Pupils Well-Being and Sports Participation

Example School, Exampletown

Pupils’ well-being and sports participation

July 2011

Introduction

This report provides an overview of Example School pupils’ well-being in relation to their participation in physical education (PE) and school sport, focusing on the four well-being outcomes indicated in Estyn’s Inspection Framework for Schools in Wales:

Attitudes to keeping healthy and safe

Participation and enjoyment in learning

Community Involvement and decision-making

Social and life skills

This information was collected by Example School through Sport Wales’ School Sport Survey. The content of the School Sport Survey has been informed by the following resources and documentation:

Estyn (2010) Guidance for the Inspection of Primary Schools from September 2010. Estyn: Cardiff.
Estyn (2010) Guidance for the Inspection of Secondary Schools from September 2010. Estyn: Cardiff.
Qualifications and Curriculum Authority (2005) Do you have high quality PE and sport in your school? A guide to self-evaluating and improving the quality of PE and school sport. QCA: Annesely.
Sport Wales (2010) Guidance Notes for Completing PESS Self-evaluation. Sport Wales: Cardiff.
WAG (2006) Physical Activity in School Assessment School: a tool for monitoring and evaluating a whole school approach to physical activity. WAG: Cardiff.

Sport Wales has run surveys of primary and secondary school pupils, in school years 3 to 11, for over 15 years. All schools which collect a sufficient number of survey responses from their pupils receive unweighted results from the survey. For the 2011 Survey, Example School surveyed 739 pupils.

In this report, statistics for Example School are presented alongside the following:

Wales – representation of all pupils/schools in Wales;
Free School Meal quartile – representative of all schools in Wales, with a similar percentage of pupils who qualify for free school meals to Example School.

Summary of results

Attitudes to keeping healthy and safe

How often do you feel safe and comfortable in PE lessons?

How much do you think PE lessons contribute to a balanced healthy lifestyle?

Participation and enjoyment in learning

Average number of minutes of PE provided per week

How much do you enjoy PE lessons?

How much do you enjoy school sport?

Community involvement and decision-making

Do you feel able to voice opinions about PE?

Do you feel able to voice opinions about extracurricular sport?

Social and life skills

How much do you help out in PE lessons?

How much do you help out in extracurricular sport?

Pupils’ keeness to improve in PE lessons

Attitudes to keeping healthy and safe

INTRODUCTION

In this section, results are presented on the extent to which Example School pupils feel safe and comfortable when taking part in P.E. lessons, and in extracurricular sport. Results are also presented on the value that Example School pupils place on P.E lessons, and sport in general. This is shown in three ways, examining pupils’ perception of P.E. lessons and sport’s contribution to a balanced, healthy lifestyle; where sport fits with pupils’ other priorities; and the extent to which pupils value sports participation.

SAFETY AND COMFORT IN TAKING PART IN P.E LESSONS AND EXTRACURRICULAR SPORT

Pupils were asked how often they felt safe and comfortable taking part in P.E. lessons and, and taking part in sport in school at lunchtime or after school (that is, extracurricular sport). Responses, by gender, are shown in Figure 1 below. Pupils were more likely to say that they always felt safe and comfortable in P.E. lessons than in extracurricular sport (43%) than sport overall (33%).

Pupils in school years 7, 8 and 9 (53%) were more likely to say that they always felt safe and comfortable in P.E. lessons than those in school years 10 and 11 (33%). Pupils in school years 10 and 11 (37%) were more likely, however, to say that they always felt safe and comfortable when taking part in extracurricular sport than younger pupils (28%).

Figure 1How often do you feel safe and comfortable in P.E. lessons, and taking part in extracurricular sport?

Source: 2011 School Sport Survey

Base: All pupils of Example School in school years 7 to 11 (n=739)

CONTRIBUTION OF PHYSICAL EDUCATION AND SPORT TO A BALANCED, HEALTHY LIFESTYLE

Pupils were asked how much they think P.E. lessons and sport contributes to a balanced, healthy lifestyle. Responses, by gender, are shown in Figure 2 below. Pupils were more likely to say that P.E. lessons contribute a lot towards a balanced healthy lifestyle (43%) than sport overall (33%).

Pupils in school years 7, 8 and 9 (53%) were more likely to say that P.E. lessons contributed a lot to a balanced, healthy lifestyle than those in school years 10 and 11 (33%). Pupils in school years 9, 10 and 11 (37%) were more likely, however, to say that sport overall contributed a lot to a balanced healthy lifestyle than younger pupils (28%).

Figure 2How much do P.E. lessons and sport contribute to a balanced, healthy lifestyle?

Source: 2011 School Sport Survey

Base: All pupils of Example School in school years 7 to 11 (n=739)

HOW HIGH A PRIORITY IS PARTICIPATION IN SPORT FOR YOUNG PEOPLE?

73% of Example School pupils stated that they feel it is important to exercise regularly.

Example School pupils were then asked to choose from a list of leisure-time activities which three they choose to prioritise, of which one option was playing sport. The percentage of Example School pupils who choose to prioritise participation in sport is shown in Figure 3, below. Boys (64%) were more likely than girls (45%) to state that they prioritise sport, while there is also a relationship with age, with people less likely to prioritise sport as they get older.

Figure 3Leisure-time priorities: the percentage of Example School pupils who choose to prioritise participation in sport

Source: 2011 School Sport Survey

Base: All pupils of Example School in school years 7 to 11 (n=739)

Participation and enjoyment in learning

INTRODUCTION

In this section, Example School’s provision of physical education, and extracurricular sport, is detailed, alongside participation rates in extracurricular sport. The extent to which Example School pupils enjoy their participation in sport, and how this relates to frequent participation, is also set out.

PROVISION OF PHYSICAL EDUCATION

Curriculum time for PE

The Welsh Assembly Government set out in Climbing Higher a target for all primary and secondary schools to provide a minimum of 2 hours of curricular based sport and physical activity per week. On average, Example School offer 125 minutes per week to pupils in Years 7 to 9, and 120 minutes per week to pupils in Years 10 and 11. This compares with a national average of 116 minutes in Years 7 to 9, and 87 minutes in Years 10 and 11.

Activities offered as part of PE

Schools were asked what activities were offered to pupils in their PE lessons. Based on the activity categories set out in the curriculum, the number of different types of activities offered by Example School in PE lessons is shown in Table 2 below, broken down by gender and year group.

Table 2Example School’s physical education offer, in summary

Average number of minutes of PE per week / Number of activities offered to boys / Number of activities offered to girls
Health, fitness and well-being activities / Competitive activities / Creative activities / Adventurous activities / Health, fitness and well-being activities / Competitive activities / Creative activities / Adventurous activities
Year 7 / 150 / 4 / 8 / 2 / 2 / 4 / 8 / 2 / 2
Year 8 / 130 / 3 / 10 / 2 / 2 / 3 / 8 / 2 / 2
Year 9 / 120 / 3 / 8 / 2 / 2 / 3 / 12 / 2 / 2
Year 10 / 120 / 3 / 8 / 1 / 2 / 3 / 10 / 1 / 2
Year 11 / 120 / 3 / 6 / 1 / 2 / 3 / 8 / 1 / 2

Source: 2011 School Sport Survey

Base: All pupils of Example School in school years 7 to 11 (n=739)

PROVISION OF EXTRACURRICULAR SPORT

Schools were asked about the sports and activities they offered to their pupils outside of lesson time. The number of activities and the time spent on those activities was captured. Example School’s provision is summarised in Tables 3 and 4, below.

Table 3Provision of extracurricular sport in Example School: boys

Number of activities offered / Number of hours of activity offered
Year 7 / Year 8 / Year 9 / Year 10 / Year 11
All / 17 / 15 / 15 / 14 / 12 / 11
Recreational / 15 / 12 / 10 / 8 / 9 / 6
Coached / 6 / 6 / 6 / 6 / 6 / 5
Competitive / 9 / 8 / 8 / 5 / 3 / 1

Table 4Provision of extracurricular sport in Example School: girls

Source: 2011 School Sport Survey

Base: All pupils of Example School in school years 7 to 11 (n=739)

PARTICIPATION IN EXTRACURRICULAR SPORT

71% of Example School pupils participated at least once in extracurricular sport in the 2010/11 school year. This compares with a national participation rate of 78%. 61% of Example School pupils participated frequently (participating at least once a week on average in extracurricular sport in the 2010/11 school year), compared with a national participation rate of 64%.

Figure 4 shows the breakdown of extracurricular participation by Key Stage and gender.

Figure 4Participation in any extracurricular sport (%) by Key Stage and gender

Source: 2011 School Sport Survey

Base: All pupils of Example School in school years 7 to 11 (n=739)

Most popular sports

Table 6, below, shows which sports were most commonly participated in by Example School pupils in clubs outside of school, split by gender. The most common sport for boys was football (33%), and the most common sport for girls was dance (43%).

Table 6Participation in any sport in a club outside of school (%) by activity and gender

Boys / Girls
Sport/activity / % / Sport/activity / %
Football / 33 / Dance / 43
Rugby / 31 / Swimming / 33
Cricket / 25 / Football / 22
Hockey / 17 / Netball / 17
Dance / 16 / Cricket / 14

Source: 2011 School Sport Survey

Base: All pupils of Example School in school years 7 to 11 (n=739)

SPORTS CLUB MEMBERSHIP AND BARRIERS TO MEMBERSHIP

43% of Example School pupils are members of sports clubs outside of school. 54% of boys are members, compared with 32% of girls. Respondents were asked what would encourage them to participate more often in sports clubs; the results are presented in Figure 9, below.

Figure 9What would encourage Example School pupils to participate in sports clubs outside of school?

Source: 2011 School Sport Survey

Base: All pupils of Example School in school years 7 to 11 (n=739)

LATENT DEMAND FOR SPORT

71% of Example School pupils said that they would be interested in participating in at least one sport more often.

Table 7, below, shows which sports Example School pupils were most likely to express additional demand for, split by gender. The most commonly-selected sport for boys was football (25%), and the most commonly selected sport for girls was dance (33%).

Table 7Latent demand for sport/activity (%), by activity and gender

Boys / Girls
Sport/activity / % / Sport/activity / %
Football / 25 / Dance / 33
Rugby / 22 / Swimming / 24
Cricket / 21 / Football / 22
Hockey / 17 / Netball / 17
Dance / 16 / Cricket / 14

Source: 2011 School Sport Survey

Base: All pupils of Example School in school years 7 to 11 (n=739)

Social and life skills

In the final section, we examine the extent to which Example School pupils express confidence in their participation, encourage others to participate, and take responsibility for their own development and the sport sessions they participate in at Example School.

CONFIDENCE TO TRY NEW ACTIVITIES

53% of pupils at Example School are confident to try new activities without worrying, compared with 32% who are not confident at all. 15% are not very confident. By gender, 75% of boys are confident, compared with 32% of girls.

HELPING OUT IN P.E. LESSONS AND EXTRACURRICULAR SPORT

Figure 10 shows how often pupils help out in P.E. lessons and extracurricular sport.There was no difference between the percentages of boys and girls who never help out, although boys were more likely to say that they help out a lot.Girls were much less likely than boys, however, to state that they helped out in extracurricular sport sessions.

Figure 10Frequency of helping out in P.E. lessons and extracurricular sport

Source: 2011 School Sport Survey

Base: All pupils of Example School in school years 7 to 11 (n=739)

LEADERSHIP

Example School offer opportunities for their pupils to undertake both Junior and Community Sports Leaders awards, and 8% of Example School pupils stated that they had attained a sports leader award. 4% stated that they led activities at school, while 6% stated that they led activities in the community.

PUPILS’ KEENNESS TO IMPROVE

Figure 11 shows pupils’ keenness to improve their skills in PE lessons and in extracurricular sport sessions.Boys were keener than girls to improve their skills within both settings, and there was also a decrease in keenness to improve amongst older year groups (Years 10 and 11) than younger age groups.

Figure 11Frequency of helping out in P.E. lessons and extracurricular sport

Source: 2011 School Sport Survey

Base: All pupils of Example School in school years 7 to 11 (n=739)

ENCOURAGING OTHERS TO PARTICIPATE

23% of Example School pupils stated that they encourage their friends to participate in sport, and this percentage increases with age: 33% of those in Years 10 and 11 do, compared with 13% of Years 7 to 9. Pupils were more likely to encourage their family to participate, with 36% of Example School pupils doing so.

Ysgol Enghreifftiol,

Tref Enghreifftiol

Lles y disgyblion a’u cyfranogiad mewn chwaraeon

Gorffennaf 2011

Cyflwyniad

Mae’r adroddiad hwn yn edrych yn gyffredinol ar les y disgyblion yn Ysgol Enghreifftiol mewn perthynas â’u cyfranogiad mewn addysg gorfforol (AG) a chwaraeon ysgol, gan ganolbwyntio ar y pedwar canlyniad lles a ddynodwyd mewn dogfen gan Estyn, sef Fframwaith Arolygu ar gyfer Ysgolion yng Nghymru. Casglwyd yr wybodaeth hon gan Ysgol Enghreifftioldrwy gyfrwng Arolwg ar Chwaraeon Ysgol Chwaraeon Cymru. Mae’r adnoddau a’r dogfennau a ganlyn wedi bod yn sail i gynnwys yr Arolwg ar Chwaraeon Ysgol:

Estyn (2010) Cyfarwyddyd ar gyfer Arolygu Ysgolion Cynradd o fis Medi 2010 ymlaen. Estyn: Caerdydd.
Estyn (2010) Cyfarwyddyd ar gyfer Arolygu Ysgolion Uwchradd o fis Medi 2010 ymlaen. Estyn: Caerdydd.
Yr Awdurdod Cymwysterau a Chwricwlwm (2005) Oes gennych chi AG a chwaraeon o safon uchel yn eich ysgol chi? Canllaw i hunanwerthuso a gwella safon AG a chwaraeon ysgol.ACAC: Annesely.
Chwaraeon Cymru (2010) Nodiadau Cyfarwyddyd ar gyfer Cwblhau Hunanwerthusiad AGChY. Chwaraeon Cymru: Caerdydd.
LlCC (2006) Gweithgarwch Corfforol wrth Asesu Ysgolion: adnodd ar gyfer monitro a gwerthuso dull ysgol gyfan o weithredu mewn perthynas â gweithgarwch corfforol.LlCC: Caerdydd.

Mae Chwaraeon Cymru wedi bod yn cynnal arolygon ar ddisgyblion ysgolion cynradd ac uwchradd ym mlynyddoeddysgol 3 i 11 ers dros 15 mlynedd. Bydd pob ysgol yn casglu nifer digonol o ymatebion i’r arolwg gan eu disgyblion er mwyn derbyn canlyniadau heb eu pwysoli o’r arolwg. Ar gyfer Arolwg 2011, arolygodd Ysgol Enghreifftiol 739 o ddisgyblion. Cyflwynir proffil yr ymatebwyr yn Nhabl 1, isod.