Competition Managers Toolkit

  1. PESSCL Introduction

In December 2004 the Government announced additional funding of £519 million for 2006 to 2008 to continue and expand the national PE, School Sport and Club Links (PESSCL) strategy. The stated PSA target is that,

‘By 2010 every young person will be offeredat least 4 hours of PE & sport every week, which will comprise at least 2 hours of highquality PE and sport at school and inaddition the opportunity for at least 2-3hours beyond the school day’

‘EVERY CHILD MATTERS’

Part of this investment will fund the employment of new Competition Managers in School Sport Partnerships. These will contribute significantly to the ambition that by 2010 a high quality school sport national competition framework implemented locally with opportunities for all will have been developed, across a range of sports. It is now recognised that high quality competition is one of the four key elements within high quality physical education and school sport, for ALL young people.

3. A vision for competitive School Sport.

The landscape for competitive school sport will change radically over the next 5 years as we seek to achieve the ambition by 2010 that we create a high quality school sport national competition framework implemented locally with opportunities for all.

In 5 year’s time

  • A national framework for school competition will be developed and customised for a wide range of sports and delivery templates produced for School Sport partnerships
  • All National School Sports Associations will be suitably integrated with their parent NGB
  • NGB plans will reflect the strategic importance of School based competition at the base of each sport’s player pathway.
  • Annual scheduling of competitive calendars across all these sports and all School Sport Partnerships will be developed at all levels from district, county, regional, national level
  • A consensus will be reached within each sport as to what each sports athlete/player pathway means in terms of the type and frequency of an appropriate school/club competitive program from both a participation and talent perspective
  • It is planned to appoint a Competition Manager in all 440 School sport partnerships to coordinate and organise high quality inter school competitions for all young people who have the desire and talent to compete.
  • The work of existing local school Sport Associations will be integrated into the work of School Sport Partnerships.
  • New Federations for could be formed in each partnership to raise the profile and professionalize the delivery of competitive school sport

By 2110 England will be well on the way to possessing a world class competitive school sport structure which will have increased participation, underpinned the development of talented and elite performers of school age and impacted on the health of the nation’s young people. These developments will contribute significantly to the Governments new PSA target of an additional 2 hours of high quality PE and School sport.

  1. High Quality Competition - What is it?

The DfES document High quality PE and Sport for Young people published in March 2004, states that:

‘As basic principles high quality PE and sport should always:

  • enable all young people whatever their circumstances or ability , to take part and enjoy PE and sport
  • promote young people’s health , safety and well being
  • enable all young people to improve and achieve in line with their age and potential.

High quality competitive school sport reflects these principles and should be:

  • appropriate
  • integrated, and
  • inclusive

and in line with the principles underpinning National school competition framework.

A definition for high quality competitive school sport

High Quality competitive school sport can be defined as child/young athlete centered inter school competition that takes place out of curriculum time through school clubs, squads and teams in addition to district, county, regional and national camps and representative opportunities.

Principles that underpin high quality competition

Young people should experience:

1. Appropriate Competition

High Quality competition offers training and competitive opportunities which are appropriate to the age and stage of development of the young people who are involved. This experience should beathlete/child centered and in line with the educational values of sport for young people andthe principles of Long Term Athlete Development (LTAD).

Teachers, coaches, leaders and administrators should ensure that:

-The FUN damental stage of development is utilized and over specialization is avoided

-Young athletes do not under-train or over compete and recovery time is built in

-Training in the primary years focuses on fun, enjoyment optimal training and not on winning at all costs

--Biological age influences coaching and competition rather than just chronological age

-Adult training and competition programs are not superimposed on young athletes

-Male programs are not superimposed on females

-they recognize critical periods of ‘accelerated adaptation‘ in young people’s development.

(Adapted from I Bayli)

  1. Integrated Competition

High quality school competition in schools should beintegrated into the development and competitive framework of each sport and linked to NGB performance/competition pathways for talented performers

Teachers, coaches, leaders and administrators should ensure that:

-Competition structures are integrated and competitive programs aligned

-Competitive programs reflect the early and late specialization nature of each sport

-The right competition is available to the right young person at the right time

-Talented young people are given the opportunity to progress and offered appropriate support to do so

-School - club conflicts are resolved

3. Inclusive Competition

High quality competition in schools offers a broad and balanced program of competitive opportunities which is inclusiveirrespective of gender, ethnicity disability, demographic or socio economic circumstances.

Teachers, coaches, leaders and administrators should ensure that:

-They review their current provision in line with the National schools competition framework

-Schools programs are available to a wide range of young people

-The special needs of individual groups of young people are recognised

-Schools consider collaborating to provide these opportunities, rather than work in isolation.

More or better competition?

High quality is the key. The principles of High Quality competition requireindividual schools, school partnerships and others to review what they currently provide against the national framework to ensure that an appropriate and integrated program is available for all young people. It is important to review the purpose of this activity first. This review may resulting doing more activity but also providing a higher quality experience. Ideally this would be available to more young people in an increasing number of activities, over time.

Ultimately we need to develop an integrated competition system (the National schools competition framework),in which school based competition from FUNdamental based primary school festivals, through participation opportunities at secondary level , to high level opportunities for talented performerssits within each sport’s wider competition and talent framework

What else can contribute to High Quality Competition

HQ Deliverers

Teachers who place the development of the young person through sport as paramount. Who recognize the need to balance young people’s involvement in sport with other demands on their time

Coaches who are child/young athlete centered, suitably qualified, police checked, and aware of educational values. Who strike a balance between training and competition and avoid overplay.

Other adults who recognize the supportive role they can play in developing young people through sport.

Parentswho set a good example and positively support both their children and other team members, respect officials andpromote good sportsmanship

Administrators and organizers who recognize the conflicting demands on young people’s time and organize competitions accordingly.

Officialswho are suitably qualified, sensitive to the needs of young people, fair and honest.

Other young peoplewho volunteer their timeto act as leaders, officials and administrators.

High Quality facilitiesthat are welcoming and accessible and allow young people to play in a safe and secure environment

High quality competitive programs: that arebased on the principles of the National competition andin line with LTAD

A school sports system which has reviewed existing delivery of competition and developed clarity on roles and responsibilities of everyone who delivers at all levels;

Inter school

District

County

Internationally

School - Club

School club links that reflect the criteria for High Quality Competition and encourage young people to progress

  1. The National Schools Competition framework

Following initial work by the Youth Sport Trust, Sport England, and the National Council for School Sport a National Schools Competition Framework has been developed which complements the principles of long term athlete development. This framework will be central to achieving the vision for establishing a world class competitive school sport structure. A large number of National Governing Bodies and National School Sport Associations have signed up to reshaping their school sport competitions within this framework.

This approach will provide consistency to competition structures across sports that reflects the local player pathway development being undertaken by County Sport Partnerships. Over time these new competitions will develop from inter school( local),inter partnership (district), and county level and transform the face of school sport as we know it. The competitions within each sport’s framework will be scheduled and delivered consistently to a local template, through School Sport Partnerships.

The following sports will customize their competitions in line with this framework in the pilot year of Competition Managers from September 2005.

Phase 1: by September 2005

Rugby Union, Netball, Gymnastics, Swimming, Badminton, Tennis, Table Tennis.

Phase 2 by April 2006

Rugby League, Cricket, Hockey, Volleyball, Orienteering

Phase 3 by September 2006

Soccer, Lacrosse, Golf, Athletics

What does each stage involve?

Key Stage 15-7 years

-annual off site multi-skill(fun) festival

-working across clusters (beyond peer group)

-secondary schools organise for primaries

-possible multi sport award schemes and log books for young people

Key Stage 27-9 years

-termly multi-skill festivals

-off school site

-‘theme’ based

-possible early specialisation in some sports through NGB and club structure

Key Stage 29-11 years

-multi-sport comp (6 week block rotation)

-central venue leagues

-coaching and competition based on primary, secondary or club sites

Key Stage 311-12 years

-multi-sport competition (monthly 3 sports)

-e.g. Central venue leagues in a range of sports coaching and competition at secondary, hub or club sites

Key Stage 3 & 412-16 years

-Inter school leagues and cup competitions within School Sport Partnerships (year group teams)

-Identification of national ‘core’ sports plus additional sports identified locally (NGBs to have an integrated competitive structure including Schools Associations accepted as core)

16-19 years

-Not for talented already identified as part of NGB talent programs

-‘junior varsity’ or intramural comp within the learning community-schools/PE/6th forms

-to create an identity for this age group

-organised sport in core sports that match the secondary programmes.

-e.g. single venue festivals for a number of institutions during ring fenced time (Wednesday pm)

What are the outcomes for young people?

Appropriate, integrated and inclusive high quality competition enables young people to:

  • have fun and enjoyment
  • challenge themselves in a competitive environment that is appropriate to their age and stage of development
  • extend their skills in a competitive setting
  • develops a sense of achievement, confidence and self worth,
  • improve their relationships with teachers and other adults
  • develops their ability to cope with winning and losing
  • increases self control within the framework of a sport and the rules of the game
  • develop respect for opponents and officials
  • improve relationships between them and their peers in school and between schools
  • develop an appreciation of good sportsmanship and a recognition of fair play
  • aspire to improve and challenge themselves in other settings including clubs and school representative teams
  • creates enough interest to want to join a club
  • provides an opportunity to become a leader, official or administrator.

The outcomes from a review of your competition provision will be:

•New competitive opportunities based on School partnerships are developed

•More young people are playing competitive school sport

•Competition is child/young athlete centred

•High quality principles are mirrored in schools and clubs

•Innovative good practice is exemplified and shared

•Clarity on roles and responsibilities is attained between DOS, HOPE, SSCo, Competition manager

•School based competition is more effectively integrated into each sports overall provision

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