Engage To Compete Impact Report
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1 Engage To Compete This independent was conducted by CC Consultancy and reviewed by the UKActive Research Institute - a partnership between the Universities of Greenwich and Aberystwyth.
2 Contents Background and Context 3 School Engage To Compete Journey 4 Programme Methodology 5 Schools Identification, Activation of Regional Teams and Engagement 5 Training Support, Mentoring and Baseline Assessment 6 Impact and Competition 7 Competition Level 1 and 2 8 Project Monitoring and Impact Evaluation Reports 9 The Engage To Compete Challenge 10 Impact related to aims: increase in physical activity and engagement in competition 11 Recommendations for Future Projects 12 Testimonials 13 2
3 Background & Context Sport England commissioned Fit For Sport, the UK s experts at engaging and educating children through activity, with 180,000 of National Lottery investment to explore how schools in two contrasting areas - Manchester (urban) and Somerset/Bath (rural) - could encourage more young people to be physically active and get involved in the Sainsbury s School Games. The pilot project ran for 6 months (April October 2013) and fundamental aims of the programme were to: help increase children s participation in physical activity increase children s engagement in level 1 (intra) and level 2 (inter) competition To achieve this, Fit For Sport provided training, support and mentoring for teachers and support staff, to provide pupils with better physical activity and competition opportunities. The project went through a process of initial contact, to independent evaluation of impact in a series of planned and often overlapping stages. The project was based on Fit For Sport s 20 year belief and philosophy of engaging all children on a journey to sport. Programme aimed to give children access to positive and frequent physical activity and school sport sessions, whilst developing their confidence and skills to encourage them to take part in competition and represent their school at the Sainsbury s School Games 3
4 School Engage To Compete (ETC) Journey Increase > activity levels > at your school Sustain improvements Develop competition in your school < < Celebrate your school s successes < Evaluate and validate the impact you have made Take part in the Engage To Compete challenge < 4
5 Programme Methodology Schools identification, activation of regional teams and engagement A localised geographical strategy agreed by Sport England was used to identify target schools Fit For Sport deployed and trained Regional Managers, Ambassadors and Project Co-ordinators A communications strategy was implemented including e-shots, press release, phone calls (two-tier approach), personalised letter, meetings and website portal ( The timing of the schools communication was a challenge due to schools focusing on National Curriculum tests and dealing with the Government s announcement of the School Sport Premium. Despite the difficulties, 57% of schools signed up within two months of the project from initial communications with them 5
6 Programme Methodology Training Support, Mentoring and Baseline Assessment Training needs were highlighted prior to the training and during, with the large majority of schools involved identifying the need to implement competition and activity in Playtime as a key requirement (62%), followed by engaging all children in competition in curriculum PE (21%). It is clear from the data and feedback that the training provided for schools, both as an out of school course and as bespoke on site support, was highly regarded and relevant to schools needs. 87% of attendees rated the training as Outstanding in all areas, with the remaining 13% grading it as Very Good school staff including Head Teachers, PE Co-ordinators, Teaching Assistants, SMSA s and support staff were trained regionally. In addition, bespoke school training workshops, support sessions and mentoring was provided across both regions. Pupils were given the opportunity to take part in a simple co-ordination, agility and stamina (ETC) challenges during both the summer and autumn terms to assess physical activity (baseline) and promote competition. The training has given me a vision of how lunchtimes and competition could actually work so that EVERYONE will have a happier and more active experience at school. 6
7 Impact and Competition Level 1 & 2 and Physical Activity Levels Schools were provided with the training, tools and support to implement both level 1 and 2 competitions into everyday school life. School feedback data suggests that there were improvements in all key areas identified. The largest perceived increase was recorded at 74% in levels of engagement in competitive activities. A further increase of engagement in physical activity was recorded at 36% Data collected at the start of the programme Data collected at the end of the programme 1 0 Physical Activity Competition PE Standards across the school Analysis of the ETC Challenge results (at the start and end of the project) shows a 12.39% increase on average in physical activity levels across the project. 7
8 Competition Level 1 & 2 Due to the specific nature of each region, different approaches were needed to engage children in level 2 competitions. For example; 500+ children travelled to a central venue in Manchester (Sport City) and were engaged in Level 2 Legacy event and 1,000+ engaged in a Level 2 Roadshow in Somerset. Olympic athlete appearances were organised to assist awareness and engagement, including Jade Jones MBE. 3,000 children were surveyed: 88% of children had taken part in some form of running competition. 81% of children enjoyed games where they have individual targets and an aim to score more points. Level 2. % of competitions by activity/sport 8
9 Project Monitoring and Impact Evaluation Reports Target Actual Variance No. of Primary Schools in the Manchester/Somerset areas activating their accounts on the School Games website No. of Primary School aged children from these schools taking part in some form of School Games Activities 9,200 10,761 1,561 No. of these children actively taking part in Level 1 (intra) 6,900 8,665 1,765 No. of these children actively taking part in Level 2 (inter) 2,300 4,671 2,371 The data above indicates that the project was successful in exceeding targets (KPI s) for sign up to the School Games and participation in competitive activities at both Level 1 and Level 2. The project also exceeded the conversion rates set: 54% (target 25%) of all children engaged in Level 1 competition took part in Level 2 competition. 81% (target 75%) of all children engaged in some form of activity took part in Level 1 competition. This suggests that the approaches used to engage schools in the project and then develop competition were very effective. CC Consultancy independent evaluator 9
10 The Engage to Compete (ETC) Challenge There were three tasks provided at three different levels of difficulty, designed to reflect the progress in skills of children. These tasks are adaptations of tests and skills co-ordination and agility used internationally. The Challenge was used as a means of setting personal and collective challenges for children, so that they could show improvement and take part in competition, both against their previous personal bests and against other children in their own and other schools. Challenge scores were collected from 90% of schools. The data indicates that the average score for each challenge at each level of difficulty improved between the start and end of the pilot project in Manchester. The greatest improvement was achieved by children in years 5 and 6. What the completed data does show, is that almost all classes within each school that completed two sets of results, saw significant increases in scores. The reasons for this are not clear, though it is evident that the improvements were made during the time the projects were underway. 10
11 Impact related to aims: increase in physical activity and engagement in competition Every school that submitted returns indicated an improvement of at least one point on the 8 point scale for both physical activity and competition. This indicates significant improvement. The perception that involvement in competitive activity and level 1 and 2 competitions has risen, is supported by the data provided by children about their engagement during the course of the project. In the survey of children - 1,700 stated that they had taken part in competitions in the course of the year - just under 80%. Other information suggests that all of these children experienced competition during the project. It is clear that the vast majority of children enjoyed what was provided during lunch times very much, which was a significant focus for the project and felt that they had been very active at levels of high intensity. Schools were asked to use the evidence they had to make a judgement about the overall standards their children were achieving, both in Physical Education and across the school, using the main areas of focus for Ofsted - attainment, behaviour and attendance. Schools judged that standards in PE had risen during the project by 1.28 points average and whole school standards has risen by 0.6 on average. Given the time for the project, these are significant differences. Children reported overwhelmingly that they enjoyed physical activity and competition and were positive about both. School staff also reported improvements in standards in both PE and across the curriculum over the period of the project. There was clear improvement in the children s scores in co-ordination, balance and agility challenges, with the greatest improvements evident with children in years 5 and 6. 11
12 Recommendations for Future Projects It is recommended that further projects are developed in order to ensure the outcomes achieved are both reliable and replicable. It is further recommended that: Future projects need to take place over a longer period of time and ensure a more systematic approach, so that connections can be made between different interventions and their impact on desired outcomes. The data emerging from this project suggests that schools respond well to this style of intervention. However, any organisation engaged in this innovative and exploratory work must ensure systematic evaluation of impact. Further investigation is needed to be secure that: 1. The approaches used to increase children s activity levels, involvement in competitive activities and engagement in the School Games are reliable and replicable in other areas. 2. The challenges in this project are reliable indicators of progression in balance, co-ordination and agility and could be used with schools to help to evaluate progress in PE and sport. 3. The interventions used in this project clearly relate to and impact on, the long-term engagement of children in the School Games. 12
13 This programme has demonstrated that Fit For Sport s 20 year belief and philosophy of engaging all children through activity to achieve a journey to sport, is effective. The Journey to Sport Moving children from physical activity to sport Sports focused participation in YEARS 5&6 NGB Secondary Ready Competitive Games/Physical Activity YEAR 3&4 LEVEL 2 Physical Activity Competition LEVEL 1 Physical Activity Competition Engagement into FUN activity YEAR 1&2 13
14 Testimonials Superb! Our school is now engaged in competition. Our pupils want to run their own competitions now and they all want to take part in competitions run at lunchtimes and playtimes. As a small school we are now looking into taking part in more competitions against other schools. Engage To Compete has allayed our worries about sporting competition and has helped us to understand how easy it is to run competitions. The Engage To Compete Challenge is something we ve also embraced and will continue to use as we believe that it demonstrates progress made in PE and also can be run as a house competition at the end of every term. Melissa Storey (PE Co-ordinator) Meanwood School, Rochdale The Engage To Compete project has been great, the children had fun and we plan to continue the challenge and competition on each term. A great breakthrough happened with one child who has selective mutism and spoke to me today for the first time when recording his score! Fantastic! Mrs J Savage (Teacher), St Mary s School, Somerset The Engage To Compete programme has been brilliant! We now have lunchtime supervisors running activities and games at lunchtime and even running Level 1 competitions. The trainers who have been in our school have all been really professional and have helped us immensely. The resources provided by Fit For Sport have also been really helpful and the Playground Guide with all of its playground games has become one of the most used resources at our school! Alexandra Coleman (PE Co-ordinator) St Joseph the Worker School, Salford 14
15 Who are Fit For Sport? Fit For Sport are the UK s experts in Engaging and Educating children, young people and families through activity, and have been doing this for over 20 years. This is done using its Train, Support and Deliver models which ensure excellence is maintained in all environments. Train individuals to work in a wide range of settings where children, young people and family activities are delivered. Support all settings that deliver children, young people and family activities through resources and management systems. Deliver children, young people and family activities across a number of sectors which include: Education, Health & Fitness, Voluntary, Leisure and Sport. Choose to invest in kids... Fit For Sport have identified for over 20 years the necessity to invest in kids to impact the health of our nation. It is proven that if kids are engaged in activity at a young age they are much more likely to lead an active and healthy lifestyle as an adult. Fit For Sport say that all children must experience a journey to sport. Dean Horridge Founder-CEO, Fit For Sport For more information on Fit For Sport / Engage To Compete, or the Journey To Sport, contact: etc@fitforsport.co.uk or
16 For more information on Fit For Sport / Engage To Compete, or the Journey To Sport, contact: etc@fitforsport.co.uk or
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