what you did and how you went about it.

What did you do?

Please list the methods you used to measure the success of the work (e.g. giving pupils questionnaires,teacher observation, looking at attendance records).

How did you collect information?

What difference did you make?Please write down the specific changes you saw in pupils as a result of what you did.

Please write down any difficulties you had and the steps you took to overcome them.

What difficulties did you encounter and how did you overcome them?

Why did you succeed?Please record why your strategies worked and which were successful? What principles do you thinkunderpinned the success of what you did?

NOTES

NOTES

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