Exploring Physical Literacy and Lifelong Engagement in Movement

2. PL 4 – Physical Literacy Physical literacy through the different key stages

3. Physical literacy is our relationship with movement and physical activity throughout life. What you’ll need: - Pen and paper - Your memory!

4. Common Misconceptions • Just for children or the education sector • Only fundamental movement skills (FMS) or agility, balance and co- ordination (ABCs) • Delivered or taught • Achieved or accomplished- labelled as physically literate or illiterate • Another literacy (reading/writing) initiative taught through physical education or physical activity

5. Our relationship with physical activity Engagement with PA Age Age

6. Reflection Activity When have you had a positive relationship, sustained engagement with physical activity? Why was this? When have you been disengaged with physical activity? Why was this? How has your relationship with physical activity changed over time?

7. Sport and physical activity memories Engagement with PA Age

8. What makes our experiences positive? - Think of a specific positive movement, physical activity or sport memory - How did the experience make you move, think, feel and connect with others, your surroundings and yourself? - How enjoyable, meaningful and valued was this experience? What shaped this?

9. Physical Literacy is our relationship with movement and physical activity throughout life. - It shapes and is shaped by how we think, feel, move and connect in and through movement - It is effected by people, community, culture, places, and spaces around us - It impacts on how we value, enjoy and engage with physical activity - It contributes to our health, wellbeing and quality of life - It evolves, changes, ebbs and flows throughout life - It’s personal because no one person’s relationship is the same - It’s why we like and loathe physical activity

10. The role of physical literacy Physical activity is the action, the behaviour change, the outcome we are wanting to see. Physical literacy is how we think, feel, move and connect to find enjoyment, meaning and value in movement and physical activity to drive lifelong engagement and participation. Physical literacy and physical activity are interconnected- physical literacy shapes our relationship with physical activity and physical activity develops our physical literacy.

11. The Cabot Learning Federation Medium-sized Mature Trust – 23 Academies​ South West of England​ Bristol​ South Gloucestershire​ North Somerset​ Five Counties Teaching School Alliance Boolean Maths Hub ​CLF School-Centred Initial Teacher Training (SCITT) Behaviour Hub (lead school and MAT)

12. Why we use Physical Literacy Physical Literacy – responding to the environment through movement Our Values Everyone can improve their Physical Literacy across their life course There is an intrinsic value to being physical active Physical activity, play and sport is for all and not just the most able – involvement can take many forms Provide justification for the importance of PE, and refute the view of it as an optional recreational extra • • • • “It the most important subject, because if we get PE right, every subject gets better”

13. What have we done… “We enjoy learning through physical activity” Four Pillars of Physical Literacy and the 3 Pillars of PE 3 – 19 Curriculum underpinned by Physical Literacy What does being physically literate look like in our context? 12 Characteristics across the four areas (3 in each) My Movement, My Knowledge, My Mentality, and My Behaviours These characteristics become our declarative and procedural knowledge – domain/activity specific

14. What have we done…

15. How does this look day to day Quality First Teaching Activity is the lens to view the learning Motivation comes first – students need to be motivated to engage Multiple access points to engage in the learning – not just performance Learning sessions are focussed on two characteristics – My Movement and another Creating competence in order to access learning • • • • • Increased motivation to engage has led to improvements in students recognising the Benefits of Physical Activity, Improved Movement Patterns, Creating Competence, Creating Good People Co-curricular – Targeted BIG events – Trust wide opportunities to participate

16. Reviewing our offer through a PL lens Prior of lock down • OFSTED – deep dive in PE • “Pupils have many opportunities to take part in a wide range of additional experiences and activities. Every week, the school puts on nearly 60 clubs and events outside of lesson times.”

17. Reviewing our offer through a PL lens Post lockdown – no interschool competitions • No canceled clubs • High turn out • Intercollege/house competitions • Participation vs performance?

18. Reviewing our offer through a PL lens Our current extracurricular offer… • Currently – 5307 (including SEND) • No cancel culture • Tournaments vs fixtures • SGO led - South Warwickshire PE network

20. Monday Tuesday Wednesday Thursday Friday Trampolining (GWN) – Sports Hall (yr7 & 8) Netball (LST, EHA, HGR) – Courts Hockey (LWA) – Astro (all years) Football (yr9-11), – Astro Sixth Form Sports Football- academy plus invites (PXT/JCA/EMa) – Astro Football (yr7-8) (PXT & JCA, LWE, EMA) - Astro Gymnastics (GWN) – Gym (all years) Basketball (MJB) – Sports Hall (yr8 & 9) Afterschool Table Tennis (GWN & Stratford TTC) – Gym (all years) Trampolining (GWN) – Sports Hall yr9 - 11 Basketball (TST) – Sports Hall (Yr7) Touch Rugby (PCSO Dom) Sports Leaders (OLA) – invite only (Yr9s) Badminton Yr7-8 A - FNU B- JCA Basketball Yr10-11 A – MFR B - GWN Badminton Yr9-11 A – OLA B - GWN Lunch Clubs HUB Sports Starting 13thSept

21. Reviewing our offer through a PL lens What does your Extracurricular offer look like? What do you want it to look like? • Do you promote Physical Literacy? • Who attends? Why? How & what do you celebrate? • How do you track this? • What groups are not engaging? How can you tackle this?

22. Reviewing our offer through a PL lens How can you incorporate physical literacy into extracurricular • What can SGOs do to help? • What –the way we think, feel, move, and connect with others • Why - more likely to be physically active throughout life • Who - everyone has their own individual needs • How - people, culture, places, and spaces

23. The Consensus Statement • is designed to act as a collective interpretation of what physical literacy is and why it matters. • is a tool to help us all understand the concept, bring greater clarity and consistency in how we talk about and advocate for physical literacy across education, sport and health systems. • will help you build on your current work, and act as a catalyst to really reflect on the principles of physical literacy, and how we can further embed these into our everyday work. • is not the precursor to lots of new physical literacy products and programmes, but about evolving our existing practice.

24. Consensus statement launch A key moment in time across the sector to collectively shine a light on physical literacy and consider more deeply how embracing it systemically can really accelerate our efforts to drive positive experiences for all young people that build the foundation for an active, healthy and happy life. Will involve sector event aimed at decision makers, system partners and stakeholder Will launch materials to elevate the messaging of physical literacy which can be used by everyone