Sport Wales Evaluation of the Physical Literacy …physicalliteracy.sportwales.org.uk/media/40469/spear...physical literacy. It identifies the skills that should be developed during

© SPEAR, Canterbury Christ Church University, March 2016 0

Sport Wales

Evaluation of the Physical Literacy Programme for Schools

& Physical Literacy Framework

FINAL REPORT Impact

March 2016

© SPEAR, Canterbury Christ Church University


CONTENTS

CONTENTS Page 1

HEADLINES Page 2

1) CONTEXT Page 4

1.1) ABOUT THE PROGRAMME AND FRAMEWORK Page 4

1.2) ABOUT THE EVALUATION Page 4

1.3) PROGRAMME OUTPUTS Page 7

2) IMPACT Page 8

2.1) …AFTER 12 WEEKS OF THE PLPS AND PLF Page 9

2.2) OUTCOMES Page 11

2.2.1) YOUNG PEOPLE’S PHYSICAL, SOCIAL & EMOTIONAL DEVELOPMENT

Page 12

2.2.2) YOUNG PEOPLE’S ENGAGEMENT, ATTENDANCE & BEHAVIOUR

Page 15

2.2.3) PRACTITIONERS’ COMPETENCE & CONFIDENCE Page 15

2.2.4) PARENTAL ENGAGEMENT Page 17

2.2.5) KNOWLEDGE & PROVISION OF SCHOOL TO SCHOOL SUPPORT Page 19

3) RECOMMENDATIONS Page 23

APPENDIX A METHODOLOGICAL NOTE Page 24

APPENDIX B PLPS AND PLF SURVEYS Page 25

APPENDIX C DETAILED SURVEY DATA AND GRAPHS Page 29

APPENDIX D SITE VISITS (separate document)


HEADLINES

PROGRAMME IMPACT

Since October 2014, the PLPS has engaged almost 16,500 young people from primary and secondary schools, of which almost 6,000 were involved in Young Ambassador-led opportunities, and over 10,500 involved in engaging opportunities.

On joining the programme, around 2,500 (23%) young people were physically active, around 1,700 (16%) felt happy, confident, sociable and resilient and around 2,000 (19%) were positively engaged in school every day.

The number of young people participating in physical activity every day by week 12 has increased by 204%, resulting in over 5,000 additional young people engaging in physical activity every day.

The number of young people feeling happy, confident, sociable and resilient every day by week 12 has increased by 313%, resulting in over 5,300 additional young people with enhanced social and emotional health.

The number of young people positively engaged in school every day by week 12 has increased by 258%, resulting in over 5,200 additional young people positively engaging in school every day.

Survey data from over 670 young people demonstrate that over 12 weeks, PLPS initiatives are effective mechanisms for increasing physical activity levels, improving social and emotional health, and heightening engagement in school.

The provision of flexible and personalised development opportunities that meet practitioner need, raise awareness of holistic and authentic pedagogies, and support whole school agenda have been particularly successful features of the PLPS and PLF.

The PLPS and PLF could inform an integrated approach to developing and encouraging teachers to apply the pedagogical principles and practices required to implement the new curriculum.

The PLPS and PLF have the potential to provide parental engagement opportunities that enhance holistic development and strengthen relationships between families and schools.

The PLPS and PLF have enabled schools to engage in a journey of continuous development and self-improvement, vital in building capacity and creating a sustainable school to school support network.


RECOMMENDATIONS

1) Promote the PLPS and PLF as a tool to inform an integrated approach to developing

and encouraging the pedagogical principles and practices required to implement ‘A curriculum for Wales - a curriculum for life’.

2) Advise schools to embed continuous monitoring into the delivery of the PLPS and PLF to maximise the impact of initiatives and evidence the value of their investment in the programme and framework.


1) CONTEXT

1.1) ABOUT THE PROGRAMME AND FRAMEWORK

The Physical Literacy Programme for Schools (PLPS) and Physical Literacy Framework (PLF) are funded by the Welsh Government, led by Sport Wales and delivered by PLPS regional consortia teams. The key aims of the PLPS are to improve the health and wellbeing of young people in Wales, contribute to whole school improvement, and encourage schools to use more physical contexts for holistic learning. Through the Targeted Intervention Programme for Schools (TIPS), the PLPS also aims to support delivery of the Welsh Government’s strategic priorities for Closing the Gap. The PLPS has been linked with the Welsh Schools Challenge Cymru programme developed by the Welsh Government to support under-performing schools from the most deprived areas in Wales.

The PLF is a tool for schools, staff, practitioners and parents to support the development of physical literacy. It identifies the skills that should be developed during a young person’s school life and illustrates the importance of developing confidence, motivation and knowledge within the physical domain. The PLF provides practitioners with clear expectations that help promote, inform and track the progress of every child along their physical literacy journey.

The key features of the PLPS and PLF demonstrate clear alignment with the Welsh Government’s commitment to implement the ‘Successful Futures’1 recommendations in ‘A curriculum for Wales - a curriculum for life’2. The emphasis on broad and balanced learning, flexibility in approach, responsiveness to emerging needs and the development of holistic skills highlights the potential of the PLPS and PLF to make an active contribution to the new National Curriculum for Wales.

1.2) ABOUT THE EVALUATION

The Centre for Sport, Physical Education & Activity Research (SPEAR) was commissioned from October 2014 to March 2016 to conduct an independent evaluation of the PLPS and PLF. In March 2015, SPEAR produced the first Interim Report capturing the ‘Reception & Engagement’ of schools with the programme and framework. A second Interim Report highlighting the ‘Activities & Achievements’ of the PLPS and PLF was produced in September 2015. The Final Report supplements and supersedes both Interim Reports.

SPEAR’s Final Report focuses on the impact of the PLPS and PLF on the physical, social and emotional development of young people, their attitudes to self and school, and their engagement, attendance and behaviour. Multiple perspectives on key areas of impact relating to parental engagement, the confidence and competence of practitioners, and knowledge around the provision of school to school support are also provided. Data informing this report are drawn from Children and Young People (CYP) Surveys; Practitioner Surveys; visits to regional educational consortia and schools and; interviews with headteachers. Surveys were developed by SPEAR, distributed by PLPS teams, and facilitated and returned by schools. Due to insufficient survey returns, data collated from primary and secondary participants have been combined and will be presented as a collective sample referred to as young people throughout this report. The sample of returned surveys for Young Leaders/Ambassadors is insufficient to

1 Donaldson G (2014) Successful Futures: Independent Review of Curriculum and Assessment Arrangements in

Wales. 2 Welsh Government (2015) A curriculum for Wales - a curriculum for life.


generate reliable inferences and has been omitted from the Final Report. Key messages are summarised at the start of each section (and in the Headlines section on page 2). The report is divided into two substantive sections; Impact and Recommendations. While SPEAR recognises the importance of understanding how impact has been delivered, a programme delivery section is not included in this report on request from Sport Wales. A methodological note is provided at appendix A, but table 1.1 summarises the evaluation approach for the PLPS and PLF.


Table 1.1) Physical Literacy Programme for Schools Evaluation Process

Research Sample

Secondary Analysis Evidence review and subsequent development of PESS, PLPS and PLF interactive case studies.

12 PESS and PLPS interactive case studies.

12 PLPS and PLF interactive case studies.

Cross-sectional survey of children and young people (CYP)

(Target sample = 400)

Surveys developed and distributed to PLPS teams to facilitate.

Returned surveys collated, data inputted and analysed.

Survey data collated for children and young people combined to achieve a maximum margin of error of <+/-5%.

476 CYP surveys returned at week 1 (Primary = 444; Secondary = 32).

443 CYP surveys returned at week 6 (Primary = 253; Secondary = 190).

320 CYP surveys returned at week 12. (Primary = 208; Secondary = 112).

Cross-sectional survey of young leaders/ambassadors (YAs)

(Target sample = 400)

Surveys developed and distributed to PLPS teams to facilitate.

Sample size of returned surveys insufficient to provide robust evidence and is therefore not presented in the Final Report.

43 YA surveys returned at week 1. 4 YA surveys returned at week 6. 0 YA surveys returned at week 12.

Cross-sectional survey of practitioners

Qualitative surveys developed and distributed to PLPS teams to facilitate.

Returned surveys collated, data inputted and analysed.

24 Practitioner surveys returned at week 1.



Site visit case studies Site visits were made to schools and regional consortia teams to explore and assess multiple perceptions of impact, delivery and sustainability.

Data from telephone interviews transcribed, content analysed and case studies produced.

6 visits: 4 primary school visits, 2 secondary school visits: 2 in Central South Wales, 1 in South East Wales, 2 in South West and Mid Wales, 1 in North Wales.

Telephone interviews with PLPS and school staff

Telephone interviews conducted with PLPS and school staff to examine delivery and perceptions of impact.

Telephone interviews conducted with headteachers to assess programme delivery and impact.

Data from telephone interviews transcribed, content analysed and presented in Interim Reports 1 and 2 and the Final Report.

Telephone interviews with 41 PLPS and school staff.

Telephone interviews with 9 secondary school and 2 primary school headteachers.


1.3) PROGRAMME OUTPUTS

The key outputs for PLPS and PLF are the provision of engaging opportunities for young people, parental opportunities, Young Ambassador-led activities, athlete mentor opportunities, Leaders of Learning opportunities, PLF training opportunities and empowering opportunities. Monitoring data from PLPS teams, collated by Sport Wales and presented in table 1.2 indicate that almost 900 engaging and training opportunities have been offered, more than 3,900 sessions delivered, and nearly 23,500 young people, Young Ambassadors, parents and teachers engaged in the PLPS. Output targets for offering engaging opportunities for young people and parents, athlete mentor opportunities, and the provision of Young Ambassador-led, Leaders of Learning and PLF training opportunities have all been exceeded.

Table1.2) Monitoring data collated by PLPS teams (2014-16) and supplied by Sport Wales

132 secondary schools, 32 primary schools

250 secondary schools, 58 primary schools, 2 special schools

3Teachers

These outputs are designed to deliver the outcomes discussed in the next section, which explores the impact of PLPS and PLF on key outcome indicators.

Output Programme

Target

2014-16

Opportunities Offered

Sessions Delivered

Participants Engaged

1. Engaging opportunities (young people)

80 221 2,710 10,687

2. Parental opportunities 32 63 340 1,133

3. Young Ambassador-led opportunities 60 98 334 5,797

4. Athlete mentor opportunities 44 104 13 2912

5. Leaders of Learning 641 110

2 108 151

6. PLF training opportunities 56 286 465 2,710

7. Empowering opportunities3 16 7 7 68

Total 889 3,977 23,458


2) IMPACT OF PLPS AND PLF

HEADLINES

Since October 2014, the PLPS has engaged almost 16,500 young people from primary and secondary schools, of which almost 6,000 were involved in Young Ambassador-led opportunities, and over 10,500 involved in engaging opportunities.

On joining the programme, around 2,500 (23%) young people were physically active, around 1,700 (16%) felt happy, confident, sociable and resilient and around 2,000 (19%) were positively engaged in school every day.

The number of young people participating in physical activity every day by week 12 has increased by 204%, resulting in over 5,000 additional young people engaging in physical activity every day.

The number of young people feeling happy, confident, sociable and resilient every day by week 12 has increased by 313%, resulting in over 5,300 additional young people with enhanced social and emotional health.

The number of young people positively engaged in school every day by week 12 has increased by 258%, resulting in over 5,200 additional young people positively engaging in school every day.

Survey data from over 670 young people demonstrate that over 12 weeks, PLPS initiatives are effective mechanisms for increasing physical activity levels, improving social and emotional health, and heightening engagement in school.

The provision of flexible and personalised development opportunities that meet practitioner need, raise awareness of holistic and authentic pedagogies, and support whole school agenda have been particularly successful features of the PLPS and PLF.

The PLPS and PLF could inform an integrated approach to developing and encouraging teachers to apply the pedagogical principles and practices required to implement the new curriculum.

The PLPS and PLF have the potential to provide parental engagement opportunities that enhance holistic development and strengthen relationships between families and schools.

The PLPS and PLF have enabled schools to engage in a journey of continuous development and self-improvement, vital in building capacity and creating a sustainable school to school support network.


This section explores the impact of the PLPS and PLF on key outcome indicators for the programme, including young people’s physical literacy, physical activity levels and confidence (full outcome indicators for the programme are presented in figure 2.1, page 11). Data informing this section are drawn from 1,239 Children and Young People Survey returns3, 48 Practitioner Survey responses, 6 visits to schools and regional consortia, and 11 headteacher telephone interviews. Monitoring and management data collated by PLPS teams on behalf of Sport Wales has also been provided. Matching this data with our own cross-sectional survey data of young people (in which young people complete their individual responses as part of a teacher-led group activity), we are able to estimate programme outcomes with a maximum margin of error of +/-5% (see appendix A, methodological note). This section presents Children and Young People Survey data relating to the physical activity (including the components of physical literacy aligned to the PLF), social and emotional health, and the positive engagement in school of young people participating in PLPS initiatives over 12 weeks. Practitioner Survey responses, visits to schools and regional consortia, and headteacher interviews explore parental engagement, the confidence and competence of practitioners, knowledge around the provision of school to school support, and the wider impact of the programme. The Children and Young People Surveys examine the impact of the programme by asking a series of questions aligned to each aspect or component. The response scale for all questions is ‘every day’, ‘most days’, ‘some days’ and ‘never’; a breakdown of all responses is provided in appendix C. Physical activity is measured by asking young people about what they did, felt and liked about being active. Physical literacy is captured by combining a number of questions relating to the four components; physical activity behaviour, knowledge and understanding, confidence, and motivation and enjoyment. Social and emotional health is captured through questions relating to how happy, confident, sociable and resilient participants feel. Positive engagement in school is measured by asking young people about their attitudes to taking part in class, sharing ideas, listening to and helping others, being at school and with other students, and whether young people place importance on learning. The Practitioner Survey responses, visits to schools and regional consortia, and headteacher interviews captured qualitative data relating to key aspects of parental engagement, the confidence and competence of practitioners, and knowledge around the provision of school to school support. Qualitative data also provides further insight into the holistic impact of the programme on the physical, social and emotional development of young people, their attitudes to self and school, and their engagement, attendance and behaviour. 2.1) …OVER 12 WEEKS OF THE PLPS AND PLF

Since October 2014, the PLPS has engaged over 10,500 young people in engaging opportunities from primary and secondary schools. On joining the programme, around 2,500 (23%) young people were physically active, around 1,700 (16%) felt happy, confident, sociable and resilient and around 2,000 (19%) were positively engaged in school every day. This suggests that initiatives effectively targeted groups of young people who were less active, less engaged in school, and with lower levels of social and emotional health. However, data from over 6704 young people demonstrate that over 12 weeks, PLPS initiatives are effective mechanisms for increasing physical activity

3 1,239 survey returns from 673 unique children and young people.

4 673 unique children and young people


levels, improving social and emotional health, and heightening engagement in school among targeted groups of young people (table 2.1).

Despite only around 2,500 (23%) young people participating in physical activity every day on engagement with PLPS initiatives, the number of young people participating in physical activity every day by week 12 has increased by 204%, resulting in over 5,000 additional young people engaging in physical activity every day. While around 1,700 (16%) young people felt happy, confident, sociable and resilient every day prior to joining their PLPS initiatives, the number feeling happy, confident, sociable and resilient every day by week 12 has increased by 313%, resulting in over 5,300 additional young people with enhanced social and emotional health. In addition, while only around 2,000 (19%) young people were positively engaging in school every day prior to joining their PLPS initiatives, the number positively engaged in school every day by week 12 has increased by 258%, resulting in over 5,200 additional young people positively engaging in school every day.

Table 2.1) Programme participation and impact 2014-2016 (n=673)

ON JOINING THE PROGRAMME

OVERALL 10,867

*Every day

Physically active 2,458 (23%)

Happy, confident, sociable and resilient 1710 (16%)

Positively engaged in school 2,031 (19%)

12 WEEKS LATER...

*Every day

Physically active 7,481 (70%)

Happy, confident, sociable and resilient 7,053 (66%)

Positively engaged in school 7,267 (68%)

WHAT WAS THE IMAPCT?

*Every day

Physically active + 204% (5,023)

Happy, confident, sociable and resilient + 313% (5,343)

Positively engaged in school + 258% (5,236)

* The Children and Young People Surveys examined the impact of the programme on physical

activity, social and emotional health and positive engagement in school by asking a series of questions aligned to each aspect. The response scale for all questions is, ‘everyday’ / ‘most days’ / ‘some days’ / ‘never’. A detailed breakdown of all questions, responses and data is provided in appendix C.


There was a relatively even split of boys and girls recruited to PLPS initiatives, with 59% of programme participants being boys, and 41% being girls. Analyses by gender show no statistically significant differences in the impact of the programme between boys and girls. In addition, notwithstanding the limitations of sample size discussed in section 1.2, exploratory analyses of children and young people data suggest there are no differences in the impact of PLPS initiatives between primary and secondary aged participants. 2.2) OUTCOMES

This section analyses data from Children and Young People Surveys, Practitioner Surveys, school visits and interviews with regional consortia and headteachers to assess the impact of the PLPS and PLF on target outcomes. The PLPS and PLF outputs shown in table 2.1 are intended to achieve the nine designated programme outcomes in figure 2.1. The outcomes relate to the physical, social and emotional development of young people, their attitudes to self and school, and their engagement, attendance and behaviour. They also relate to the engagement of parents, the confidence and competence of practitioners, the efficacy of athlete mentors and Young Ambassadors, and knowledge around the provision of school to school support. The following sections discuss the achievement of outcomes under these headings.

OUTCOMES

Figure 2.1) Designated outcome indicators for the PLPS and PLF

OU

TPU

TS

1. Young people’s improvement in physical competence/confidence and enjoyment of taking part in physical activity (physical literacy)

2. Young people more physically active

3. Improved self-esteem and confidence / improved mental health

8. Young Ambassadors more confident and inspirational

7. Athlete visits inspiring young people / parents / practitioners

6. Parents more engaged in their children’s physical development

5. Practitioners feel more confident in delivering engaging sessions (improved pedagogy)

4. Young people more engaged and ready to learn/reduced absenteeism/improved behaviour

9. Educational consortia know where to access effective physical literacy schools/leaders to provide school to school support


2.2.1) YOUNG PEOPLE’S PHYSICAL, SOCIAL & EMOTIONAL HEALTH

Analyses of the Children and Young People Survey data show statistically significant increases between weeks 1 and 12 in levels of physical activity in participating young people. Measuring the impact of the PLPS on the physical literacy development of young people has been captured through the sub-analysis of physical activity data aligned to the four key physical literacy dimensions: physical activity behaviour, knowledge and understanding, confidence, and motivation and enjoyment. Figure 2.2 represents responses ‘every day’ relating to these dimensions at weeks 1 and 12; data labels highlighted in red and underlined represent statistically significant differences in overall responses between weeks 1 and 12.

Figure 2.2) Increase in dimensions of young people’s physical literacy ‘every day’

over 12 weeks of the programme (n=673) Physical activity behaviour is measured by the frequency and intensity of physical activity undertaken, and whether young people felt that they were active. Data show statistically significant increases between weeks 1 and 12 in the number of young people undertaking at least 60 minutes of physical activity where their heart beats faster. This represents a significant increase in the proportion of young people undertaking moderate intensity physical activity in line with the CMO recommendations5. Increased participation was also reported to increase positive engagement, with insights from headteacher interviews reinforcing the programme impact data; “Participation levels increased as a result of yoga and really engaged the disengaged girls in PE” (Headteacher, Milford Haven Comprehensive). This view was shared by practitioners; “learners have all become more physically active, as well as more engaged in class” (Health Mentor, Betwes Primary School and Blaengarw Primary School); “pupils really enjoy the sessions and definitely seem to be far more active and engaged in class too” (Teacher and PE co-ordinator, Ysgol Deganwy). The impact on the ‘knowledge and understanding’ of young people was assessed by asking participants whether they place importance on being active, whether they have the knowledge to make the movements necessary to play games well, whether they think about the ways in which they move, and whether they are able to express this verbally.

5 Start Active, Stay Active: A report on physical activity for health from the four home countries’ Chief Medical

Officers, 2011

40%

27%

45% 43%

72%

58%

73% 75%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Physical ActivityBehaviour

Knowledge andunderstanding

Confidence Motivation andEnjoyment

Week 1 'Every day' Week 12 'Every day'


Analysis shows statistically significant increases over the 12 weeks in all aspects relating to the ‘knowledge and understanding’ of young people participating in PLPS initiatives. Headteachers and practitioners have particularly noted the positive impact initiatives have had on young people’s attitude towards embracing an active lifestyle:

The pupils have really been empowered to take ownership and responsibility for their physical development, activity and their health and wellbeing. You can see the young people really start to understand and grasp the importance of engaging in lifelong activity that will benefit their health and wellbeing for many years to come.

(Headteacher, Pentrehafod Secondary School)

Confidence is measured by asking young people questions relating to whether they feel able to create new games or activities, and whether they think they are good at physical activities or games. Data show statistically significant increases over 12 weeks in all aspects relating to the confidence of young people participating in PLPS initiatives. The development of young people’s confidence and self-efficacy, especially in the less active, is not only a potential stepping stone to increased activity, but is often crucial to sustained increases in physical activity levels. These findings are supported by the Practitioner Survey data; “learners are becoming increasingly more confident when participating in and setting up their own team games, and most children are confidently demonstrating their newly developed skills” (Teacher, Gellifaelog Primary School). Headteacher interview data confirmed these findings; “pupils have benefited enormously from the multi skills and bike park projects, they have gained confidence in their physical skills, their general attitude to trying new activities is more positive and their self-esteem has been enhanced” (Headteacher, Cyfarthfa High School). The headteacher at Milford Haven noted that “using a Sport Education model allowed pupils to take responsibility and ownership for their learning in literacy and numeracy using physical activity and sport as the vehicle; this really improved the pupils’ confidence, competence and engagement in all sessions”.

Assessment of motivation and enjoyment was undertaken by asking young people about their attitudes to playing games with others and their enjoyment of physical activities. Data demonstrate statistically significant increases between weeks 1 and 12 in the levels of motivation and enjoyment of young people participating in PLPS initiatives. This is reflected in the positive comments made by headteachers during the interview process. For example, the headteacher at Llanwern High School suggested that:

There have been huge benefits to this new way of working; we have young people wanting to come back to do more activities because they are motivated and enjoy the activities. We also have other pupils not participating coming along and wanting to be involved in these activities.

(Headteacher, Llanwern High School)

Figure 2.3 highlights the aspects of engaging in PLPS initiatives young people enjoyed. At both weeks 1 and 12, ‘having fun’ is what young people like best about being active, closely followed by ‘being with friends’, ‘getting fit’, and ‘getting better at the games I play’. Less than half of the young people like ‘playing to win’. This suggests that opportunities to socialise with friends and having fun are more important aspects than competition to the young people participating in initiatives. However, after 12 weeks of a PLPS initiative the ‘having fun’, ‘being with friends’, ‘learning new things’, and ‘playing to win’ aspects of participation enjoyed by


young people increased significantly. While there were no statistically significant differences in young people’s attitudes towards ‘getting better at the games I play’, ‘feeling included’ and ‘making new friends’, following a 12 week PLPS initiative their enjoyment of each aspect increased. This suggests that as young people develop their physical skills and competencies, their enjoyment of all aspects of physical activity, including ‘playing to win’ increase significantly or remain high.

Figure 2.3) Aspects of activity enjoyed by young participants in weeks 1 and 12 of engagement in the PLPS (n=673)

After 12 weeks, PLPS initiatives have a significant and positive effect on the physical activity behaviour, knowledge and understanding, confidence, and motivation and enjoyment of participating young people. This suggests that PLPS initiatives, including those aligned to the PLF, provide an effective vehicle for the physical development of young people while also having the potential to facilitate lifelong physical activity.

In addition to measures of physical activity, young people were surveyed about their social and emotional health. Young people were asked what they thought, felt and liked about various elements relating to their social and emotional status, with a particular focus on happiness, confidence, social skills and resilience. Data show statistically significant increases between weeks 1 and 12 in all aspects relating to the social and emotional development of participating young people. This was reflected in comments received during headteacher interviews:

Pupils have benefited enormously from the initiatives, you can see the change in them they have gained so much more confidence and their self-esteem has improved massively. But also they’ve developed those vital wider social and personal skills; they are much more independent, creative and willing to participate.

(Headteacher, Cyfarthfa High School)

The headteacher at Cymmer Primary School noted that the development of pupils’ social, emotional and personal skills has been the main impact of the PLPS initiatives:

We have a social and emotional behaviour unit attached to the school and PLPS really fits into our nurturing environment. What we have noticed is just how much the

92%

81% 78% 74%

70% 66% 65%

60%

41%

97%

89%

78% 78% 74%

66% 72%

68%

52%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Having fun Being withfriends

Getting fit Gettingbetter at

the games Iplay

Makingnew friends

Making upnew games

Feelingincluded

Learningnew things

Playing towin

Week 1 Week 12


learners’ social, emotional, behavioural and cooperation skills have improved, as well as the learners’ level of enjoyment.

(Headteacher, Cymmer Primary School)

2.2.2) YOUNG PEOPLE’S ENGAGEMENT, ATTENDANCE & BEHAVIOUR

Assessment of positive engagement and behaviour in school was undertaken by asking young people about their attitudes to taking part in class, sharing ideas, listening to and helping others, being at school and with other students, and whether they place importance on learning. Data demonstrate statistically significant increases between weeks 1 and 12 in the positive engagement of participating young people. Evidence from the Practitioner Survey and headteacher interviews confirm the positive impact PLPS initiatives have had on the engagement and behaviour of participating young people. An English teacher at Tonyrefail Comprehensive noted that “the cross curricular PLPS initiative has made the learners more positive about English, they are more confident and engaged in what they are writing about which has improved attainment levels.” The headteacher at Tonyrefail Comprehensive indicated that “using physical activity to ‘hook’ and engage learners into developing their literacy skills really worked. Writing about an authentic experience has increased their self-esteem, enhanced their engagement in sessions and definitely improved their behaviour.” Practitioners and headteachers reported marked improvements in attendance throughout the PLPS and PLF; “our target group has improved attendance and engagement which is having a knock on effect on their attitude to learning and reduced the number of behavioural issues” (Headteacher, Brynmenyn Primary School). During the site visit to Bryn Hafren Compressive School the Head of Music noted “the idea of transferable skills and cross-curricular work has just made the girls really more enthusiastic. The fact that they could do something else with the piece of music really inspired them and they had a greater understanding.” 2.2.3) PRACTITIONERS’ COMPETENCE & CONFIDENCE

This section provides an assessment of impact of the PLPS and PLF on the confidence and competence of practitioners in delivering engaging opportunities through enhanced pedagogical practices. Qualitative data has been drawn from Practitioner Surveys, headteacher interviews and site visits. Evidence from Practitioner Surveys, headteacher interviews and site visits suggest the PLPS and PLF has raised awareness that movement based pedagogical approaches can address whole school agenda. For example, the Head of PE at Bryan Hafren Secondary School stated that:

I attended the HoDs meetings and the Leaders of Learning where I was introduced to the PLF, Challenge Based Learning and how to confidently affect systematic change at a management and whole school level. As a result I wanted and I knew there were so many opportunities to make cross curricular links and to make lessons more active and authentic and really enhance our pedagogy as teachers.

(Head of PE, site visit case study 4, appendix D)

The PLPS and PLF appear to support the development of practitioners by providing practical and meaningful learning opportunities. These opportunities are vital to building the confidence


and competence key to effective delivery, as a Year 3 class teacher at the Blaenavon Heritage site visit school explained:

I feel much more confident having the support to try something new. PE isn’t my thing but I would really like to try something different with this. I have the enthusiasm and motivation to do this and once you’re confident with where things are going I think then everything will fall into place.

(Headteacher, site visit case study 5, appendix D)

Illustrative comments from practitioners regarding their personal development throughout the PLPS and PLF are presented in panel 2.1.

Panel 2.1) Practitioners’ comments on their confidence and competence (Practitioner Survey & Visit Schools)

I have really enjoyed having the time and opportunity to watch others, share ideas,

and different styles and skills in the sessions. It is good to have time together

to talk and plan as it is rare sometimes for us all to get together, which has helped us

really link things across.

The PLPS team have supported me and my colleagues in gaining confidence, skills and

knowledge to try something new and different to really engage the learners through a physical environment, and it

really works.

I have been outside my comfort zone, but combining PE with technology has been

great. The next step is to expand our cross curricular work and develop all staff to have the confidence to make sessions

more active.

Having the opportunity to stand back and watch, consider what I’ve seen and sit

down and really think about how I integrate my ideas in the planning of lessons is just great. I feel much more

prepared and confident.

Trying something new and seeing the learners really engage in the sessions has

been great. The training and support I have received has given me the skills and

confidence to try something new.

Just having the time and support to reflect on your own practice has been so useful. I

know this is only the start of my development and understanding of physical

literacy, but I feel much more confident.

Comments made in the Practitioner Survey suggest that the provision of flexible and personalised development opportunities that meet practitioner need, raise awareness of holistic and authentic pedagogies, and support whole school agenda have been particularly successful features of the PLPS and PLF. This has been reiterated by a number of headteachers, for example the headteacher at Gyffin Education Centre stated that “the initiative has had such a positive impact on the pedagogy and skills of our practitioners; we have developed good cross curricular outcomes which have improved learner outcomes.” The headteacher at Pentrehafod Secondary School suggested that “staff have definitely grown in confidence and expanded their skills and knowledge regarding using PE as a vehicle to enhance learning opportunities and experiences, which has been great for us, invaluable for our learners and our feeder primary schools.” Insights gained from headteacher interviews highlight the potential of the PLPS and PLF to develop the skills and pedagogical principles required for


successful implementation of the new curriculum, outlined in ‘A curriculum for Wales – a curriculum for life’. For example the headteacher at Cyfarthfa High School indicated that:

We put a successful bid in to become a lead creative school for the Pioneer Network. We are working on pedagogy and we will use what we have learnt through the physical literacy framework to further develop the cross departmental project involving PE, ICT and art.

(Headteacher, Cyfarthfa High School)

This highlights the positive impact the PLPS and PLF can have on building the confidence and skills practitioners require to deliver authentic and holistic pedagogical approaches. However, to effectively measure the long term impact of pedagogical change on academic standards and the holistic development of young people, a consistent and robust evidence base tracking practitioner and learner progress will be necessary. 2.2.4) PARENTAL ENGAGEMENT

This section provides an assessment of the impact of the PLPS and PLF on parental engagement. Evidence for this section has been drawn from site visit case study 6 (appendix D) and headteacher interviews. The PLPS and PLF aim to promote the development of strong family-school partnerships6 to create engaging and supportive learning environments both in school and at home. Successful parental engagement is recognised by schools to support a range of valued outcomes. While the practicalities of effectively engaging parents and families at times presented a challenge for PLPS teams and schools, the vast majority of PLPS initiatives now incorporate a parental engagement element. Examples of the type of opportunities offered to parents include parental sacs, PlaytoLearn training, healthy lifestyle workshops, showcasing events linked to challenge based learning, and a range of activity sessions such as walking clubs, fitness classes, learn to ride bike sessions, family-child play and development sessions.

Building on the feedback and recommendations of early parental engagement initiatives, PLPS teams and schools have identified a number of factors and strategies to seek to effectively engage families in the development of their children. These include a whole school approach and commitment to parental engagement; ensuring opportunities are perceived as worthwhile and valuable by parents and the school; delivering sessions that are accessible, fun, and relevant to parents and children; ensuring initiatives consider cultural/local need and; developing a multi-agency approach that involves schools and the community. It appears that PLPS initiatives that are particularly successful engage families at the conceptualisation phase of the programme and provide parents with a solid understanding of the association between physical development, health, wellbeing and academic attainment.

For example, Hafod Primary School in Swansea (site visit case study 6, appendix D) wanted to engage parents in the physical development of their children in school and at home as a part of a wider cluster primary and secondary school initiative. The schools recognised the potential to enhance the social, emotional and physical health of the children through parental engagement. The headteacher noted that “we are as a school committed to parental engagement and the health and development of our learners. This programme really fits with

6Family-school partnerships refer to the relationship between the school and the parent, family, carer or

significant other and child.


our ethos.” Initially the parental engagement opportunities were not as successful as hoped, however following a period of parental consultation and coffee mornings the initiative was ‘reshaped’ to meet the needs of the children and their families. After a challenging start the parental engagement initiative has had a profoundly positive impact on the children’s behaviour and willingness to engage in physical activity. Parents and teachers have also noted an improvement in the personal and social skills of those children involved; “feedback from the parents where they have seen a difference in the children has been great. They said they’ve seen their children grow in confidence and they are more able to play with others and share” (PLPS Mentor, site visit case study 6, appendix D).

Key to the success of the initiative was an initial period of consultation with parents to establish ‘what was worthwhile’, ‘what was valued’ and ‘what would engage them and why’? Feedback suggested that any parental engagement programme that focused on physical activity should emphasise the important links between physical development, health, wellbeing, cognitive development and academic achievement.

We came along to the first meeting, my husband and I, and we could really see the benefit. But felt the message needed to change how it supports health, physical activity, confidence and doing well at schools for our children.

(Parent, site visit case study 6, appendix D)

A key element of the programme was that all parents were active with their children during sessions. This was particularly important as the diverse nature of the school meant that many parents had not experienced PE or ‘games’ before and lacked confidence to ‘play games’ or initiate activities. Play and activity sessions were delivered every week after school in the school hall or the community centre hall. Parents and children were introduced to a range of PlaytoLearn activities, fun games and basic skills. Teachers spent time with parents to highlight key development points and how to support the physical progression of their children through the activities. The PLPS Mentor stated that “parents have been very forthcoming in asking questions about what activities they can try and how they might adopt these at home and the benefits they might have.” A parent suggested that “it gives us time with our children outside of work and other things, it gives us dedicated time to play with our children. As the weeks have gone on we have had lots more parents and children join too which has been great” (site visit case study 6, appendix D).

The initiative has developed to enable families to come together as a community and share their experiences, and was aided by the provision of a healthy buffet of international foods in the school hall directly after the activity sessions. This enabled a number of parents to join in who, through work commitments, were unable to attend the activity session but could join their families and share their experiences in the after-session buffet. A wider aim of the initiative was to build the confidence of both parents and children to continue the activities at home. The addition of parental sacs has successfully encouraged parents to ‘play games’ at home, which was seen to have a positive impact on the physical development of their children. One parent noted that “10 to 15 minutes a couple of times a week doing these exercises can help develop coordination, visual awareness, movement, discipline and keeping fit without them even knowing” (site visit case study 6, appendix D).

Providing parents with an opportunity to understand the association between physical development and the health, wellbeing and academic achievement of their children has been key to enhancing parental engagement opportunities. A period of parental consultation prior to any opportunity has been found to be essential if an effective, sustainable and valued


programme is to be delivered. Providing ‘home sacs’ to encourage activity outside of the school environment was noted by practitioners to be valued highly by parents, and consideration to wider cultural and local needs was perceived to have further enhanced parental engagement. Developing initiatives in partnership with cluster primary schools and secondary schools can create a sustainable engagement programme, and builds capacity into the school to school support network. Overall, evidence from site visits and headteacher interviews indicate that the PLPS and PLF have the potential to provide flexible parental engagement opportunities that enhance the holistic development of young people, and strengthen relationships between families and schools. 2.2.5) KNOWLEDGE AND PROVISION OF SCHOOL TO SCHOOL SUPPORT

This section provides an assessment of the impact of the PLPS and PLF on the knowledge and provision of school to school support. Evidence has been drawn from the Practitioner Surveys, headteacher interviews and site visits. The PLPS and PLF provide a range of formal, informal and bespoke opportunities in which to build capacity into the school to school support network. Opportunities include, but are not restricted to, the Leaders of Learning Network, PLF training opportunities, local and regional Heads of Department meetings, ‘buying out’ specialist staff to support and mentor other schools, ‘Teach Meets’, bespoke training opportunities and informal meetings. The development of communication, negotiation and influencing skills, aligned to Welsh Government’s ‘Leadership Standards’, is reported by PLPS teams to be key to the development of local school to school support networks.

While opportunities are flexible and varied, PLPS teams have worked towards core outcomes. These include building capacity into schools and communities to embed physical literacy outcomes, supporting a culture of self-improvement, challenging current pedagogical approaches, and creating a sustainable network. PLPS teams aim to empower staff and leaders to affect systematic change within their schools, while sharing experiences, knowledge and support with other schools. The PLPS teams believe that increasing understanding of the importance of holistic and authentic curricula that contextualise learning experiences through the physical domain has been essential in initiating systematic transformation. The PLPS and PLF have enabled schools to engage in a journey of continuous development and self-improvement, vital in building capacity and creating a sustainable school to school support network. Once schools have ‘bought into’ the importance of change, PLPS teams support the identification of the most appropriate school to school support model.

For example, the headteacher at Blaenavon Heritage Voluntary Controlled Primary School (site visit case study 5, appendix D) wanted to take a whole school approach to embedding the PLF to drive high quality PE and encourage a movement based pedagogy throughout the school. Working with the PLPS team the school identified key areas for development. These included supporting staff in the delivery of high quality PE through the use of PlaytoLearn and Dragon Multi Skills, supporting, reinforcing and contextualising learner experiences through PE, and integrating movement into other subject areas such as literacy and numeracy. A multifaceted school to school support model was developed to implement a whole school approach to embedding the PLF. The PLPS team employed a primary leader for one day a week, and ‘bought out’ a higher level teaching assistant (HLTA) from Ystrad Mynach Primary School for two days a week (one of which was used to continue to develop the PLF in her school). Both teachers had extensive knowledge of the physical development of children, the concepts of the PLF, and the development of literacy and numeracy through movement. The primary leader and HLTA worked with the school to create a development programme with 3 core elements:


1. Observation, modelling and delivery 2. Resource and planning support 3. Self-reflection and Evaluation (aligned to the Excellence in Teaching Framework)

As staff increased their knowledge, understanding and confidence they progressed to planning, delivering and evaluating independently with minimal support from the primary leader and HLTA. In order to create a sustainable system the PLPS team identified lead practitioners to embed the PLF and continue to support staff development within the school. This approach has been extremely effective and highly valued by all staff. Charlie, the Key Stage 2 PE Co-ordinator stated that:

The process is great. Having Gemma demonstrate and model the sessions and to understand how resources can be tweaked to fit your themes so easily, well you just don’t get that on a CPD course. For the best will in the world you often don’t have the opportunity or confidence to embed what you have learnt from the CPD into school without help, support and mentoring.

(Key Stage 2 PE Co-ordinator, site visit case study 5, appendix D)

The school to school support model used within Blaenavon Heritage Primary School has had a positive impact on the whole school. Teachers and children have embraced the PLF, which has heightened learner engagement, improved behaviour, and increased the children’s readiness to learn:

The children are much better behaved; you can see individual learners finish the activity independently! Normally it would take at least ten minutes to focus some of them on a task but they are so engaged in the activity, which is just fantastic.

(Year 2 Class Teacher, site visit case study 5, appendix D)

Both the staff and children are really enjoying this approach to teaching and learning; we have noticed a big difference in their participation in lessons, especially in PE. The children’s teamwork and behaviour have really come on nicely.

(Foundation Phase PE Coordinator, site visit case study 5, appendix D)

The whole school approach to embedding the PLF has been used alongside evidence gathered from other PLPS initiatives to support a successful application to become a pioneer school. As a pioneer school, Blaenavon Heritage Primary School will provide a vehicle to implement the new curriculum across Wales. Debbie the headteacher believes that their success can in part be attributed to their ongoing involvement with the PLPS team:

There is nothing else out there; if it wasn't for the PLPS team we would have nothing at all. For me if this support went we would have nothing to replace it and that would be absolutely tragic, particularly now they have all committed and put a priority on physical wellbeing and physical development - if that service went we would have nothing to replace and that would be a tragic loss.

(Headteacher, site visit case study 5, appendix D)

There is clear alignment between the PLPS and PLF and the recommendations for good teaching and effective learning outlined in ‘A curriculum for Wales – a curriculum for life’. The PLPS and PLF could provide an effective mechanism that supports the Pioneer Network in disseminating knowledge and experience to schools and practitioners across Wales. In order to effectively evaluate the overarching impact of the PLPS and PLF on school to school support,


clear success criteria relating to professional practice and learner outcomes must be identified. Schools must be able to evidence the impact of their school to school support activity, with particular consideration given to improving standards and enhancing wellbeing. For example, Blaenavon Heritage Primary School aligned the self-reflection and evaluation of their school to school support activity to key aspects of the Excellence in Teaching Framework (site visit case study 5, appendix D).


Panel 2.2) Closing comments from headteachers regarding the PLPS and PLF

The commitment the Maths staff have shown has been great, they really

understand the holistic links, have the confidence and skills to shape the physical

environment and incorporate physical activity to energise and engage learners.

Preparing staff and providing them with the confidence and skills to deliver a holistic and physical approach to teaching and learning is vital. The PLPS teams are really ahead of the game; these opportunities to upskill our staff

really fall in line with the new curriculum.

The two years we have been involved have made a big difference. The first year results

were fantastic but when we changed the focus to the children in the behavioural unit

in the second year, well it worked even better!

Without the PLPS and PLF I don’t think the pupils’ self-esteem would have increased the

way it did, they would not have had the opportunity to achieve what they achieved and gained those literacy skills they needed

to move into KS4.

Exposing the learners to activities they had not experienced before improved their

confidence, behaviour and writing skills.

The parents enjoyed it because they were involved, we invited them so they were

aware of what we were doing and they even took the bag home to use.

We really couldn’t have done it without the help of Angela from the PLPS team, the

support and professional development she provided was great.

It is the strength of the programme that things have not stopped at the end of the

intervention; these activities are taking place beyond the ‘shelf life’ of the project working

towards a sustainable model.

The project has helped us improve areas such as attendance and confidence, to a greater extent than if we didn’t have the

project. The speed of the benefits may not have been as quick or even not have

happened at all.

It has added another dimension to the curriculum and has improved levels of

motivation, self-esteem, confidence and encouraged pupils to become more

independent and creative, as well as developing those holistic skills.

While I try not to let money dominate things, without PLPS we couldn’t have done what we have done…It has been far better than we ever expected, so much so we are rolling it out with year 9 and even into year

10, it has grown that quickly!

We put a successful bid in to become a lead creative school for the Pioneer Network. We are working on pedagogy and will use what we have learnt through the PLF to further

develop the cross departmental project involving PE, ICT and art.

In terms of staff development it has given the staff a different take on PE and trying something different with the pupils who have not been engaged in the traditional

format of the subject.

When I went down to listen to Professor Donaldson it was very clear that the

messages aligned with PLPS and PLF. The PLPS team is really strategic and forward

thinking, ahead of the game!


3) RECOMMENDATIONS

HEADLINES

1) Promote the PLPS and PLF as a tool to inform an integrated approach to developing and encouraging the pedagogical principles and practices required to implement ‘A curriculum for Wales - a curriculum for life’.

2) Advise schools to embed continuous monitoring into the delivery of the PLPS and PLF to maximise the impact of initiatives and evidence the value of their investment in the programme and framework.

1. Promote the PLPS and PLF as a tool to inform an integrated approach to developing and

encouraging the pedagogical principles and practices required to implement ‘A curriculum for Wales - a curriculum for life’. Sections 2.2.3 and 2.2.5 provide examples of training opportunities delivered through the PLPS and aligned to the PLF to develop and build capacity within schools to embed physical literacy outcomes, develop pedagogical practices and embrace a culture of self-improvement. The examples illustrate how the PLPS and PLF can be used to encourage cross curricular collaboration, equipping teachers with the knowledge, skills, confidence and motivation to try innovative approaches to teaching and learning. Schools recognise the potential of the PLPS and PLF to effectively develop and prepare staff for the changes required for the new curriculum: “Preparing staff and providing them with the confidence and skills to deliver a holistic and physical approach to teaching and learning is vital. These opportunities to upskill our staff really fall in line with the new curriculum” (Headteacher, Blaenavon Heritage Voluntary Controlled Primary School). Evidence for the potential of the PLPS and PLF to build capacity into the school to school support system (section 2.2.5) and support pedagogical development (section 2.2.3) suggests that the programme and framework could support an integrated approach to successful implementation of the new curriculum. Highlighting this potential to the Successful Futures Independent Advisory Group and the Change Board could support effective implementation of ‘A curriculum for Wales - a curriculum for life’.

2. Advise schools to embed continuous monitoring into the delivery of the PLPS and PLF to maximise the impact of initiatives and evidence the value of their investment in the programme and framework. Sections 2.2.1 and 2.2.2 highlight the importance of capturing evidence that tracks the impact of the PLPS and PLF on the physical, social, and emotional development of young people, their attitudes to self and school, and their engagement, attendance and behaviour. This information is vital to maximising programme and framework outcomes. While schools may no longer be required to record programme outcomes for independent evaluation, continuous monitoring at school level will be important to enhance, evaluate and evidence the value of the PLPS and PLF on whole school agenda and health and wellbeing outcomes for targeted young people. Embedding the use of existing monitoring and assessment tools to further explore the impact of initiatives on the holistic development of young people may be useful, for example Dragon Tracker, INCERTS data and SEAL assessment.


APPENDIX A) METHODOLOGICAL NOTE

To assess the impact of the programme, SPEAR developed Children, Young People and Young Leader/Ambassador Surveys for teacher-guided completion by children aged 7 and above (appendices B1 to B4). Surveys were to be completed at six week intervals for the duration of the initiative to capture change over time. To provide an indication of sustainability, surveys were to be completed twelve weeks after an initiative had finished. The Practitioners’ Survey included qualitative questions relating to planning, implementation, engagement and evaluation of the PLPS and PLF. These were to be completed at the same timepoints as the Children, Young People and Young Leader/Ambassador Surveys. SPEAR produced packs of hard copy surveys (including teacher guidance, informed consent and data protection forms) for PLPS teams to distribute to schools at the appropriate time. Once completed, schools posted these surveys directly back to SPEAR. The target sample of survey returns from 400 children, 400 young people and 400 young leaders/ambassadors at each time point is based on a maximum margin of error of less than +/-5%. A total of 1,239 surveys from 673 unique children and young people were received for cross-sectional analysis. The sample size of returned Young People Surveys was insufficient to provide evidence for the impact of the programme on secondary school participants. Therefore, data from the Young People and Children Surveys (secondary and primary participants) has been combined to achieve a maximum margin of error +/-3.7% (table A1). While survey returns from children and young people for week 12 were lower than anticipated (n=320), the sample still achieved a maximum margin of error of +/-5%. However, there were insufficient Young Leader/Ambassador Survey returns to generate reliable inferences for these young people and as such, this data has been omitted from the Final Report.

Table A1) Number of survey returns

Children

(Primary School) Young People

(Secondary School) Young

Leaders/Ambassadors Practitioners

Week 1

444 32 43 24

Week 6 253 190 4 2

Week 12

208 112 0 22

Total 905 334 47 48

Where upscaled figures relating to school engagement, physical activity, social and emotional wellbeing and physical literacy constructs are provided, they are derived from survey returns (n=1,239) and Sport Wales monitoring and management data from PLPS teams. Grossed up demographic data is derived from the responses from 673 unique children and young people, and this data has a maximum margin of error of +/- 3.7%.


APPENDIX B1) CHILDREN SURVEY (actual size A5 double-sided)


APPENDIX B2) YOUNG PEOPLE SURVEY (actual size A5 double-sided)


APPENDIX B3) YOUNG LEADER AND AMBASSADOR SURVEY (actual size A4 double-sided)


APPENDIX B4) PRACTITIONER SURVEY (actual size A4 double-sided booklet)


APPENDIX C) CHILDREN AND YOUNG PEOPLE SURVEY DATA

Tables C1 to C9 show the breakdown of responses to the Children and Young People Survey. Table C1 shows the data in relation to the three overarching constructs: positively engaged in school, physically active and happy, confident, sociable and resilient. Tables C2 to C4 show the responses to each question within the corresponding construct. Figures C1 to C4 shows the percentages of young people positively engaged in school, physically active, happy, confident, sociable and resilient ‘every day’ with statistically significant changes highlighted in red. Table C5 shows the data in relation to the four physical literacy constructs: Physical Activity Behaviour, Knowledge and Understanding, Confidence, and Motivation and Enjoyment. Tables C6 to C9 show the responses to each question within the corresponding construct.

Table C1) Construct data for weeks 1 & 12 (n=673)1

Positively engaged in school

Physically active Happy, confident, sociable

and resilient

Week 1 Week 12 Week 1 Week 12 Week 1 Week 12

Never 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%)

Some days 748 (7%) 641 (6%) 427 (4%) 427 (4%) 962 (9%) 427 (4%)

Most days 7,908 (74%) 2,779 (26%) 7,802 (73%) 2,779 (26%) 8,015 (75%) 3,207 (30%)

Every day 2,031 (19%) 7,267 (68%) 2,458 (23%) 7,481 (70%) 1,710 (16%) 7,053(66%)

1n=673, upscaled using PLPS Management Information provided by Sport Wales across 2014-2016

Figure C1) Physically active, happy, confident, sociable and resilient, and positively engaged in school ‘Every day’ at weeks 1 & 12 (n=673)

23%

16% 19%

70% 66%

68%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Physically Active Happy, confident, sociableand resilient

Positively engaged in School



Table C2) Positively engaged in school data for weeks 1 & 12 (n=673)1

I like taking part in class

I like to listen to others

I share my ideas with others

I like to learn new things

Week 1 Week 12 Week 1 Week 12 Week 1 Week 12 Week 1 Week 12

Never 427 (4%)

214 (2%)

321 (3%)

107 (1%)

427 (4%)

214 (2%)

214 (2%)

107 (1%)

Some days 1,603 (15%)

748 (7%)

1,817 (17%)

855 (8%)

1,603 (15%)

1,389 (13%)

1,069 (10%)

748 (7%)

Most days 5,130 (48%)

3,528 (33%)

5,344 (50%)

3,848 (36%)

5,130 (48%)

2,888 (27%)

5,662 (53%)

3,953 (37%)

Every day 3,527 (33%)

6,197 (58%)

3,205 (30%)

5,877 (55%)

3,527 (33%)

6,196 (58%)

3,742 (35%)

5,879 (55%)

I like being at school I help others in class I like being with other

children I think Learning at school is important


Never 534 (5%)

427 (4%)

214 (2%)

214 (2%)

214 (2%)

0 (0%)

214 (2%)

107 (1%)

Some days 2,458 (23%)

1,069 (10%)

1,924 (18%)

1,176 (11%)

1,389 (13%)

855 (8%)

962 (9%)

641 (6%)

Most days 5,023 (47%)

3,312 (31%)

5,985 (56%)

3,525 (33%)

4,807 (45%)

3,418 (32%)

4,273 (40%)

2,883 (27%)

Every day 2,672 (25%)

5,879 (55%)

2,564 (24%)

5,772 (54%)

4,277 (40%)

6,414 (60%)

5,238 (49%)

7,056 (66%)



Figure C2) Positively engaged in school ‘Every day’ at weeks 1 & 12 (n=673)

33% 30%

33% 35%

25% 24%

40%

49%

58% 55%

58% 55% 55% 54%

60%

66%

0%

10%

20%

30%

40%

50%

60%

70%

80%

I like takingpart in class

I like to listento others

I share myideas with

others

I like to learnnew things

I like being atschool

I help othersin class

I like beingwith other

children

I thinklearning atschool is

important



Table C3) ‘Physically active’ data for weeks 1 & 12 (n=673)

I do more than 60 minutes of physical activity where my heart beats faster

I think about how to move when I play

games

I feel happy when I play games

I think being active is important

I look forward to playing games

I think I am good at playing games

Week 1 Week 12 Week 1 Week 12 Week 1 Week 12 Week 1 Week 12 Week 1 Week 12 Week 1 Week 12

Never 323 (3%)

323 (3%)

323 (3%)

215 (2%)

215 (2%)

107 (1%)

214 (2%)

107 (1%)

321 (3%)

107 (1%)

534 (5%)

321 (3%)

Some days 2,244 (21%)

1,176 (11%)

1,069 (10%)

855 (8%)

1,176 (11%)

534 (5%)

641 (6%)

641 (6%)

1,603 (15%)

427 (4%)

1,389 (13%)

643 (6%)

Most days 5,237 (49%)

3,527 (33%)

5,237 (49%)

3,634 (34%)

4,382 (41%)

3,527 (33%)

4,702 (44%)

3,313 (31%)

3,847 (36%)

2,992 (28%)

4,702 (44%)

3,420 (32%)

Every day 2883 (27%)

5,661 (53%)

4,058 (38%)

5,983 (56%)

4,914 (46%)

6,519 (61%)

5,130 (48%)

6,626 (62%)

4,916 (46%)

7,161 (67%)

4,062 (38%)

6,303 (59%)


I like to try new games I make up new games to

play I like playing games with

others I can say how my body

feels when it moves

I am active (e.g. in PE, playing sport, riding a bike,

skipping, running about)

Week 1 Week 12 Week 1 Week 12 Week 1 Week 12 Week 1 Week 12 Week 1 Week 12

Never 107 (1%)

107 (1%)

641 (6%)

534 (5%)

321 (3%)

107 (1%)

748 (7%)

214 (2%)

321 (3%)

107 (1%)

Some days 1,282 (12%)

534 (5%)

1,603 (15%)

1,069 (10%)

855 (8%)

427 (4%)

2,565 (24%)

962 (9%)

2,137 (20%)

534 (5%)

Most days 5,023 (47%)

3,206 (30%)

4,702 (44%)

2,779 (26%)

4,916 (46%)

3,099 (29%)

4,702 (44%)

3,099 (29%)

4,968 (46%)

3,740 (35%)

Every day 4,275 (40%)

6,840 (64%)

3,741 (35%)

6,305 (59%)

4,595 (43%)

7,054 (66%)

2,672 (25%)

6,412 (60%)

3,261 (31%)

6,306 (59%)


Figure C3) Happy, confident, social and resilient ‘Every day’ at weeks 1 & 12 (n=673)

Figure C4) Happy, confident, social and resilient ‘Every day’ at weeks 1 & 12 (n=673)

27%

38%

46% 46%

38% 40%

35%

43%

25%

31%

48%

53% 56%

61%

67%

59% 64%

59%

66%

60% 59% 62%

0%

10%

20%

30%

40%

50%

60%

70%

80%

I do morethan 60

minutes ofphysicalactivity

I thinkabout how

to movewhen I

playgames

I feelhappywhen I

playgames

I lookforward to

playinggames

I think Iam goodat playing

games

I like to trynew

games

I make upnew

games toplay

I likeplayinggameswith

others

I can sayhow my

body feelswhen itmoves

I am active I thinkbeing

active isimportant


29% 33%

19%

40% 36%

40%

27%

62% 57%

37%

55% 52% 54%

58%

0%

10%

20%

30%

40%

50%

60%

70%

I feel happy I like findingout about

things

I feelconfident

I like beingwith other

people

I think it isimportant to

try new things

I like to dothings with my

family

I try again if Idon't get

somethingright first time



Table C4) ‘Social and emotional health’ data for weeks 1 & 12 (n=673)


I feel happy I like finding out about

things I feel confident

I like being with other people

I think it is important to try new things

I like to do things with my family

I try again if I don’t get something right first

time

Week 1 Week 12 Week 1 Week 12 Week 1 Week 12 Week 1 Week 12 Week 1 Week 12 Week 1 Week 12 Week 1 Week 12

Never 321 (3%)

96 (1%)

321 (3%)

107 (1%)

962 (9%)

214 (2%)

321 (3%)

107 (1%)

214 (2%)

107 (2%)

214 (2%)

107 (1%)

321 (3%)

107 (1%)

Some days 2,351 (22%)

641 (6%)

1,924 (18%)

962 (9%)

2,992 (28%)

1,176 (11%)

2,031 (19%)

427 (4%)

1,924 (18%)

427 (4%)

1,710 (16%)

534 (5%)

2,458 (23%)

855 (8%)

Most days 4,915 (46%)

3,324 (31%)

4,916 (46%)

3,527 (33%)

4,704 (44%)

5,344 (50%)

4,061 (38%)

4,275 (40%)

4,702 (44%)

4,598 (43%)

4,489 (42%)

4,277 (40%)

5,025 (47%)

3,528 (33%)

Every day 3,100 (29%)

6,624 (62%)

3,526 (33%)

6,091 (57%)

2,029 (19%)

3,953 (37%)

4,274 (40%)

5,878 (55%)

3,847 (36%)

5,555 (52%)

4,274 (40%)

5,769 (54%)

2,883 (27%)

6,197 (58%)


Table C5) Physical literacy data for weeks 1 & 12 (n=673)1

Physical activity behaviour

Knowledge and understanding

Confidence Motivation and enjoyment


Never 107 (1%)

107 (1%)

107 (1%)

0 (0%)

107 (1%)

107 (1%)

0 (0%)

0 (0%)

Some days 962 (9%)

534 (5%)

962 (9%)

641 (6%)

1,069 (10%)

962 (9%)

641 (6%)

214 (2%)

Most days 5,344 (50%)

2,351 (22%)

6,733 (63%)

3,845 (36%)

4,702 (44%)

1,817 (17%)

5,453 (51%)

2,458 (23%)

Every day 4,274 (40%)

7,695 (72%)

2,885 (27%)

6,201 (58%)

4,89 (45%)

7,801 (73%)

4,593 (43%)

8,015 (75%)


Table C6) Physical activity behaviour data for weeks 1 & 12 (n=673)1


I do more than 60 minutes of physical activity where my heart beats faster

I am active (e.g. in PE, playing sport, riding a bike, skipping, running about)

Week 1 Week 12 Week 1 Week 12

Never 323 (3%)

323 (3%)

321 (3%)

107 (1%)

Some days 2,244 (21%)

1,176 (11%)

2,137 (20%)

534 (5%)

Most days 5,237 (49%)

3,527 (33%)

4,968 (46%)

3,740 (35%)

Every day 2883 (27%)

5,661 (53%)

3,261 (31%)

6,306 (59%)


Table C7) Knowledge and understanding data for weeks 1 & 12 (n=673)1

I think being active is important I think about how to move when

I play games I can say how my body feels

when it moves

Week 1 Week 12 Week 1 Week 1 Week 1 Week 12

Never 214 (2%)

107 (1%)

323 (3%)

215 (2%)

748 (7%)

214 (2%)

Some days 641 (6%)

641 (6%)

1,069 (10%)

855 (8%)

2,565 (24%)

962 (9%)

Most days 4,702 (44%)

3,313 (31%)

5,237 (49%)

3,634 (34%)

4,702 (44%)

3,099 (29%)

Every day 5,130 (48%)

6,626 (62%)

4,058 (38%)

5,983 (56%)

2,672 (25%)

6,412 (60%)


Table C8) Confidence data for weeks 1 & 12 (n=673)1


Table C9) Motivation and enjoyment data for weeks 1 & 12 (n=673)1

I feel happy when I play games

I look forward to playing games

I like playing games with others I like to try new games


Never 215 (2%)

107 (1%)

321 (3%)

107 (1%)

321 (3%)

107 (1%)

107 (1%)

107 (1%)

Some days 1,176 (11%)

534 (5%)

1,603 (15%)

427 (4%)

855 (8%)

427 (4%)

1,282 (12%)

534 (5%)

Most days 4,382 (41%)

3,527 (33%)

3,847 (36%)

2,992 (28%)

4,916 (46%)

3,099 (29%)

5,023 (47%)

3,206 (30%)

Every day 4,914 (46%)

6,519 (61%)

4,916 (46%)

7,161 (67%)

4,595 (43%)

7,054 (66%)

4,275 (40%)

6,840 (64%)


I think I am good at playing games I make up new games to play

Week 1 Week 1 Week 1 Week 12

Never 534 (5%)

321 (3%)

641 (6%)

534 (5%)

Some days 1,389 (13%)

643 (6%)

1,603 (15%)

1,069 (10%)

Most days 4,702 (44%)

3,420 (32%)

4,702 (44%)

2,779 (26%)

Every day 4,062 (38%)

6,303 (59%)

3,741 (35%)

6,305 (59%)

Sport Wales Evaluation of the Physical Literacy …physicalliteracy.sportwales.org.uk/media/40469/spear...physical literacy. It identifies the skills that should be developed during

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