Active School Communities Action Planning Toolkit
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This Action Planning Toolkit will enable a shared understanding of goals and priorities between sports organisations and schools. The toolkit should be used during a conversation with relevant school staff such as heads of physical education or head teachers. It will help to align the priorities of the school and the sports organisation and give them a clear plan for success. The toolkit was developed by the partners of the EU Erasmus+-supported Active School Communities project, BG BeActive (lead), Youth Sport Trust, International Sport and Culture Association (ISCA), Hungarian School Sport Federation (HSSF), DGI, South Lanarkshire Leisure and Culture, Sport and Citizenship, UISP, Sports Union of Slovenia and Willibald Gebhardt Institute. The toolkit supports the NowWeMOVE campaign and #BeActive event European School Sport Day, established by HSSF and scaled up by partners including ISCA and BG BeActive.
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Active School Communities Action Planning Toolkit
- 1. ASC – ACTION PLANNING TOOL 1 ACTION PLANNING TOOL ACTIVE SCHOOL COMMUNITIES undinternationaleSportver- bändefürSportlehrerund Sportwissenschaft,außer- demRegierungsstellen, Wirtschaftsunternehmen undandereOrganisationen, diefüreineumfassendeGe- sundheitsförderungvonKin- Taiwan,Thailand,Tsche- chischeRepublik,Türkei, Ukraine,Ungarn,USA,Ve- nezuela,Weißrusslandund Zypern. DasTagungsprogramm vonGoFPEP2012rücktEr- gebnisseausaktuellenStu- undJugendhilfeindenKom- munenerreichen. DasProgrammdesGlo- balForums2012greiftdiese Problemstellungenaufund akzentuiertsolcheThemen- stellungen:nebenHauptvor- trägenundArbeitskreisen ineinemWorkshop Gründungeinesgloba NetzwerkesfürdieZusa menarbeitallerPartnerv bereitet.AlleDelegier sindeingeladen,ihreErf rungenundExpertisen TheorieundPraxisindi WGI-Newsletter3·Mai2012 Newsletter Number 3 · May 2012 WILLIBALD GEBHARDT INSTITUTE Revitalizing Health & Physical Education Through Community Based Networking wsl. 3 gofpep_Newsl A 3 quer 26.04.12 08:41 Seite 1 positive and white logo
- 2. ASC – ACTION PLANNING TOOL 2 THE ACTION PLANNING TOOL COMPLETE THE SELF ASSESSMENT TOOL STRUCTURE A CONVERSATION BETWEEN SPORTS ORGANISATION AND SCHOOL JOINTLY DEVELOP AND DELIVER A PROGRAMME TO INCREASE PHYSICAL ACTIVITY This will help you to determine your capacity and commitment to partnering with schools to increase physical activity in all young people. This will enable a shared understanding of goals and priorities between sports organisations and schools. The Action Planning Tool should be used during a conversation with relevant school staff such as heads of physical education or head teachers. This tool will help to align the priorities of the school and the sports organisation and give them a clear plan for success Use this toolkit to develop, plan and deliver a programme in partnership. This toolkit will help you to ensure that you think about: • Priorities for all parties • Identifying and recruiting all young people, including the least active • Ensuring that monitoring and evaluation are built in from the start of the process Children who are more aerobically fit have improved brain function... higher academic achievement scores and superior cognitive performance compared with less fit children
- 3. ASC – ACTION PLANNING TOOL 3 THE ACTION PLANNING PROCESS This eight step process will structure your conversation effectively. At each stage of the process, ensure that all parties have agreed a shared understanding of what will happen and who is responsible for what actions. SCHOOL AND SPORTS ORGANISATION PRIORITIES HOW CAN PHYSICAL ACTIVITY HELP? IDENTIFY A COHORT AGREE OBJECTIVES THE FOUR SETTINGS OF PHYSICAL ACTIVITY DEVELOP THE INTERVENTION MONITORING AND EVALUATION WHERE NEXT?
- 4. ASC – ACTION PLANNING TOOL 4 AGREE SHARED PRIORITIES Attendance Student motivation and engagement Vulnerable groups Physical, emotional and mental wellbeing Parental engagement Behaviour PROGRESS ATTAINMENT ACHIEVEMENT LIFE SKILLS WHAT ARE THE PRIORITIES OF YOUR PARTNER SCHOOL? CHALLENGES CHALLENGES HOW WELL DO THEY FIT WITH THE PRIORITIES OF YOUR SPORTS ORGANISATION? CLICK TO VIEW CASE STUDY 1
- 5. ASC – ACTION PLANNING TOOL 5 ATTAINMENT VULNERABLE GROUPSACHIEVEMENT BEHAVIOUR LIFE SKILLS PARENTAL ENGAGEMENTATTENDANCE PHYSICAL, MENTAL AND EMOTIONAL WELLBEING MOTIVATION AND ENGAGEMENT How well a young person performs in formal academic outcomes, especially external qualifications. Are there particular groups of young people who are ‘falling behind’ their peers? Could a targeted activity help build their confidence or self esteem? How well a young person performs in a wider range of outcomes (including sport). Is poor behaviour a major issue in the school and could increased physical activity give some poorly behaved students an outlet? How well prepared a young person is to move to the next phase in education or employment. Could ‘hard to reach’ parents be attracted into school by the right physical activity offer? Are there groups of young people whose attendance is poor? Could the right activity encourage them to come to school more regularly? How can we use increased physical activity to improve the wellbeing of at risk young people? Could the right activity help some young people to feel a greater sense of belonging? physical activity at age 11 predicted increased science scores at 11 and 16 years The percentage of time girls spent in moderate to vigorous AGREE SHARED PRIORITIES
- 6. ASC – ACTION PLANNING TOOL 6 PHYSICAL ACTIVITY CAN SUPPORT SHARED PRIORITIES
- 7. ASC – ACTION PLANNING TOOL 7 IDENTIFY A COHORT USE SCHOOL DATA AND INFORMATION FIND A COHORT WHO WILL BENEFIT FROM INCREASED PHYSICAL ACTIVITY IDENTIFY UNDER PERFORMING OR VULNERABLE STUDENTS ESTABLISH A STARTING POINT CROSS REFERENCE WITH ACTIVITY LEVELS TRACK PHYSICAL ACTIVITY LEVELS AND EDUCATIONAL OBJECTIVES All schools collect data on the progress and attainment of their pupils. They will use this data to identify those who are falling behind their peers, or who are not making the progress they are capable of. Work with the school and the pupils themselves to track all three outcomes if you can. If the right people in school work together, they can identify under performing pupils who are also physically inactive. This would be the ideal group of students to work with – you will definitely increase their physical activity, you will probably improve their physical fitness and you may well start to have an impact on their performance in school. CLICK TO VIEW CASE STUDY 2
- 8. ASC – ACTION PLANNING TOOL 8 AGREE OBJECTIVES What will we focus on during our sessions? How can we explicitly target these outcomes? What changes do we expect to see over time? ACTIVITY PLANNED OUTCOMES SUCCESS MEASURES Participation in extra-curricular activities has a positive effect on attainment
- 9. ASC – ACTION PLANNING TOOL 9 INCREASED PHYSICAL ACTIVITY IMPROVED LEVELS OF WELLBEING IMPROVED EDUCATIONAL OUTCOMES PRIMARY OBJECTIVES SECONDARY OBJECTIVES TERTIARY OBJECTIVES • Physical competence • Physical fitness • Physical • Emotional • Social (psycho-social development) • Mental (cognitive growth) What can we do to plan for improvements in wellbeing? Can we plan for improvements in more than just physical wellbeing by focussing on developing different characteristics such as resilience, teamwork, leadership, self confidence and self esteem? • Attendance • Behaviour • Engagement • Aspirations • Motivation • Attainment Can we see an improvement over a sustained period of time? How will we measure these improvements? This is an area of expertise for the school, rather than the sports organisation, but what part can both partners play in observing and tracking improvements? AGREE OBJECTIVES
- 10. ASC – ACTION PLANNING TOOL 10 PHYSICAL ACTIVITY IN SCHOOL WHERE CAN YOUR ORGANISATION SUPPORT MOST EFFECTIVELY AND HOW? PHYSICAL EDUCATION AND SCHOOL SPORT PHYSICAL ACTIVITY IN BREAK TIMES AND BEFORE SCHOOL AFTER SCHOOL PROGRAMMES PHYSICALLY ACTIVE LEARNING ACROSS THE CURRICULUM CLICK TO VIEW CASE STUDY 3–4
- 11. ASC – ACTION PLANNING TOOL 11 WE KNOW... By this point, both partners will have gathered and shared enough information about their priorities and objectives to start to plan the specific programme. They know who to target, when in the school day it is planned and what outcomes they are looking for. Knowing all of this, what will your activity consist of? The following section will help you to plan this in more detail. Why our offer exists What outcomes we are looking for Who we will offer it to How we will engage all young people, including the least active When we will offer it WHAT WILL OUR ACTIVITY LOOK LIKE? 10-20% better examination results Pupils engaging in self-development activities achieved
- 12. ASC – ACTION PLANNING TOOL 12 HOT TIPS SCHOOLS ON THE MOVE Exploration and play are okay – physical activity is not just competitive games. Make sure everyone is involved – rotate roles so everyone stays active. Hot Tips – Active Schools, New Zealand Schools on the Move – Schools on the Move, Finland Provide opportunities for children to develop their own games that are no exclusive. Provide alternative equipment. For example, throwing and catching scarves rather than balls builds on fun and eliminates the ‘I’m no good at that’ factor. Provide appropriate modified equipment for children with disabilities. Encourage clothes and footwear that enable daily physical activity. Foster an atmosphere where participation is rewarded and success is not just about achievement. Challenge students to come up with fun activities for school breaks. Recess activators: students organise activities for their peers. Add a long activity-based school break to your school schedule Facilities and school yards encourage physical activity Standard workstations, gym balls instead of chairs Active school commutes Utilise activity-based methods during classes
- 13. ASC – ACTION PLANNING TOOL 13 WHAT WILL OUR ACTIVITY LOOK LIKE? What non traditional activities might you offer? Healthier, happier, more productive individuals How will you offer a welcoming and Inclusive environment? A more effective school What steps can you take to create a less competitive atmosphere? What steps can you take to create a less competitive atmosphere? A club contributing to its community WHAT WILL OUR ACTIVITY LOOK LIKE? POSITIVE OUTCOMES FOR INDIVIDUALS, SCHOOL AND CLUB What skills, behaviours and attributes will result from participation in this activity? Can you adopt and education through sport approach to teaching wider behaviours and activity specific skills at the same time? SECONDARY OBJECTIVES TARGETING WELLBEING
- 14. ASC – ACTION PLANNING TOOL 14 MONITORING AND EVALUATION What did we want to achieve? What impact did you want to have, and on which young people? What was our starting point? What qualitative and quantitative data did you collect before the programme started? What are our sources of evidence? What different methods will you use to make sure you get a rounded picture of the impact of your programme? What changes should we make? Are there specific groups who are still not engaged? What potential improvements can you see? What does the evidence tell us? Have you seen an increase in participation and physical activity levels, but what about the impact on specific groups or individuals?
- 15. ASC – ACTION PLANNING TOOL 15 WHERE NEXT? MAINTAIN CHANGE MOVE ON The project is generally working well and it has continued potential. We can make some small improvements and we think we need more time working with the same young people in order to have the most impact. The evidence tells us that the project has not yet had as much impact as we hoped. It may be that the activity is not attractive to the least active, or that the environment is not yet right, or that we are working with the wrong young people. We will take the lessons we have learned and develop a new project. The project has had a significant impact on activity levels and other outcomes. We can take what we have learned and create other successful projects using a similar model, possibly with different young people, or on a larger scale, or in different schools. • Has the project worked well? • Is there still room for our cohort to make more progress? • How do we prevent our project from losing momentum? • Has the project shown some potential, but little real impact? • Have we learnt things during the project that we can apply to a new project? • How will our approach be different? • Has the project been very successful? • Can we move on to another cohort or another priority? • How can we apply what we have learnt to our new project? Brief classroom physical activity breaks of 5-10 minutes are associated with improved cognitive performance (e.g. attention, concentration)