From policy to practice: the challenges of providing high quality physical education and school sport faced by head teachers within primary schools

Rainer, Paul; Cropley, Brendan; Jarvis, Stuart; Griffiths, Robert

doi:10.1080/17408989.2011.603125

Cited by 47 publications

(35 citation statements)

References 18 publications

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“…A follow-up study may wish to gain qualitative data to find out the reasons for such choices though recent research may well provide insights in its absence. In an environment of competing demands, primary school head teachers' decisions are increasingly driven by economics (Rainer et al 2012) and sports coaches remain a considerably cheaper option (Griggs 2010). The reluctance of head teachers in the main not to seek to invest in the recreation of any kind of Physical Education and sport partnership suggests that either it is not seen as a cost-effective option or would not deliver the particular needs for most schools.…”

Section: Discussion Of Findingsmentioning

confidence: 98%

Spending the Primary Physical Education and Sport Premium: a West Midlands case study

Griggs

2016

Education 3-13

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In March 2013 the government announced that it was to provide funding to improve provision of Physical Education and sport in primary schools in England. Entitled The Primary Physical Education and Sport Premium, this ring-fenced annual funding has been allocated to schools that are free to choose how the money is spent but are accountable for its use and must make their expenditure publicly available on their website. This case study located within the West Midlands region of England viewed 1848 primary school websites to find out how primary schools spent their first years' Physical Education and Sport Premium funding. ARTICLE HISTORY

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Section: Discussion Of Findingsmentioning

confidence: 98%

Spending the Primary Physical Education and Sport Premium: a West Midlands case study

Griggs

2016

Education 3-13

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“…This is important in light of what Rainer, Cropley, Jarvis and Griffiths' (2012) study has shown to be the 'fundamental role' of the head teacher in ensuring that specific PErelated policies (including the use of resources, such as the Premium) are delivered. It was apparent that in all 36 schools in the present study, the head teacher was, indeed, the arbiter of both economic and human resources.…”

Section: Setting Developments In Contextmentioning

confidence: 99%

Who teaches primary physical education? Change and transformation through the eyes of subject leaders

Jones

Green

2015

Sport, Education and Society

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Primary physical education (PE) lessons tend to be taught by one, or a combination of, three different groups: generalist classroom teachers, specialist primary PE teachers and so-called 'adults other than teachers', who are almost exclusively sports coaches. Drawing upon data gathered from one-to-one interviews with 36 subject leaders (SLs), this study sought answers to two main questions: "Who delivers primary PE nowadays?" and "What are the consequences?" The findings revealed that the most common model for the delivery of PE involved responsibility being shared between the generalist class teacher and either a sports coach or specialist PE teacher. The SLs recognised strengths and weaknesses in all of the three main approaches used. However, while they favoured the use of specialist teachers because of their subject knowledge and expertise, the more prosaic constraints of cost and flexibility meant that the use of coaches had become increasingly popular. Whether or not, the growth of coaches is de-professionalizing the delivery of PE, it certainly appears to be exacerbating any existing tendency to turn primary PE into a pale imitation of the sport-biased curricular of secondary schools. Ironically, the apparent 'threat' to the status of PE in the primary curriculum (as well as the status of PE specialists) posed by the growth of coaches in curricular PE in primary schools may well be exaggerated by the Primary PE and Sport Premium which appears to have added momentum to a change of direction regarding staffing the subject -towards sports coaches and away from generalist classroom teachers and PE specialists. As the shift towards outsourcing PE to commercial sports coaches becomes increasingly commonplace it seems appropriate to talk of transformation, rather than mere change, in the delivery of primary PE.

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“…In contrast, decisions regarding spending of the Coalition government's recently restored funding for school sport have been, in line with current policy rhetoric, decentralised to the level of individual primary schools. While this synthesis would reinforced early evaluations suggest that this provision of School Sport Premium funding will likely have some positive, overall effect in the short term on young people's participation in sport, it is unlikely that the innovation that may be required to increase participation amongst habitually inactive young people will emerge when primary school head teachers have been placed in a more important role in determining local school sport policy and practice (Rainer et al, 2012). Moreover, approaches favoured by the Labour government, such as partnerships and target setting, have largely been removed from the lexicon of youth sport policy by the Coalition government, despite some limited evidence of their effectiveness as policy tools.…”

Section: Discussionmentioning

confidence: 99%

In pursuit of evidence-based policy and practice: a realist synthesis-inspired examination of youth sport and physical activity initiatives in England (2002–2010)

Lindsey

Bacon

2015

International Journal of Sport Policy and Politics

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2016) 'In pursuit of evidence-based policy and practice : a realist synthesis-inspired examination of youth sport and physical activity initiatives in England (2002England ( -2010.', International journal of sport policy and politics., 8 (1). pp. 67-90. Further information on publisher's website:http://dx.doi.org/10. 1080/19406940.2015.1063528 Publisher's copyright statement:This is an Accepted Manuscript of an article published by Taylor Francis Group in International Journal of Sport Policy and Politics on 13/07/2015, available online at: http://www.tandfonline.com/10. 1080/19406940.2015.1063528. Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. reports and enabled refinement of an initial programme theory that, drawn from governmental policy, encompassed mechanisms associated with management, use of resources and the provision of activities. In practice, approaches to addressing long-recognised problems in the supply of youth sport opportunities were supported by the scale of nationally provided financial resources and were reported to have some positive impact on participation. However, there were also indications that longstanding inequalities in participation remained resistant to change and this potentially reflected the lack of innovation in youth sport initiatives. Similarly, it is concluded that the politically constrained focus of the research reports limited their potential to contribute to evidence-based policy.

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From policy to practice: the challenges of providing high quality physical education and school sport faced by head teachers within primary schools

Cited by 47 publications

References 18 publications

Spending the Primary Physical Education and Sport Premium: a West Midlands case study

Spending the Primary Physical Education and Sport Premium: a West Midlands case study

Who teaches primary physical education? Change and transformation through the eyes of subject leaders

In pursuit of evidence-based policy and practice: a realist synthesis-inspired examination of youth sport and physical activity initiatives in England (2002–2010)

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