PE at Rosendale

Some Recent Research Findings

1. Physical activity improves academic attainment (Chalkley et al 2015; Singh et al 2012)
2. Physical activity benefits the body, the mind and emotional wellbeing (Change4Life Evidence Review 2015)
3. Only 21% of boys and 16% of girls, aged 5 to 18, achieve the UK government’s daily physical activity target (Health and Social Care Information Centre 2013; Department of Health, Physical Activity Guidelines 2011)
The UK Government has doubled its PE and Sport Premium Grant to primary schools. Rosendale will receive £22,700 over the academic year 2017/8.

What is PE?

Physically active children are not only healthier but do better academically and in life, and are far more likely to be active as adults.  The first ten years of life provide children with a blueprint for their adult lives and are the time when they develop the critical fundamental movement skills that act as foundations and building blocks for future activity.
For many years, PE and sport were synonymous. Sport was initially introduced at elite private schools and to some extent can still be regarded as elitist today. It is now widely acknowledged that the role of PE is to facilitate life-long participation in an active and healthy life. At primary school, the role of PE is to provide a child with physical literacy, which can be described as the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life (not just while at school). So far from being just about the acquisition of physical skills, PE has the capability to address many other areas of learning including cognitive skills, creative skills, personal and social skills and health and wellbeing.
In EYFS/KS1, the development of Fundamental Movement Skills (FMS) is the prime focus. FMS are the building blocks of an active life and need to be well developed and practised in order for children to take part in more traditional games and sports.  In KS2 these skills are further developed and applied in more recognised activities such as invasion games, net/wall games and hitting/fielding games.
Creative, cognitive and social components can be further explored through dance, gymnastics and outdoor adventurous activities. In Year 3 children also take part in swimming lessons at a local pool with the aim of enabling them to swim at least 25m unaided by the time they transfer to secondary school. For the first time, health and wellbeing learning will be addressed explicity using a scheme of work developed by The Children’s Health Project (http://childrenshealthproject.com/) for EYFS, KS1 and KS2.
As children transfer from primary to secondary school they should be equipped with all the necessary skills they need to enjoy physical education and sport and benefit from life long participation in an active and healthy life.

 

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