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| Feature | No.65 October 2013 |

Physical Education in Scotland; BMT (Better Movers and Thinkers) and Physical Literacy

Thomas Dowens, Andy Dalziell & John French

Abstract

This paper presents both an innovative approach to justifying physical education in the curriculum and clear recommendations concerned with how physical education is taught. Colleagues in Scotland use some aspects of the concept of physical literacy as set out in the second paper in the Bulletin, as an element of their overall approach.

Introduction

Evidence-based research continually highlights that improvements in health occur as a result of increasing the activity levels of children and young people (1, 2, 3, 4). Research in the expanding field of neuroscience has also indicated that there appears to be a connection between movement, and the development of thinking skills (5, 7) Yet, despite this evidence of the benefits and values of increasing participation in physical education the amount of time being allocated to the subject has been under pressure across the Globe (6), although more recent developments have been encouraging. The Scottish Government has taken a lead in clarifying the position of physical education in Scotland by supporting a commitment of two hours for children age 5-11 and a minimum of two 50 minute periods for children/young people age 12-15 per week. This bold step provides a platform for the development of Physical Education, Physical Activity and Sport (PEPAS), and the role these critical elements play in the development of the whole child (9).

Development Strategies

Education Scotland working in partnership with sportscotland has established several initiatives aimed at supporting the delivery of the Scottish Government’s commitment. Collectively these initiatives come under the umbrella title of ‘Raising the Bar in Physical Education’. A key element of the overall programme has been the appointment of a group of Physical Education Lead Officers (PELOs). 29 of Scotland’s 32 Local Authorities have appointed a PELO whose responsibility is to support educational establishments in the early years, primary and secondary sectors to deliver the 2 hours/periods for all learners by June 2014. To support their school based interventions the PELOs have undergone a programme of training aimed at improving their understanding of their role, and been provided with a series of development opportunities in areas like mentoring.

For the past several years Curriculum for Excellence has successfully challenged the value of teacher centred education, instead, placing the learner and learning at the centre of the education process. This challenge clearly extends to the physical education class. The commitment to ensure the entitlement of time allocated to physical education within the curriculum creates a need to examine and challenge the quality of the learning experience within the PE sessions – it’s not only 2 hours-2 periods that are important, it is the quality of the experience within this time that counts. How can physical education contribute to and enhance the overall learning experience of the pupils, in addition to the health benefits that arise from being more physically active?

One of the avenues that is being explored in answering these questions is the Better Movers and Thinkers (BMT) programme. BMT is an innovative, exciting and challenging movement and learning programme for physical education that focuses directly on enhancing the links between movement and thinking, critical elements that research has shown to benefit the development of physical performance and learning (1, 2, 3, 4, 7, 8).

Better Movers and Thinkers

BMT is designed to develop the ability to move and think in an integrated way, providing more opportunities to successfully engage with PEPAS. The BMT process focuses on the identification of a series of movement skills that are aimed at developing physical literacy, with the ’layering’ of a series of differentiated cognitive tasks, and the enrichment of key personal qualities. Each of the three identified elements are required to create the movement and thinking base for the BMT learning environment.

Physical Literacy; Having a wide range of motor actions that allow the learner to move efficiently, fluently and purposefully without the presence of unwanted actions.

Thinking skills; being able to recognise, reflect on, and respond to relevant information that has been gathered from both intrinsic and extrinsic sources.

Personal qualities; recognising that to learn you must be able to work and persevere past the inevitable difficulties. Building strength of character, motivation, and confidence is crucial to the learning experience.

The BMT approach to learning is designed to support and encourage the learner’s active engagement in their own learning process within the physical education class. One of the ways in which this is achieved is the continued use and development of Executive Function (EF) skills (10, 11). Described as “…..skills essential for mental and physical health; success in school and in life; and cognitive, social, and psychological development” by Adele Diamond (10), EF skills are readily incorporated into the physical education class. Researchers agree that while there are various ways to describe the range of EF skills that exist the key ones are;

- Working memory – the ability to hold information in your mind while taking in other information.

- Cognitive flexibility – the ability to take in the perspective of others, and to adapt tasks or planning as developments take place.

- Inhibition control – attentional control, the ability to retain focus and not get distracted, the ability to demonstrate self control

In keeping with Curriculum for Excellence the BMT approach to teaching physical education champions a pedagogical approach that acknowledges that the responsibility for learning belongs to the learner, and that the role of the teacher is to facilitate the activities and processes of the learner. “A Curriculum for Excellence challenges us to think differently about the curriculum and it permits professionals to plan and act in new ways: it poses challenges for learning and teaching, and the purposes and structures of programmes of study”. (12) Whilst this will challenge some and encourage others within the teaching profession, it will also support and develop a more personalised experience for the learner within the physical education class.

The central focus of the BMT approach is prioritising the development of movement and thinking skills that can be used across the curriculum. BMT contends that if children and young people have a better level of deliberate control over their balance and the quality and range of their movements, and can link this to the development of their cognitive processes, that they will choose to remain engaged in the learning process for longer. It also suggests that the success generated by the BMT approach will lead to the learners having a more positive experience of PEPAS, which in turn could encourage their continued involvement throughout their school life and beyond. BMT does not assume that learning a sport specific action will help the individual to successfully navigate their educational journey, or remain involved in PEPAS throughout their school careers and beyond.

The introduction of the BMT approach challenges teachers and can help narrow the gap between past, present and future pedagogies as teachers become better able to recognise the responses from the learners, and to plan according to learners’ needs.

Physical Literacy

A key element of the BMT programme is the development of physical literacy. Discussions on this term are receiving a higher prominence internationally, with the debate focusing around the definition of the physical literacy, and the scope of its influence on the individual. Many make a case for the perception that being physically literate results in an increased life-long engagement in sports and activity. However an alternative position would contend that being able to move well simply provides increased access to PEPAS. Our definition of physical literacy is;

The acquisition and development of a range of movement attributes and qualities that support the child to move with competence and confidence in a wide variety of physical activities that will benefit the physical, cognitive, social and emotional development of the whole child. (Dowens, T., Dalziell, A., & French, J., 2013)

The roll-out of the BMT Programme started in June 2013 with a four day in-service course for PELOs, representatives from the Scottish Universities with responsibility for Initial Teacher Education (ITE), and physical education specialists. The course examined the philosophy and principles that underpin the BMT approach, as well as detailing some of the content and essential progressions. The next phase will focus on a 2 day training course for individuals who have been identified as ‘Cluster Champions’. With the active involvement of, and help from the PELOs, Cluster Champions have been identified through a process of discussion and negotiation. The Cluster Champions will be responsible for incorporating BMT methodologies and content into their schools’ physical education programmes. They will be helped in this endeavour by a support and mentoring programme featuring both the PELOs and staff from Education Scotland. The support and mentoring programme will take place in the Cluster Champion’s School, with their pupils, and deal with their issues, concerns and successes. “……the biggest effect on student learning occurs when teachers become learners of their own teaching” (13)

A link has been made with the General Teaching Council for Scotland (GTCS) to enable those who participate in the BMT roll-out programme to structure their involvement around an ‘Action Research’ project, and therefore apply for Professional Recognition in line with the new Career Long Professional Learning standards (CLPL).

Academic Research

A rigorous academic study to fully evaluate the merits of BMT as an effective approach in the delivery of physical education will be conducted. The first phase of this research involved a pilot study conducted by PhD research student Andy Dalziell from the University of Edinburgh. The early results are very promising and a larger-scaled study will commence in October 2013 taking into account the influence that BMT has on performance (physical literacy), academic achievement, and physical activity habits. The experiences of the learners and teachers will be captured by conducting focus groups and interviews before being analysed using the method of grounded theory. The addition of this academic study will provide results that outline the exact benefits that BMT can claim and, depending on results, will help shape the future of physical education lessons, and teaching in other learning environments.

Conclusion

The Scottish Government has made a clear statement on the value they place on the subject through its commitment to, and investment in physical education. Their support offers teachers time, and a strong support infrastructure, to make the changes to be able to face the challenges that are ahead. This commitment from the Scottish Government provides an outstanding opportunity for Physical Education, Physical Activity and Sport (PEPAS) in Scotland to work with and help evolve current good practice, cement its position and value within the curriculum, and provide a successful and rewarding experience for learners.

References

1. Ahamed, Y., Macdonald, H., Reed, K., Naylor, P. J., Liu-Ambrose, T. & McKay, H. (2007). School-based Physical Activity Does Not Compromise Children's Academic Performance. Medical Science and Sports Exercise, 39, 371 - 376.

2. Ahn, S., & Fedewa, A. L. (2011). A Meta-analysis of the Relationship Between Children's Physical Activity and Mental Health (English). Journal of pediatric psychology, 36(4), 385-397.

3. Best J.R. (2010). Effects of physical activity on children’s executive function: Contributions of experimental research on aerobic exercise Developmental Review journal homepage: www.elsevier.com/locate/dr

4. Coe, D. P., Pivarnik, J. M., Womack, C. J., Reeves, M. J., & Malina, R. M. (2006). Effects of Physical Education and Activity Levels on Academic Achievement in Children. Medical Science and Sports Exercise, 38, 1515 - 1519.

5. Hardman K., Marshall J. Update on the State and Status of Physical Education World-wide ICSSPE

6. Hattie, J.. (2009) Visible Learning A synthesis of over 800 meta-analyses relating to achievement. Routledge p22

7. Diamond, A.. (2013) Executive Functions. Annual Review of Psychology. 64: 135 - 168

8. Executive, S. (2004) A Curriculum for Excellence. Edinburgh; Scottish Executive

9. Pesce, C. Crova, C. et al (2013). Searching for cognitively optimal challenge point in physical activity for children with typical and atypical motor development – in print

10. Scottish Government (2006) Building the Curriculum 1. A contribution for curriculum areas: page 1

11. http://www.educationscotland.gov.uk/images/building_curriculum1_tcm4-383389.pdf

12. Shepherd, R. T., F. (2010). Relationships of Physical Activity to Brain Health and the Academic Performance of Schoolchildren. American Journal of Lifestyle Medicine, 4, 138 - 150

13. Smith, L. B.. Sheya, A.. (2009). Is Cognition Enough to Explain Cognitive Development?

14. Tomporowski, P. D., Lambourne, K., & Okumura, M. S. (2011) Physical Activity Interventions and Children’s Mental Function: An Introduction and Overview. Preventive Medicine: 52: S3 – S9:

Contact

Thomas Dowens

Andy Dalziell

John French

http://www.icsspe.org/