Strap here Although it uses up
precious timetabled hours, PE actually supports a child’s learning. Fit young people score higher in academic
subjects – in fact, studies show them achieving 10-20% higher grades at GCSE. Exercise stimulates the growth of cells, including brain cells, and improves the connectivity between neurones. In addition, because most PE activities are set up as games or challenges, the strategies used to succeed require problem-solving, which can
improve a child’s executive functioning. But PE can also improve a child’s experience
of the classroom – rstly, burning off excess energy improves behaviour, which not only helps dgety students, but impacts all learners. Secondly, research has shown that it increases a child’s connections with other pupils and with the school. In the way that a family that plays together stays together, a child who takes part in games is investing in their peers and the community. For those who lack stability at home, at school they’re on the team.
This particularly applies to sports participation
outside the school day, and the Government is currently working to encourage more after-school activities. But while this is ne for the sportier children, for many, physical activity – especially
organised games – is akin to torture, and the last thing they want to do is stay behind for more of it!
Removing the hurdles
Worryingly, children who are on free school meals, and those from ethnic backgrounds are the most likely to shun after-school sports. There’s also the problem of inclusion, and single-sex arrangements to t in with religious teachings can be dif cult to arrange. A 2011 survey found that
a third of disabled pupils said they didn’t take part in PE as much as other children, rising to over half of wheelchair users. So what turns children off exercise? Research from the NSPCC found
that three quarters had experienced emotionally harmful treatment during PE. This included being criticised, embarrassed or bullied, and the result is that by the age of 16, a minority do any daily physical activity. This is signi cant because research shows that young people who are sporty at this age are up to eight times more likely to still be active by the age of 24 and are setting themselves up for improved long-term health. Girls are particularly at risk. They tend to be more
self-conscious and avoid rougher sports, and by the age of 14 only 12% are suf ciently active. But work to avoid this needs to start earlier; Year 3 is the crucial make-or- break time for girls’ interest in sport. There are several initiatives that encourage girls to be more active, including Sport England’s excellent This Girl Can campaign, but the fact remains that when questioned, girls say that many of the activities on offer at school simply don’t appeal. Of course, many boys don’t like competitive
sport either – being frozen on a sodden eld in shorts during a British winter, no thanks!
18 SUMMER 2016 FundEd SUMMER 2016 FundEd CASE STUDY ‘WE’VE RAISED £15,000
FOR OUR FENCING CLUB’ ‘For the last six years I have coached an after-school fencing club at Carnoustie High School, where I currently teach Maths. Fencing is an expensive sport to take up, and parents are reluctant to invest in kit only to find that their child no longer wants to participate. This is why our club relies on fundraising to pay for safety clothing, masks, weapons, coaching kit, and scoring systems. Pupils can also join the club free of charge, and at the moment, we have a team of 30 children. Since 2009, we have acquired £15,000 in funding – through our school community, local authority and charitable trusts. Our local council periodically highlights a list of awarding bodies and provides advice to ensure that our application is as good as it can be. A bit of research is required to see if we meet the basic criteria, and where possible, I have called the awarding bodies for more information. Some of these bodies only meet once
per year, so it’s important to keep your calendar up-to-date to ensure you get the application turned around in good time. If our club receives an award, I won’t apply again to the same body for a couple of years – and only if I have a new project that needs equipment. Occasionally, the classified section of
our local newspaper will have details of a trust or charity that’s inviting bids. If you are fortunate enough to speak to an administrator, you can get useful hints as to how an application should be framed, and the typical size of grants awarded. I have never found the application process difficult, but it is time-consuming. When applying for funding, I specify the
impact an award will have, and stress that our facilities and coaching are given free of charge. I also include a note of competition successes – four of our pupils have now fenced for Scotland Juniors, and one of these has now received a GB U17 call-up.’ Joe McCall, Maths Teacher, Carnoustie High School, Carnoustie, Angus (772 pupils)
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