Between 2018 and 2022, we invested £13.5 million of National Lottery funding into a secondary teacher training programme, delivered in partnership with the Association for Physical Education, the Youth Sport Trust, Activity Alliance and the Teaching Schools Council.
More than 2,500 secondary schools across England benefitted from this investment.
Partnerships of schools have consulted with their staff and students to develop locally driven projects that meet their unique needs.
As a result of this investment and hard work from participating schools, there have been major changes to PE, school sport and physical activity to ensure the needs of all students - and especially the least active - are met.
Please note, this programme has now closed.
An extensive evaluation of the programme is being conducted by Sheffield Hallam University.
The findings from the overall evaluation will be published autumn/winter 2022.
An interim assessment of impact from Phase 1 of the programme has shown that:
student voice has shaped curriculum and extra-curricular design, with increased focus on the needs of less engaged students through non-traditional and non-competitive activities
a wider, more inclusive range of activities are now on offer for students
increased networking between schools has led to sharing of learning, good practice, and joint delivery to share resources
students are reporting the wider benefits they’re gaining from being active, such as feeling more resilient, heaving a healthier and more balanced diet, exercising more, and improved mental wellbeing
PE, school sport and physical activity are now higher up on school agendas, by incorporating it into school improvement plans, creating health and wellbeing champions, and using physical activity interventions to engage students with specific challenges.
This film explores how Luke Jones, Head of Physical Education and Year 10 has incorporated a whole school approach to help encourage all students to feel confident and able to participate in PE, school sport and physical activity (PESSPA).
Encouraging young people to think positively about PESSPA is not just down to PE teachers and schools benefit from seeing other teachers playing a role in boosting activity levels. Hear from Luke talking about how he has seen this practical strategy work at his secondary school.
How can you use this information to inform your curriculum design and improve your PESSPA offer?
We hear from Nick Moon, Associate Principal and Head of PE, who explains the importance of having an inclusive approach towards PE, school sport and physical activity (PESSPA).
He explains a particular experience he had with one of his students, how he worked with them to improve their enjoyment of PESSPA and the role it can play in shaping students future activity levels.
How can you use this information to inform your curriculum design and improve your PESSPA offer?
This film looks at the importance of teachers leading by example and inspiring students to be more active by demonstrating these values themselves.
Luke Jones, Head of Pyhsical Education and & Year 10 talks through the benefits an approach like this can have on the impact of students PE, school sport and physical activity (PESSPA) experience.
How can you use this information to inform your curriculum design and improve your PESSPA offer?
In this film we hear a first hand account from a student who talks through the positive impact PE, school sport and physical activity (PESSPA) makes to his mental health.
This student also details how focusing on PESSPA helped to focus his mind and create a positive mentality at school.
How can you use this information to inform your curriculum design and improve your PESSPA offer?
This film features the thoughts of both secondary teachers and students on how including new approaches to PE, school sport and physical activity (PESSPA) can support those students who are less engaged.
Nick Moon, Associate Principal and Head of PE alongside a student talk the respective experiences giving light to how new activities have helped increased PESSPA.
How can you use this information to inform your curriculum design and improve your PESSPA offer?
This film explores the thoughts of a student, who through an adapted approach from her teacher, began to view PE, school sport and physical education (PESSPA) in a more positive light.
The student shares how through this approach she now see’s PE as one of her most enjoyed lessons versus previously just seeing PESSPA as mandatory.
How can you use this information to inform your curriculum design and improve your PESSPA offer?
We hear from secondary school teachers, Lee Sullivan and Ruth Wilkin, on why including the thoughts of students helps to build an effective PE, school sport and physical activity(PESSPA) provision.
Both teachers also share the methods that they have used to influence change and incorporate student voice into their daily lessons.
How can you use this information to inform your curriculum design and improve your PESSPA offer?
We hear from Head of PE Ruth Wilkin on what she finds the most important aspects of PE, school sport and physical activity (PESSPA) and why it is important for all schools to strive for success.
The film also provides the opinion of a student on how partaking in PESSPA activity made a positive impact on their life covering topics faced by many students, from appearance to mental health.
How can you use this information to inform your curriculum design and improve your PESSPA offer?
Lee Sullivan, Head of PE, explains why inclusion is such an important part in supporting the needs of his students. He also talks about how getting to know students allows teachers to meet their PE, school sport and physical activity (PESSPA) needs.
We also hear from a student who tells us about her experience of how being included into the design of PESSPA activity made her feel more comfortable as it was meeting her need and ability.
How can you use this information to inform your curriculum design and improve your PESSPA offer?
This animated video explores how student voice provides a good way to engage children and young people in the discussion about PE, school sport and physical activity (PESSPA).
The video also explores how increased activity levels provide a beneficial experience for students.
How can you use this information to inform your curriculum design and improve your PESSPA offer?
City Academy Bristol’s secondary teacher training project has provided a platform to support, lead and develop others. They carried out a consultation with students and the data highlighted a need to initiate change in the offer to students and the culture for sport and activity around the whole school.
What did they do?
What was the impact?
As a result of these changes, there’s been an increase in engagement and commitment to extra-curricular activities, including a local rugby club, ‘Whacky Wednesday’ Club and a dance group.
There’s been a noted reduction in students who regularly forget their kit (from 18 to 10 pupils) and receiving behaviour sanctions (from six pupils to one).
"We have learned the value and importance of reflecting on what is effective and how we could adapt lessons, taking a more creative approach."
This project had two core aims: to improve students’ understanding of what a healthy active lifestyle is (using student voice and cross-curricular learning) and using PE and sport as a tool to improve attendance and behaviour for a small cohort of disengaged boys.
What did they do?
Whole school activity to increase understanding of healthy active lifestyles included:
The targeted offer for the group of disengaged boys included replacing PE with boxing sessions, yoga and offering a carousel of fitness activities, with staff CPD undertaken to support this.
What was the impact?
A TSA PE and sport hub was created to drive PE and sport engagement and participation across the five schools in the group, aiming to increase opportunities for all pupils of all abilities in sustainable ways. The central aims of the hub were:
What did they do?
Each school took responsibility for leading one of the five aims. The implementation included:
What was the impact?
The whole school benefits of increasing physical activity were explored at Herne Bay.
Student voice research was undertaken, showing the link between inactivity and poor behaviour, attendance and performance, which was more prevalent amongst boys. PE staff also felt 'stuck in a rut' and were keen to explore new ideas.
Key aims were to enhance the curriculum and decrease negative experiences, increase staff and student confidence, change the school mindset and boost importance of health and wellbeing.
What did they do?
Delivery included:
What was the impact?
King Charles I School wanted to engage those pupils who weren’t motivated to be active through the current provision (the more traditional activities) by offering a curriculum that was more diverse and reflective of the needs of all their students.
Student voice research identified a demand for new activities but there was a shortfall in trained staff to deliver these.
What did they do?
What was the impact?
For more information on the teacher training programme, get in touch by clicking the button below.
