Frequently asked questions
Why is PE and school sport important?
PE and sport have an important role to play in raising standards and
narrowing the achievement gap. Work undertaken by the QCA and others has shown
how placing PE and sport at the heart of a broad and balanced curriculum can
improve attendance, behaviour and attainment. PE and sport builds self-esteem,
teamwork and leadership skills. PE and sport are also important because they
can help build an inclusive society, raise levels of participation in sport
after pupils leave school and positively affect the health of the nation.
Why are two hours of PE each week not made
compulsory?
The DCSF cannot — by law — stipulate how much time schools
should devote to PE or any other National Curriculum subject. This is a matter
for schools to decide. But the expectation is that by 2010 schools should be
delivering the two-hour entitlement within the curriculum. Experience shows
that this is possible — the 2005/06 survey found that 61 per cent of
partnership schools are already doing this.
Why isn't there more curriculum time for
PE?
Curriculum time for PE has not been squeezed. The 2005/06 survey
found that on average, the 16,800 schools taking part devoted 111 minutes
a week within the curriculum to PE and this figure is rising year on year.
This exceeds the DCSF/QCA recommendations for the amount of time needed to
effectively deliver the PE programme of study.
So how is more sport to be delivered if playing
fields are being sold off?
The toughest protection ever of school playing fields has been
delivered, with a promise to stop the policy of forcing schools to sell them.
That promise has been met. The only circumstances in which the Secretary of
State for Education and Skills will approve the sale of a school playing field
is where it is the last resort. The proceeds from the sale must be
reinvested wherever possible in outdoor sports facilities.
It's all very well offering a range of sports
but are traditional competitive sports not in decline?
The 2005/06 survey of school sport partnerships found that
traditional sports like football remain popular: 98 per cent of schools offered
football; 92 per cent athletics; 89 per cent cricket; 86 per cent rugby
(both codes); and 77 per cent netball. However, it is important to recognise
that while traditional sports motivate many children, they can be a barrier to
activity by others. What is needed is a menu and wide range of activities
which attract all children.
Why is competition in decline in schools?
It isn't. Competitive sport is an essential part of a balanced
programme of PE and school sport. The National Curriculum for PE requires that
pupils be taught competitive games throughout the whole of their compulsory
schooling. A key part of the work of school sport partnerships is about
organising competitive matches within and between schools for pupils of all
ages and abilities. The PE and school sport survey showed that 97 per cent of
partnership schools hold a sports day and that 37 per cent of pupils in
partnership schools are involved in inter-school competition. From
September 2006, there are 63 competition managers (rising to 90 in
2007) working across partnerships to further increase and support
competitive sport in our schools.
What will the competition managers do? What
difference will they make?
Competition managers are developing new, and extending existing,
school-based competition opportunities. They are working closely with
sports governing bodies and local clubs to develop an extensive, year-round
menu of competition. The first 20 took up post in September 2005 and in their
first two terms of operation have enabled an additional 12 000 young people to
take part in inter-school competitions and leagues.
What is being done to nurture talent?
The national strategy provides support for gifted and talented young
athletes. Ofsted has said that it is already having a beneficial effect. A
talent-development pathway that identifies and supports talented sportspeople
from playground to podium is being put into place. This pathway includes
exciting new initiatives like the Talented Athlete Scholarship Scheme and its
new strand that comes on line in April, called 2012 Scholarships.
What about introducing coaches into schools?
Through the community sports coach scheme, the aim is to
establish 3 000 paid, qualified community sports coaches working at a local
level to increase the number and range of coaching opportunities, according to
local need, by 2006. It is intended that the scheme will result in:
-
a step change in developing a career structure for coaching
-
an increase in the number of qualified coaches employed at a local level
-
quality standards for the recruitment, employment, management and development of coaches
-
managed, quality continous professional development support for employed coaches
-
high-quality coaching with a focus on young people.
The development of a pool of high-quality community sports coaches will not only contribute to enhancing the quality of existing activity, but also provide the opportunity to generate substantial new activity over time. The pool of community sports coaches will be employed in a geographical area and will work as a team across a range of clubs, schools and local authorities, based on identified need and deployed in such a way as to ensure that the maximum number of young people benefit.
What about talented disabled young athletes?
Of the 47 sports covered by TASS and the 2012 Scholarships, 15 are
disability sports. The upper age limit for disabled athletes is extended to 35
for both scholars and bursars. The gifted and talented programme in schools
also covers disabled athletes and disability sport.
What about training?
Teachers and others require the right expertise and tools to
deliver quality and excellence. That is why, as part of the overall PE school
sport and club links strategy, additional professional development is being
provided for teachers and others. Schools in all local authority areas are
now able to access the training and INSET.
Last updated: 31 July 2007
