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| Feature | No.65 October 2013 |

Physical Literacy Co-ordinators & Active School Partnerships in Northern Ireland

Melanie McKee, Gavin Breslin, Tandy J Haughey, & Paul Donelly

Abstract

This article recognises the importance of the school context in the development of physical literacy by highlighting an examples of good practice, namely, the creation of physical literacy co-ordinators, and the opportunity to embed physical literacy within the school setting through the establishment of a network of Active School Partnerships. A parallel development, that of piloting of an assessment tool for physical literacy in Northern Ireland, is discussed in an earlier paper in the Bulletin within the section Assessment of Physical Literacy. This article concludes with an acknowledgement that this aspiration would require co-ordinated collaboration within and between government departments and non-departmental public bodies, and should be accompanied by sustained funding and support for schools.

Introduction

Physical inactivity contributes to seventeen non-communicable diseases (Booth et al., 2000), including hypertension, type 2 diabetes, coronary heart disease, stroke, osteoarthritis, cancer and psychological disorders, such as depression, distorted body image, eating disorders and low self-esteem (Kaur et al., 2003; Patel et al., 2004; Ravens-Sieberer et al., 2001; Schwarzenberg, 2005). Conversely, physical activity (PA) during childhood has been shown to be positively associated with gross motor development (Graf et al., 2004), visual motor coordination (Petrolini et al., 1995) and athletic coordination (Taylor et al., 2002). The effect of motor competence on children’s psychosocial development has also been shown (Stodden et al., 2008). For example, poor motor coordination has been linked to low self-esteem and poor self-concept (Henderson et al., 1989; Losse et al., 1991; Maeland, 1992; Piek et al., 2000; Schoemaker and Kalverboer, 1994), educational underachievement (Gillberg et al., 1983; O’Dwyer, 1987) and difficulties with peer relations (Schoemaker and Kalverboer, 1994). Stodden et al. (2008) claim that previous research failed to consider the dynamic role that motor skill competence plays in the initiation and maintenance of PA and propose that early development of motor skill competence is a primary underlying mechanism that promotes engagement in PA for health.

It is recognised that lifelong participation in PA depends on an individual’s ability to feel competent and confident in an activity setting, and that this competence and confidence comes from laying the foundations for developing physical literacy (PL) as a child (Sport Northern Ireland, 2009). The range of PA settings offered throughout Northern Ireland (NI), provide children with opportunities to enhance their movement competences and attitudes which can enrich their experiences of being active, empower them to fulfil their potential in exercise and sport, and facilitate access to a range of valuable opportunities that can enhance health throughout life. It is widely accepted that the development of PL is not confined to one setting, therefore, responsibility for its development is not confined to one particular individual or organisation (Whitehead, 2010; Sport Northern Ireland, 2009). Within NI a strong home-school partnership is encouraged as schools can provide regular opportunities for developing PL including play, active travel, physical education (PE) and sport. The following discussion recognises the importance of the school context in the development of PL and will highlight two examples of good practice, namely, the creation of physical literacy co-ordinators (PLCs) and the piloting of an assessment tool for PL. In addition, the opportunity to further promote PL within the school setting through the establishment of a network of Active School Partnerships, as noted in “Sport Matters” - The Northern Ireland Strategy for Sport & Physical Recreation 2009-2019 (Department of Culture, Arts & Leisure, 2009), will be discussed.

Physical Literacy Co-ordinators (plcs)

As a result of funding provided by Sport Northern Ireland in 2006, three1 of the five Education & Library Boards (ELBs) employed one full-time PLC for a four-year period. These posts were primarily created to offer additional support to the implementation of the Fundamental Movement Skills (FMS) programme which was introduced to assist with the process of fostering PL. The programme was developed by Steps Professional Development in Western Australia, and has been promoted by a curriculum support team of ELB officers since 2004. FMS resources, developed in partnership with the Council for the Curriculum, Examinations and Assessment’s (CCEA), and a two-training FMS course hosted by each ELB were offered to all primary schools. Subject to the actual or future inclusion of PE in the school development plan and attendance at the FMS course, additional support and direction was provided by the PLCs to help selected schools plan and implement the FMS programme within their respective schools, for example, by increasing teachers’ confidence in planning, teaching and assessing PE (McGivern et al, 2011).

Each PLC supported eight-ten schools per term and spent one day per week during a six-week period within a particular school. One hundred and nine schools, twelve hundred and forty four teachers, and over fifteen thousand pupils were supported by the PLCs over their four-year employment period (McGivern et al, 2011). An internal impact evaluation reported a ninety-one per cent increase in teachers’ confidence levels in planning, teaching and assessing PE after receiving support from the PLC (McGivern et al, 2011). An increase of eighty-one per cent in children’s physical ability was also reported. These findings were used to support a number of recommendations including the maintenance of the FMS programme by making the PLCs posts permanent and by creating new PLC posts to support schools2. Although there was an initial aspiration at the start of the funding period that the three posts would be extended by the host organisations after four years, unfortunately, this was not realised due to a review of public administration which prevented the appointment of ‘new’ posts within the ELBs. Although, there was no continuation of these posts, there is perhaps an opportunity to integrate PLCs, albeit in a modified form, under any proposed strategic framework for Active School Partnerships.

Active School Partnerships: a Vision for the Future

A strategic framework for Active Schools is yet to be developed in NI, however, advocates of PL could view this aspiration as an opportunity to embed PL within the proposed model by advocating that the development of PL should be the overall aim of Active Schools. Furthermore, this commitment should be reinforced within the accompanying objectives and related targets of the strategic document, be reflected in the structure of the proposed model and be integrated into the job specification of the key personnel.

For example, in anticipation of the creation of an Education and Skills Authority3 the existing expertise of the ELB advisers should be retained through the creation of an Active Schools manager (ASM) posts within each of the new eleven district councils4. Each ASM would be supported by a team of Active Schools advisers (ASA) who would perform a similar outreach role to that previously performed by the PLCs. In addition, an Active Schools co-ordinator (ASC) would be appointed within each school in NI. Ideally, and subject to sufficient funding, the ASC would receive a management allowance5 to recognise the expertise, time and effort associated with this role. Although connected, the ASC role would be distinct from a PE co-ordinator’s role to reflect the ethos of PL and the different opportunities for the development of PL within the school setting. Whitehead (2013) observes how PE in school is the only place where every young person is assured of having experiences in purposeful physical pursuits and this unique opportunity puts the onus on PE teachers to use this time to effectively promote PL. Arguably, ownership amongst the other subject areas and educational professionals should be encouraged to promote PL and embed it in the curriculum.

The ASC would be supported by their ASA to foster a whole-school approach to the development of PL. An advantage of a management allowance award would be that conditions could be attached to the role of the ASC and indeed the school. For example, schools could be required to include and express commitment to a whole school approach to the development of PL within the school development plan6 and to allocate at least one school development day7 each year for PL training. ASCs could be required to conduct a baseline audit of existing provision of opportunities for the development of PL, and draft a related action plan which is aligned with and integrated into the school development plan; fully supported and resourced; rigorously monitored and evaluated. Finally, schools would be required to develop a school uniform policy8 which facilitates children’s ability to engage in movement before, during and after the school day9.

Conclusion

There is evidence to show that countries are progressing research and practice into aspects of PL. In order to avoid duplication, it is critical that forums, for example, the Home Countries PL Forum and Northern Ireland PL Forum10, are utilised to share research and good practice. As noted earlier, the development of PL is not confined to the school setting, however, if fully supported, schools are in a unique position to offer many of the opportunities for the development of PL. Advocates should view the creation of Active School Partnerships as an opportunity to embed PL in educational settings and to continue the good practice displayed by the PLCs, and other initiatives, for example, the DENI’s Curriculum Sports Programme 11. This aspiration would require co-ordinated collaboration within and between government departments and non-departmental public bodies, and should be accompanied by sustained funding and support for schools to enable them to contribute towards the development of children and young people’s PL skills.

1 South Eastern Education & Library Board, Southern Education & Library Board and the Northern Education & Library Board.

2 A funded impact evaluation of the FMS programme on young people and the support offered by the PLCs to primary school teachers was also advised. In addition, new partnerships with strategic agencies to expand the FMS programme to all primary schools in NI should be developed (McGivern et al., 2011)

3 The Education & Skills Authority (ESA), which will be the single authority for the administration of education and will subsume the functions, assets and liabilities of the five ELBS, is due to be operational by the end of 2013, DENI (2013).

4 The boundaries of the new councils proposed under the Local Government (Boundaries) Act (Northern Ireland) 2008 should be aligned with DENI’s area plans, which should facilitate stronger community links and shared used of the school estate.

5 With effect from 15 November, 2004, a management allowance may only be awarded for a fixed period not exceeding one year to a classroom teacher who undertakes significant specified management responsibilities beyond those common to the majority of classroom teachers, Increases to teachers’ pay and allowances, Circular Number 2004/19, DENI (2004).

6 Article 13(3) of the 1988 Education Order places a d uty on the Boards of Governors to prepare and periodically revise a three-year school development plan. The Education (School Development Planning) Regulations (Northern Ireland) 2010 sets out the detailed requirements relating to the preparation of school development plans and the matters they should include.

7 Schools are permitted to allocate up to 10 days for self-evaluation and continuing professional development in pursuit of school improvement and raising of standards, School Development Days Circular Number 2011/21, DENI (2011).

8 The wearing of a school uniform is not governed by legislation but falls to schools to determine. The day-to-day management of schools, including school uniform policy, is a matter for school principals, subject to any directions that might be given by the Board of Governors. DENI has provided guidance for schools on school uniform policy, however, Circular 2011/04 provides advice only.

9 Paragraph 2.5 of Circular 2011/04 states that school uniforms should not prevent children and young people being physically active before, during and after school e.g. travelling to school, break time, lunchtime and after school activities.

10 Currently chaired by Sport Northern Ireland.

11 The Primary Schools Curriculum Sports’ Programme was first introduced in the 2007/2008 school year by DENI in partnership with the Irish Football Association (IFA) and the Gaelic Athletic Association (GAA), to develop children’s physical literacy skills.

References

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2. Department of Culture, Arts & Leisure (2009). ‘Sport Matters’ - The Northern Ireland Strategy for Sport and Recreation 2009-2019.

3. Gillberg, I., C. Gillberg, C. & Rasmussen P. (1983). Three-year follow-up at age 10 of children with minor neurodevelopmental disorders. II. School achievement problems. Developmental Medicine and Child Neurology, 25:566–73.

4. Graf, C., Koch, B., Kretschmann-Kandel, E., Falkowski, G., Christ, H. & Coburger, S. (2004). Correlation between BMI, leisure habits and motor abilities in childhood (CHILT-project). International Journal of Obesity and Related Metabolic Disorders, 28:22-26.

5. Henderson, S., May, D. & Umney, M. (1989). An exploratory study of goal-setting behaviours, self-concept and locus of control in children with movement difficulties. European Journal of Special Needs Education, 4: 1–15.

6. Kaur, H., Hyder., L. & Poston, W. S. C. (2003). Childhood overweight: An expanding problem. Treatments in Endocrinology, 2 (6):375–388.

7. Losse, A., Henderson, S. E., Elliman, D., Hall, D., Knight, E. & Jongmans, M. (1991). Clumsiness in children – Do they grow out of it? A 10 year follow-up study. Developmental Medicine and Child Neurology, 33: 55–68.

8. Maeland, A. F. (1992) Handwriting and perceptual motor skills in clumsy, dysgraphic, and ‘normal’ children. Perceptual and Motor Skills, 75:1207–1217.

9. McGivern, N., McGrath, E., Maginness, C., Devine, R. and Scarlett, I. (2011). The implementation and development of fundamental movement skills in primary physical education in Northern Ireland through the work of the physical literacy co-ordinators, Physical Education Matters, Autumn, pp.56-59, Association for Physical Education.

10. O’Dwyer, S. (1987). Characteristics of highly and poorly co-ordinated children. The Irish Journal of Psychology, 8(1): 1-8.

11. Patel, P. H., Welsh, C. & Foggs, M. B. (2004). Improved asthma outcomes using a coordinated care approach in large medical group. Disease Management, 7(2):102-111.

12. Petrolini, N., Iughetti, L. & Bernasconi, S. (1995). Difficulty in visual motor coordination as a possible cause of sedentary behaviour in obese children. International Journal of Obesity and Related Metabolic Disorders, 19:928.

13. Piek, J. P., Dworkan, M., Barrett, N. C. & Coleman, R. (2000). Determinants of self- worth in children with and without developmental coordination disorder. International Journal of Disability, Development and Education, 47:259–272.

14. Ravens-Sieberer, U., Redegeld, M. & Bullinger, M. (2001). Quality of life after in-patient rehabilitation in children with obesity. International Journal of Obesity and Related Metabolic Disorders, 25(1):63-65.

15. Schwarzenberg, S.J. (2005). Obesity in children. Minnesota Medicine 88: 62–66.

16. Stodden, D. F., Goodway, J. D., Langendorfer, S. J., Roberton, M. A., Rudisill, M. E., Garcia, C. & Garcia, L. E. (2008). A Developmental Perspective on the Role of Motor Skill Competence in Physical Activity: An Emergent Relationship. Quest, 60:290-306.

17. Schoemaker, M. M. & Kalverboer, A. F. (1994) Social and affective problems of children who are clumsy: How early do they begin? Adapted Physical Activity Quarterly, 11:130–140.

18. Sport Northern Ireland (2009). Developing children’s physical literacy, Physical Literacy Task & Finish Group.

19. Taylor, W., Sallis, J., Dowda, M., Freedson, P., Eason, K. & Pate, R. (2002). Activity patterns and correlates among youth: differences by weight status. Pediatric Exercise Science, 14:418–431.

20. Whitehead, M. (2013). ‘What is physical literacy and how does it impact on physical education’ in Capel, S. and Whitehead, M. (2013) Debates in Physical Education, London, Routledge.

Contact

Melanie McKee
Department of Health and Physical Education
Stranmillis University College Belfast
BT9 5DY
United Kingdom
Email: m.mcKee@stran.ac.uk

http://www.icsspe.org/