School Sport - Facts and Figures

by ICE Education

In an online survey which took place between March-April 2013 and covered over 1,000 respondents, over two thirds (68%) of School Games Organisers and School Sport Partnership staff surveyed reported a decrease in sports participation since ring-fenced funding for School Sport Partnerships ended in 2011.

In an online survey which took place between March-April 2013 and covered over 1,000 respondents, a third of primary and secondary school teachers (34% and 35% respectively) reported that there had been a decrease in participation in sport since ring-fenced funding for School Sport Partnerships ended in 2011.

In an online survey which took place between March-April 2013 and covered over 1,000 respondents, Sports Games Organisers and School Sport Partnership staff were asked whether they preferred the former system (ring-fenced funding of School Sport Partnerships) to the new one (PE Teacher Release, non-ring-fenced funding for School Sport Partnerships and School Games) – 88% stated the old system was better.

In an online survey which took place between March-April 2013 and covered over 1,000 respondents, 36% of primary school teachers reported a worsening of sport in their school under the new funding system, 48% said it had stayed the same and 16% said it had improved.

In an online survey which took place between March-April 2013 and covered over 1,000 respondents, 37% of secondary school teachers reported a worsening of sport in their school under the new funding system, 55% said it had stayed the same and 8% said it had improved.

In an online survey which took place between March-April 2013 and covered over 1,000 respondents, 68% and 58% of primary school and secondary school staff respectively reported that only some or none of the funding was being used to release teachers, which suggests that there has been a significant loss of funding channelled into school sport under the new system.

In an online survey which took place between March-April 2013 and covered over 1,000 respondents, 28% of primary school teachers and 34% of secondary school teachers reported that they were no longer part of a School Sport Partnership. Two thirds (64%) of School Games Organisers and School Sport Partnership staff who’s School Sport Partnership had continued reported that at least one school which previously was a member of the retained School Sport Partnership had left.

In an online survey which took place between March-April 2013 and covered over 1,000 respondents including primary and secondary school teachers, School Games Organisers and School Sports Partnership staff, over 90% said they believe that non-competitive physical activities must be encouraged alongside competitive activities in schools. Only 47% believed that a strategy focussed on competitive sport will inspire inactive children to engage in sport and PE.

In an online survey which took place between March-April 2013 and covered over 1,000 respondents including primary and secondary school teachers, School Games Organisers and School Sports Partnership staff, 97% agreed that schools should have a minimum target of two hours PE and sport a week.

In an online survey which took place between March-April 2013 and covered over 1,000 respondents including primary and secondary school teachers, School Games Organisers and School Sports Partnership staff, 69% agreed that schools should be required to monitor participation and make the information available to parents.

By 1 August 2012 8,341 schools, with 3.85 million eligible students, were participating in the School Games. In 2011/2012 there was £50.8 million of public funding announced for the School Games. This equates to an average public sector cost of £13.20 per eligible student at schools participating in the School Games in 2011/2012.

In March 2013 the Government announced a ring-fenced £150 million-a-year funding stream for primary school sport. Under the funding a typical primary school with 250 primary aged pupils would receive £9,250 per year. This is the equivalent of around two days a week of a primary teacher.

32% of pupils in years 2-13 participate in community sports, dance and/or multi skill clubs that have links to the school. This equates to 2.4 million participants.

Physical activity positively affects cognition in children. Being physically active releases hormones, neurotransmitters and a protein responsible for learning, memory and higher thinking. Sport and recreation can also lead to increased self-esteem and the development of motivation and determination – these skills are useful for acquiring new information for passing exams.

A 12 week study with 243 schoolchildren aged nine-ten years old found that daily ten minute physical activity breaks significantly increased on-task behaviour by 8% on average, and that the average was a much higher 20% for the least on-task pupils, whilst those who took a ten minute break without being physically active demonstrated a 3% reduction in on-task behaviour.

Team sports and outdoor adventure activities are perceived by employers to foster desirable skills and demonstrate outgoing personalities, and more unusual activities have the advantage of catching a prospective employer’s attention and demonstrating a passion for life.

Posted Friday, 24 January 2014