Healthy Active Futures

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Author: Sarah Walmsley

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What does being a PE lead in a Primary School mean?

PE teacher in playground with children

You are starting your first teaching job or have been assigned as PE lead for your school – what does being a PE lead mean and how can you make sure you do the best for your children and the school?

Being the PE lead means you have overall responsibility for the PE, school sport and physical activity (PESSPA) programme in your school. This doesn’t necessarily mean you will deliver every PE lesson or extra curricular activity, but  you will be responsible for the strategic planning and implementation of the school PESSPA offer. You will also be responsible for supporting staff to deliver a high quality curriculum, assessing children accurately and look at embedding physical activity opportunities into the school day.

What does a PE lead do?

One of your responsibilities will be to develop a broad and balanced curriculum that has a clear intent relative to the need of your children. Ensuring that all staff delivering PE lessons are aware of the long term plan and have access to training and support if required to deliver high quality lessons will be key. As a PE lead, your role may be much wider than the requirements of the curriculum – facilitating a well structured programme of physical activities, exercises and sports opportunities to encourage the physical development, fitness, health and wellbeing of children in the school. While the specifics of the role will vary between schools, here are the main areas that you may be responsible for:

  1. Developing and facilitating the schools PESSPA offer in accordance with national guidelines
  2. Working with other teachers to ensure physical education/activity is integrated into the broader school curriculum
  3. Providing professional development and training (directly or indirectly) to other teachers in the school to help them deliver high quality physical education
  4. Monitoring PESSPA sessions to ensure that they are appropriate for the age and ability level of the children
  5. Ensuring the school’s PESSPA programme is inclusive and accessible to all children, regardless of their abilities or background
  6. Organising a programme of extra curricular activities
  7. Developing inter and intra school competitions opportunities
  8. Introducing children to a variety of new activities and sports, widening their experiences
  9. Helping children understand why it is important to be active every day
  10. Developing a positive attitude towards physical activity and sports, and encouraging children to take part in exercise and sport regularly
  11. Managing a budget – identifying the best ways to spend the School Sport Premium funding to have the biggest impact

Being a PE lead is an immensely rewarding role and often is much bigger than people realise. You have the chance to make a significantly positive difference to the physical, social and mental health and wellbeing of the children in your care. If done well, this will have a huge impact on the health and wellbeing of future generations.

You will have the opportunity to work with colleagues across the school as well as contacts within the local community.

More information

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Six top tips to motivate children to be active every day

Children enjoying PE lesson at school

While as adults we may struggle to fit regular bouts of physical activity into our lives, children naturally have more energy and typically spend more time in physical activities such as playing and running around so it should follow that they are easily achieving the recommended 60 minutes daily activity goal. Sadly, this isn’t always the case.

Increases in technology and screen time (which can lead to children spending more time indoors), a reduction in time for PE or games in schools, a lack of safe and accessible places to play and fewer opportunities to be active in their community all mean less time moving around. 

Encouraging children to make physical activity a regular and usual part of their day is important for a number of reasons. It can help children maintain a healthy weight and reduce the risk of chronic diseases such as heart disease, diabetes and obesity as they get older. It also helps with attention and concentration leading to improved behaviour in class and academic performance. 

Physical activity can improve a child’s quality of life – helping them to sleep better, feel better and be more independent. It helps to reduce stress and anxiety, improve mood and self-esteem and provides opportunities to socialise and make friends.

Importantly, if you are regularly active as a child, you are more likely to be active as an adult. Supporting children to be active in childhood really does set them up for life.

How can you motivate children to be active?

Over the last decade, we have worked with hundreds of schools and thousands of children, sharing ideas and supporting children to move more every day. Here are our top six ideas:

  1. Lead by example: Children often look up to adults and are more likely to engage in physical activity if they see the adults around them being active.
  2. Make it fun: Children are more likely to be physically active if it is enjoyable for them. Incorporating games, challenges and other fun elements into your PE sessions can help motivate pupils to take part.
  3. Share details of sports clubs, teams or physical activity classes: Joining a sports team or going to a club can provide a structured environment for children to be active; it can also give them a sense of accomplishment.
  4. Provide positive reinforcement: Create a sense of achievement and reward children when they reach a goal. Setting small, achievable goals and praising them when they reach those goals can help build a sense of accomplishment and can motivate children to continue to being active. Use praise, stickers, or small prizes.
  5. Build on their interests: Children are more likely to be motivated to be active if the activity aligns with their interests. Ask your pupils what they enjoy doing and incorporate these into your PESSPA programme. You could also try running a ‘multi-sport taster session’ where they can try out different activities to discover new interests. 
  6. Vary what you do: Having a varied and vibrant PESSPA programme will prevent it from becoming tired and stale for your pupils and for you. Regularly refresh what you do – include a mix of traditional and more modern sports and games or incorporate challenges to keep children engaged and excited.  

We have a number of programmes that can help you to motivate your pupils. Our Personal Best Challenge and Active Ted will help encourage children to make being active part of their everyday life while you can use our Coaching Days to give pupils a taster of new sports and activities and help you to understand what appeals to your class and gets them moving.

Get in touch for a chat about how we can help motivate your pupils to move more.

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Don’t fear the call – tips to get your PE Ofsted ready

teacher helping child play hockey in PE lesson

If your school has a strong PESSPA programme, your headteacher might put it forward for a ‘deep dive’ as part of the inspection visit. While this may cause a sharp intake of breath, you don’t need to be afraid. 

We have spent many years helping PE leads, teaching staff and head teachers prepare for Ofsted visits and reviewing PE in schools. Here are our top tips to make sure your PE, school sport and physical activity is Ofsted-ready whenever the phone call comes.

Have a long-term plan 

Set out your long-term vision for PE, school sport and physical activity within your school. This is a helpful tool to share with an Ofsted inspector and can help guide your discussions. 

Your plan is also extremely useful within your day-to-day work. It should be a working document, not something gathering dust on the shelf. Review it regularly and track your progress; make amendments as challenges or opportunities arise. This will show inspectors how you are actively monitoring your PESSPA and ensuring it is on track to achieve your vision.

When putting together your long-term plan make sure you involve all stakeholders – staff, children, parents, and governors. Be ready to talk about how you consulted and involved these groups and incorporated their suggestions and ideas. 

Some questions to answer when putting your plan together:

  • Why you have designed your curriculum in the way you have (what is it based on)?
  • How are you ensuring a broad and balanced curriculum?
  • How have you used the National Curriculum aims in planning your curriculum?
  • How does your curriculum meet the needs of different pupils – SEND, most able, disadvantaged?
  • What do you want children to know, understand and be able to do by the time they leave in Year 6 and why?
  • How does your curriculum link with your school’s values?

This vision will demonstrate clear ‘Intent’ and allow you to discuss this in a way that is bespoke to your individual school setting and your children’s needs. Being able to discuss how you construct your curriculum and why, what works well, how adaptable it is will show the “implementation” of your vision.

Chronicle staff development

Keeping your skills and knowledge up to date is important in ensuring your pupils enjoy high-quality progressive PE, as is making sure your colleagues are confident to deliver sessions independently. 

A staff and self-development plan is useful evidence for Ofsted and will mean your PESSPA continues to progress and improve. 

  • Undertake a skills audit of teaching staff in your school, identify what could be improved and how
  • Keep a record of what CPD you and your colleagues have received – this includes INSET training sessions, externally-led CPD, membership of organisations such as AfPE and reading their magazine.
  • Capture what difference training has made – both to teaching staff and to pupils.

Monitor the impact

You have a plan but how do you know if it is working? Regular reviews and assessments, formal and informal, will help you understand the impact your plan (and PESSPA) is having on your pupils.

You need to know where you are starting from and where you would like to get to. Don’t just collect data for the sake of it. Make sure it connects with your vision and will give you meaningful information on which you can base decisions.

  • Set a base, benchmarks for progression and a goal
  • How are lessons differentiated? Is this effective?
  • How do you monitor progression? When do you know that children are ready to move on?
  • How do your results compare to national averages?

Being able to discuss the ‘Impact’ of the curriculum and wider offer in place and evidence this is key.

Further help

We run bespoke training to help schools prepare for a deep dive into PE. Our PE specialists spend half a day working with the subject leader, either virtually or in school, to build confidence and prepare for PE to be an inspection focus. This support ranges from ensuring all paperwork is in place, analysing statistics, a mock Q&A following the trail of a child’s development within the subject or looking at how your PESSPA is impacting other curriculum areas.

We also offer a supportive visit to audit your PESSPA and identify areas for development. This service includes a one-day visit to your school from one of our Education Team who will talk with your subject leader, Head Teacher and children regarding PE and observe PE taking place. You’ll receive a report detailing the strengths of PE and areas for further development. Our PE Health Check can be used as evidence of Sport Premium impact. 

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How to choose an external partner for your PESSPA programme? 

Sports coaches on playing field

People tell us that a lack of confidence is the biggest challenge they face when teaching PE. Trainee primary school teachers receive just six hours of PE training before embarking on their teaching career. Using external specialists or coaches can be the perfect solution. A good school sports specialist or coach will help build knowledge, understanding and, most importantly, confidence. To get the most from this kind of support, it is important that you find a delivery partner that works WITH you and helps you to reach your goals. 

Here are three things to consider when selecting a school sports partner or coach:

Set out what you want to achieve

What are your goals for PE, school sport and physical education (PESSPA) in your school? What support do you want your school sports provider or coach to provide? How will this support help you achieve your goal?

Be as specific as possible eg. I want to increase pupil activity levels across the whole school by introducing regular daily active bursts to make being active a normal part of everyday life. I need support to help my colleagues understand the importance of physical activity and how active bursts can support their non-PE lessons.

Knowing your goals will help you to choose the right partner, it will also help your partner understand where you are and where you want to get to. They will then be able to advise on the best approach or the best solution. You will also be able to keep track of how you are progressing towards your goal.

Evaluate the different options

You will likely find a number of different solutions to what you want to achieve. Take time to look at the provider/solution to understand the support that they can provide and how it will be delivered (eg online, face-to-face, mentoring, session delivery, idea sharing etc). Talk to schools that have used the provider previously. Check staff qualifications – how up-to-date are they with their training, for example.

Review the contract

Don’t get caught out by the small print. Make sure the contract outlines what service will be provided, who will be responsible for what, what does the sports provider/coach provide and what do you/the school need to make available? Check payment terms are in line with school/academy payment terms. What would happen if the provider/coach is unable to attend a session for some reason? 

Further information

Take a look at the services and support that we provide for schools

Guidance and advice on how to spend PE and Sport Premium for primary schools

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Is variety the answer to a lifelong love of being active?

children in playground climbing

Think back to your most successful PE lesson. The chances are it was when all children were engaged and involved, working together, supporting each other and having fun. Successful PE is when everyone takes part and learns something to aid their progress. 

Making sure all pupils have a positive experience of PE can sometimes be a challenge. Children who are good at sports can get frustrated with those less able, and those less skilled can resent being made to take part. 

Our enjoyment, or not, of PE can have a long-lasting impact on our lives. 

What difference does enjoying PE make? 

A report from Youth Sport Trust highlights that a positive experience of PE, school sport and physical activity at school lasts a lifetime. Parents who have happy memories of PE and school sport are more likely to be active as adults and encourage their children to be active. This is the latest in a long line of research looking into the long-term impact of PE at school. 

A study by Middlesex University also found that bad experiences of physical education at school can put some adults off exercise for decades. It also found that it can lead to some people experiencing ‘corporeal dissociation’ – a state of physical detachment which potentially results in adult inactivity and making particular life choices such as opting for sedentary jobs and hobbies. 

How can I ensure all children enjoy PE?

We are all different; finding out the kind of activities that your pupils enjoy will help you create a broad and balanced PESSPA programme that the whole class wants to take part in.

Letting children try out different sports and activities can significantly increase the chances of them finding something that they enjoy, succeed in and/or that interests them. Children who have good balance might realise they enjoy climbing, cycling, dance or gymnastics. Those with good hand-eye co-ordination could find they shine at games – frisbee, cricket or tennis, for example.

Including a variety of traditional and more modern sports and games will keep your children excited about moving. Trying out different activities means they can discover and develop new skills. It keeps them interested, stimulated and challenged too.

How can I add variety to my PE lessons?

Go back to basics. Look at your PE curriculum and make sure it includes different activities, sports and games that focus on developing different skills – running, jumping, throwing and catching, balancing, agility and co-ordination. 

Provide opportunities for children to have a go at both competitive and cooperative physical activities. 

You can also use external providers to boost your curriculum offer. Our Coaching Days can broaden children’s experiences of different sports and activities by providing exciting taster sessions in the chosen activity. This could spark a half-term of engagement in the activity on your playground or inspire pupils to join community clubs.

Providing a platform for children to realise their sporting potential in a safe environment will help them to remain active throughout their life. 

Further information

Get in touch to find out more about our Coaching Days

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Six Dimensions of Wellness – pt 6 Spiritual Wellness

Man meditating outdoors

What does being ‘well’ mean? Isn’t exercising regularly and eating healthily enough? Many health experts believe that true ‘wellness’ comes when several areas of our lives are in balance. Dr Hettler, who co-founded the National Wellness Institute, developed the six dimensions of wellness as a guide for us to use in order to achieve a whole and complete life. 

In this, our last blog on the six dimensions of wellness, we are looking at spiritual wellness.

What is spiritual wellness?

We all need a sense that life is meaningful and that it has a purpose. Spiritual wellness is our need for a connection to something greater than ourselves. For some people, spiritual wellness comes from taking part in an organised religion; for others, it is a connection with nature or the environment, whilst for others, it comes from their passion for their vocation. 

Many aspects are involved in achieving spiritual wellness – faith, beliefs, values, ethics, principles and morals. It is the most neglected of the six dimensions of wellness. However, a strong spirit is instrumental in helping us to keep going in the face of challenges. Spiritual wellness comes when you have found inner calm and peace.

When you achieve spiritual wellness, your actions will be more consistently in line with your beliefs and values, and you will be tolerant of others who hold different beliefs and values. 

What are the benefits of spiritual wellness?

As well as having a connection to the world around you, there are many benefits to being spiritually well including being able to:

  • Love and forgive others
  • Show compassion and tolerance
  • Experience joy and fulfillment

Five ways to achieve spiritual wellness:

  1. Volunteer in your community
  2. Identify what gives your life meaning and direction
  3. Make time for personal reflection or meditation each day
  4. Start a gratitude journal and intentionally give thanks each day
  5. Spend time outdoors 

Further information

National Wellness Institute

Bogs:

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Why are Fundamental Movement Skills so fundamental?

children balancing PE

Fundamental movement skills are the ‘building blocks’ for more complex and specialised skills that will help children take part in different activities, games and sports. The common fundamental movement skills are running, jumping, throwing, catching, skipping and hopping.

Fundamental movement skills are grouped into three broad categories:

  • Locomotion: Anything to do with movement – walking, hopping, running, swimming, skipping, jogging, running and so on in different directions.
  • Stabilisation: Skills that show how you can control your body – balancing, stretching, twisting, landing, bending, pivoting, hanging.
  • Manipulation: These are skills that involve moving something that isn’t attached to you – throwing, catching, pushing, pulling, bouncing.

Recent research has indicated that decreasing activity levels are impacting on children’s ability to develop these skills and that this will have an adverse effect on their long-term health and wellbeing.

Why is it important that children develop their fundamental movement skills?

As well as being the building blocks for more complex skills, if children develop a wide range of fundamental movement skills whilst they are young, it increases the likelihood that they will continue to take part in sports and activities as they get older. This means they are more likely to be active adults. They will also feel more confident in having a go at different sports and activities and their risk of injury will be substantially reduced.

So, developing robust fundamental movement skills (FMS) is crucial to ensuring lifelong healthy habits. However, all too often children can be pushed into playing sports before they have mastered their FMS. If a child has not yet developed FMS they will have difficulty in performing well and/or progressing in the sport which in turn, can put them off sport or exercise for the rest of their lives.

5 simple activities to develop fundamental movement skills

FMS aren’t naturally learned through free play. It can take hours of high-quality PE teaching, with appropriate practice, instruction and opportunity, for a child to become proficient in each FMS. Here are five simple activity ideas that you can use in your PE lessons to help your pupils develop their FMS:

Run or walk on uneven surfaces – running on different surfaces (grass, bark etc) strengthens muscles in the feet and legs and engages core stability for better balance. Try to travel in different directions, changing directions regularly.

Target practice – while children naturally begin to throw objects at around 18 months of age, these skills can be further encouraged and developed by providing targets. To progress this skill, remind children to point their finger and throw overhand as though they are high-fiving.

Activity trails such as Hop, Skip and Jump with a Kick at the end – lay a trail around the school grounds: skip over a pile of leaves, jump over a bench, hop from one point to another. Include a goal at the end where pupils need to kick a ball into the marked space before completing the activity trail.

Balancing activities – Try balancing on different body parts, taking body weight on hands and feet or other large body parts, for example front support or rear support positions. Ask children to get into front support and use their hands and feet to ‘walk’ along the edge of the playground. See how far they can go without falling over.

Use movement games such as Fast Cars – mark out a space/area in the school hall or playground. The children run around the space without bumping into each other (crashing their cars). Gradually reduce the size of the space so they learn how to control their speed and be able to stop, twist, turn and start again.

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Six Dimensions of Wellness – pt 5 Intellectual Wellness

Adults and children being creative art and crafts

When we think about being healthier, we often focus on our diet and exercise. To be truly healthy, we need to look after our mind too. The Six Dimensions of Wellness is a tool to help us to achieve a healthy balanced life.

In this blog we are looking at Intellectual Wellness, or how creative and stimulating mental activities can help you think faster, increase your cognitive capacity and improve your overall health and happiness.

Why do we need to look after our brains?

Your brain controls you. Spending some time concentrating on how you can help your brain will help your overall wellbeing.

According to the Alzheimer’s Society, being intellectually well and engaging in stimulating activities may also reduce cognitive impairment and reduce your risk of developing dementia or Alzheimer’s.

An ‘intellectually well’ person is someone who is open to new ideas, meeting new people and hearing new perspectives. They think critically and are keen to learn new skills. They spend time discovering more about themselves and their potential, and share their knowledge and skills with others.

10 ways to develop your intellectual wellness

  1. Spend time reading books, magazines and newspapers – it doesn’t matter what you read, if it stimulates your mind and generates interest or allows you to learn something new or find out something interesting, it all benefits your mind.
  2. Try something new – your brain continues to grow throughout your life. Stimulation, stress and experiences can help it to change and adapt. Try pushing yourself out of your comfort zone – have a go at a new sport, learn a foreign language or a musical instrument, for example.
  3. Get moving – as well as being good for your heart and body, exercise improves your brain too. Research has shown that regular aerobic exercise boosts the size of the hippocampus, the area of the brain involved in verbal memory and learning. This kind of exercise also releases brain-derived neurotrophic factor (BDNF) which helps new connections develop within your brain.
  4. Be social – when we are being around other people and hear different ideas and perspectives we learn and grow. Spend time with friends, family and colleagues. Try meeting and mixing with new people by joining a club, a class or a sports team.
  5. Eat well – Did you know, your brain consumes about 20% of your daily calories so feed your brain as well as your body. Include foods that are good for brain health regularly in your diet such as blueberries (antioxidants), green leafy vegetables (vitamin K and beta carotene), pumpkin seeds (magnesium and zinc), nuts (healthy fats and compounds).
  6. Get creative – drawing, doodling, painting, playing a musical instrument, photography, gardening, pottery, crafting, writing…being creative stimulates your mind and can help develop problem solving skills, memory and processing speed.
  7. Practice puzzles – games and puzzles help to exercise your brain and improve long-term and working memory.
  8. Drink water – the majority of our brain is water, over 75% in fact. If you are dehydrated your brain is too, this is why you experience brain fog, loss of focus and memory as well as headaches. You may also feel tired and moody. Improve focus and clarity by drinking more water.
  9. Get some sleep – when we sleep our brains remove stored toxins so they are better able to function the following day. Lack of sleep impairs reasoning, problem-solving and attention to detail. Aim to get 7 – 8 hours of sleep each night.
  10. Meditate and reflect – take a step back and think about your actions and motives, reflect on your life, behaviour and beliefs. Self-reflection improves self-awareness, provides perspective and can improve confidence. Meditation also allows you to calm your thoughts and achieve greater mental and emotional clarity.

Further information:

National Wellness Institute

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What is the best way to teach PE?

PE teacher giving instructions to children

There is no one perfect way to teach PE. Your lessons should incorporate different learning styles that help stretch and support pupils. You need to be able to provide challenge and progression at an appropriate level for the individual.

How can you support and challenge all pupils within one PE lesson?

You have a class full of individuals all of whom will be at different stages in skill development and understanding, so how can you ensure there is differentiation in your lesson?

There are many different teaching styles – from ‘command’ to ‘inclusion’ to ‘guided discovery’. In fact, Mosston and Ashworth identified 11 different teaching styles for teaching physical education. Their Spectrum of teaching styles is a flexible framework of approaches to help teachers meet the needs and interests of each pupil. This framework can help you to differentiate how instructions are given and modify the curriculum to meet different educational goals.

The framework forms a continuum based on the degree to which the teacher or pupil assumes responsibility for what is taking place. At one extreme, the teacher is giving all instruction and direction, and at the other end is a pupil-centred approach and the teacher is a facilitator.

There is no single perfect teaching style. To provide a progressive experience, you can incorporate more than one style in each PE lesson. Doing so will mean you can best accommodate diverse learning styles and meet specific learning goals.

The 11 teaching styles for PE

A: Command
This is where you, as the teacher, make all the directions and decisions. Pupils copy and comply with decisions and instructions.
Good for: Copying practice. When time is short and/or safety is paramount

B: Practice
You demonstrate the task/activity. Your pupils practice the task, working at their own pace. You provide feedback to each pupil.
Good for: Repeating and improving performance

C: Reciprocal
Pupils work together in small groups on a skill/activity and provide feedback to each other. You circulate amongst your class giving groups pointers for areas for feedback.
Good for: Performing and peer assessing

D: Self-check
You demonstrate the activity/skill and set the criteria for success. Pupils work individually on the task/activity/skill and reflect on their own performance.
Good for: Self-assessing and evaluation

E: Inclusion
You set a variety of tasks/activities at different levels of difficulty. Pupils select which task or activity is most appropriate for their abilities and/or motivations.
Good for: Making choices, understanding capabilities, challenging oneself

F: Self-guided discovery
Using questions and tasks/activities, you gradually direct your pupils towards a pre-determined learning target or solution to a problem.
Good for: ‘Uncovering’ – questioning, problem solving, developing tactical thinking

G: Convergent discovery
You set a challenge or problem and your pupils try to find the best solution.
Good for: Finding out, discovery

H: Divergent discovery
You set a challenge that has multiple possible solutions and when the problem is solved, another problem arises that needs to be solved.
Good for: teaching tactics, creativity

I: Learner designed
As pupils develop their knowledge and understanding, you set an area of focus and pupils set their own challenges and try to find solutions, working with you.
Good for: Independent thinking and learning, initiating

J: Learner initiated
Your pupils decide what to focus on and what challenges to solve. They can ask questions of you and draw on your support as needed.
Good for: Decision making

K: Self-teach
Pupils take full responsibility for their own learning and the learning process.
Good for: Self-development, self-determination

Further information

Mosston & Ashworth – Teaching Physical Education

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What makes a great coach or PE leader?

A UK Active poll has found that children are more inspired to be active by primary school teachers than professional athletes. School staff play a vital role in encouraging and supporting children to be active. So how can you make sure you are a positive role model for your pupils?

Teachers and coaches alike, bring a range of qualities, experiences and skills to the sports hall which makes for creative and fun sessions. There are five common attributes that make for a great coach:

  1. Communication skills – being able to communicate effectively with your pupils, to understand their needs and provide constructive feedback is key in helping them to improve. Giving one message at a time and demonstrating what you are asking of them, will help pupils understand what they need to do to develop.
  2. Ability to plan and organise – thinking ahead, making use of online resources or programmes created by partners such as Go Well can make PE sessions much more fulfilling for both teachers and pupils. Plan the detail of your session, consider all eventualities and how you will achieve your desired outcome. Having multiple practice areas or games areas will reduce the time pupils spend waiting or standing around in queues; this is when they get bored and you end up dealing with poor behaviour rather than delivering the lesson. Think maximal participation at all times!
  3. Ability to create a safe environment – some children may struggle with some activities or actions; ensuring they feel confident and able to have a go is crucial to building their confidence. Sometimes too much emphasis can be put on correctly performing a movement or on winning; knowing it is ok to try and not succeed immediately is vital to helping children to grow and learn to be resilient.
  4. Being open minded – what has worked for one class may not work for another. A child may struggle to respond to a particular coaching style. Being open minded, changing your approach and trying new tactics to engage individuals is one of the most important attributes of a great coach.
  5. Creativity – doing the same session each week with no deviation will turn off the keenest of pupils. If you are short of ideas, ask your class. Sharing ideas will empower children, build confidence and a sense of ownership. Allow children to be creative during activity sessions too.

Further information:

UK Coaching has more guidance and resources to help you develop your coaching and sport leadership skills.

We have a wide range of programmes and support to help you deliver creative and inspiring PESSPA sessions.

Chilton Academy, Chilton, Ferryhill, County Durham, DL17 0PT

  • info@go-well.org

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