Bright Ideas
Applied learing through Girls' Active
Girls Active does not need to be all about the physical. Girls' Active can have an effect on whole school issues and can link seamlessly with Applied Learning. There are many ways inwhich the work that we do can tie in with applied learning and the next stage of young ladies lives.
To learn more about applied learning click here to acces the Youth Sport Trust Applied Learning resource.
EXTRA-CURRICULAR PARTIICPATION RATES ARE TOO LOW OR FALLING
Short-term solutions
A Balance competitive and non-competitive activities. Emphasise fun, recreational involvement and enjoyment. Ask the girls what activities they would like. Ask colleagues, local coaches and parents to help to provide a wider range of activities. (People like to be asked and often don’t volunteer because they don’t know that you need help.)
B Set up girls-only multi-activity club, with a four to six week rotation of activities. Let the girls take responsibility for their own choice of activity. Be prepared to let go of directed activity and increase pupils’ responsibility to organise things for themselves.
C Encourage older pupils to act as role models for the younger girls, as leaders and officials. Run the Sports Leaders Awards and National governing body of sport (NGB) leadership and officiating awards. Let young leaders assist in the running of extra-curricular clubs, for secondary and primary pupils.
EXAMPLE
The school conducted a survey of those girls aged 11 – 16 who had low extra-curricular participation rates. As a result, four new activities were introduced, both as breakfast time and lunchtime sessions. Aerobics, self-defence, Bollywood dance and girls-only sessions in the fitness suite were all over-subscribed and have now been extended as after-school clubs.
The survey also identified an interest in different dance forms and the PE staff have begun to plan their curriculum to include dance from different cultures, including the popular Bollywood style.
Medium-term solutions
A Design a participation card with the girls. The card is signed each time a pupil participates in an extra-curricular sport or physical activity session at school or within the community. Award prizes that recognise effort as well as achievement eg most cards completed, improved personal bests, significant attendance etc.
B Set up a club night. Enable the girls to return home as usual to do their homework and other tasks but then come back to school to take part in sport or physical activities.
C Relax compulsory kit requirements for extra-curricular sessions. Consider putting on transport eg late buses for the girls who remain at or come back to school. Think about different ways to promote extra-curricular activities eg more attractive and up-to-date notice boards.
EXAMPLE
A participation card scheme introduced by one school was a huge success. Prizes were donated by the sports development unit and the university. They included : a three-month pass for two girls to use to go swimming, a £50 sports equipment voucher and a £50 sports clothing voucher. Girls also received certificates. Prizes were awarded to the girls who completed the most cards, the girls who attended a sports club for the first time and another discretionary award.
In the pilot stage, the project was restricted to girls aged 11 – 14 but was expanded to include 14 – 16 year old girls, who showed great interest in its early stages.
Long-term solutions
A Organise a promotional event. Make the first week of each term a taster week for a range of extra-curricular activities. Get the whole school on board eg through poster designs or a healthy lifestyle week. Invite local sports personalities, use topical assemblies, have a celebration evening and present prizes.
B Schedule lunchtime activities to correspond with the year group participating in PE directly before or after lunch. (Girls are more likely to take part if they’re already changed and don’t have to rush their lunch break.)
C Establish a ‘mothers and daughters’ or ‘female staff and pupils’ session in the evening or after school, either in school or in the community. This could include non-competitive activities such as aerobics or fun intra-or inter-school challenges.
EXAMPLE
The school asked for help from the local authority sports development unit and other local schools. Together they organised a ‘Girls’ sports convention’ where the sports on offer were selected by the girls and reflected those available through local sports clubs. Self-defence, ju-jitsu and street dance were particularly popular and the local archery club was delighted to have so many girls joining its sessions.
The convention also held a debate on Fit for Girls, run by the older girls from each school. The health promotion unit ran sessions on healthy lifestyles and sessions designed to help girls create a positive self-image.
Participation in extra-curricular activities has increased significantly as a result and local clubs have reported an increased number of girls attending sessions.
THE CURRENT PE AND EXTRA-CURRICULAR PROGRAMMES ARE TOO
GAMES –BASED AND TOO COMPETITIVE
Short-term 
solutions
A Ask the girls what activities they enjoy. Add a range of physical activities to complement the competitive sports. Recognise the importance of having fun and getting involved by de-emphasising competition and interpersonal comparisons; focus on personal progress and achievement. Encourage recreational involvement and enjoyment.
B Modify activities. Alter the rules, playing area, equipment and team numbers to suit the pupils’ current abilities and interests. Continue to modify activities in order to challenge pupils as their competence, confidence and interest increases.
EXAMPLE
An urban school introduced football for the 12 – 14 year old girls. This was received enthusiastically and the percentage of ‘non-doers’ has decreased.
The school also introduced an award for 100% participation.
Whenever possible, options were offered within PE time and planning and organisation shared with the girls.
Medium-term solutions
A Introduce girl-friendly activities. Attempt to increase the range of activities available rather than focusing on more traditional activity. Think about self-defence, aerobics, street dance, football and rugby.
B Conduct a mini survey or hold an informal debate to gauge girls’ concerns, fears and preferences.
C Adopt a ‘multi-sport’ approach to competition and challenge so that the girls can develop skills and interests across a range of sports without feeling they’ve failed because they’re less good at one particular sport.
EXAMPLE
A rural school introduced street dance and aerobics into the dance programme. Girls asked for an after-school street dance club and the evening aerobics class, run on the school site, was marketed to mothers and daughters. Participation rates within the curriculum have improved.
Long-term solutions
A Find out what non-traditional sports opportunities are provided within the community. Introduce some of these within curriculum time, using external coaches to support PE staff where necessary. Encourage the girls to extend their involvement outside school by going to the local club or leisure centre.
B Work with other local schools to develop challenge or competitive events that aren’t simply games-based eg dance displays, cheerleading competitions, orienteering courses and problem-solving tasks etc.
C Through Active Schools, sports development and local leisure providers, encourage leisure centres and community halls to offer girls’ sessions as part of their general programmes (based on the girls’ interests) or encourage the girls to attend existing programmes.
EXAMPLE
The sports development officer helped the school to compile a directory of local clubs and leisure centre sessions that particularly focused on non-traditional activities that might appeal to the girls.
Female coaches from the women’s football club worked alongside PE staff to introduce football to the 12 – 14 year olds. A significant number of those girls who did not previously participate in extra-curricular clubs now attend the football club.
PE AND SCHOOL SPORT HAVE A LOW STATUS IN SCHOOL AND
THE LOCAL COMMUNITY
Short-term solutions
A Recognise, reward and publicise effort, achievement and levels of individual participation. Use a range of methods to do this including : certificates, merit points, commendations, junior and senior colours, badges and ties, attendance awards, school bulletins, a hall of fame and assemblies.
B Establish a girls physical activity forum. Encourage pupils to have a ‘voice’ by giving them the opportunity to influence PE and extra-curricular programmes. (This can help to improve staff-pupil relations as well as give pupils ownership of PE, physical activity and sport.)
EXAMPLE
One secondary school tried three ideas. The school sports council made ‘Fit for Girls’ its main priority and gave pupils a high level of responsibility for raising the profile of PE, physical activity and sport across the school. Girls’ effort and achievement were recognised weekly in assemblies and termly in a newsletter produced by the school sports council. New links with local clubs and community providers were also publicised.
Medium-term solutions
A Create high quality, eye-catching displays around the school featuring active girls and women enjoying their sporting involvement. Place notice boards in visible and highly populated areas of the school (Avoid using ‘perfect body’ images that may contribute to unrealistic perceptions of ‘normal’ bodies and damage the girls’ self-esteem.) Use photos of past or present pupils participating in school events. Change the displays frequently to stimulate and maintain interest; involve the art department.
B Raise awareness amongst colleagues. Be willing to listen to their opinions and suggestions. Maintain their involvement by reporting back to staff on the results of your trials and actions.
EXAMPLE
An inner-city secondary school collected display material to create frequently change displays of girls’ achievements through sport. The main foyer was given over to the PE department for a whole term and the displays were changed weekly to maintain interest amongst staff and pupils. New display cabinets were placed in the foyer and allocated permanently to the department.
Long-term solutions
A Explore the possibility of enlisting local or national female sporting celebrities to help. Involve them in promotional events, celebration or presentation evenings, topical assemblies or coaching sessions.
B Make time to demonstrate the impact of girls’ learning through PE, physical activity and sport on their wider education and achievement. Link this to whole school reviews and evaluation; share findings with the senior management team, wider staff and parents.
C Strive to get the support of the girls’ parents (Remember, their own memories of PE and sport may not be happy ones). Promote the benefits of PE, physical activity and sport and explain the aims of the Fit for Girls development plan. Produce flyers or newsletters to send home or talk to them at parents’ evening. Ensure PE and extra-curricular activities are a regular part of parents’ evenings.
EXAMPLE
A school in a socially-deprived area had not previously involved the PE department in parents’ evenings. An eye-catching display was placed in the foyer and staffed with PE staff so that parents could ask questions or hear about the department’s work as they waited to see other subjects’ staff/the department also produced a handout explaining the aims of the curriculum and describing the range of extra-curricular activities on offer.
PE staff targeted the parents of those pupils who frequently asked to be excused from PE to explain the importance of their participation or, when necessary, met with them after school. The number of excuse notes reduced significantly during the following term.
The PE department is now involved in every parents’ evening.
PARTICIPATION RATES WITHIN PE ARE UNACCEPTABLY LOW
Short-term solutions
A Develop girl-friendly lessons that :
· use a range of teaching styles, including less directive styles, to foster a safe and supportive learning environment
· adapt tasks, activities and equipment to ensure that all girls achieve success and have the opportunity to improve
· get to know the girls on a personal basis and make the lessons friendly and fun
· set clear, challenging but realistic goals and praise effort and achievement
· keep monitoring and reviewing teaching and learning styles to create carefully designed learning experiences that provide different levels fo challenge
· use elements of the sport education model.
B Incorporate the girls’ suggested activities. Respect pupil choice in terms of lesson style, lesson format, choice of music for dance lessons and so on.
C Set up a school sports council so that staff and pupils can work together to develop more positive, relaxed relations.
EXAMPLE
A teacher at a large secondary school set a trial period during which she adopted a much more relaxed style of teaching. Girls were encouraged to contribute to the planning and delivery of lessons and she monitored the language she used and tried to turn negative statements into positive ones. The girls reported they enjoyed PE much more…and so did the teacher!
Another school set up a ‘girls’ voice forum accessed through the school intranet. Half-termly meetings discussed items raised on email by female pupils.
Medium-term solutions
A Work with the girls to update the changing rooms so that they offer a bright, clean environment that offers positive images of girls participating in sport.
B Fit shower curtains to ensure privacy and install hair dryers, straighteners and mirrors.
C Consult with the girls about the PE kit and, where possible, adapt it to suit their needs and preferences. Be more flexible about what kit the girls must wear eg allow tracksuit bottoms for outdoor games etc.
D Revise the timetable so that a teacher can remain with a group longer than usual. (This helps the teacher to become more familiar with the girls’ abilities and helps to build positive relations between staff and pupils.)
EXAMPLE
A relaxation of kit rules at one rural school had a major impact on participation. Girls were allowed to wear any colour t-shirt with jogging bottoms for outdoor activity and leggings for indoor activity. Sweatshirts were permitted for extra warmth on cold days. A ‘spare’ kit box was established offering a range of sizes of clean, tidy kit.
Another school involved the girls in deciding on a new PE kit. Because they’d chosen it they like it, enjoy wearing it and are proud of their trendy, corporate image.
Long-term solutions
A Encourage older girls to act as role models for the younger girls. Allow opportunities for different ages to interact and, wherever possible, relinquish responsibility to older girls in the form of leadership or officiating roles. Organise and facilitate leadership and officiating courses for girls aged 14 to 16.
B Review the time of year when particular sports are taught. Revise current practices to avoid teaching games in unpleasant conditions and uncomfortable temperatures.
C Work with the associated primary schools to develop and build on positive experiences of PE, physical activity and sport from an early age. Offer Saturday morning sessions to upper-primary school pupils as a way of generating enthusiasm and familiarisation with the secondary school site and staff.
D Get the backing of the girls’ parents. Reassure them about the safe, positive environment you provide for their daughters and encourage them to support their child’s involvement in PE. Establish a policy for dealing positively with excuse notes and absence.
EXAMPLE
A small secondary school piloted work with its associated primary schools to offer Saturday morning clubs. The pilot was very successful in creating a positive image of PE, physical activity and sport for the upper-primary school pupils. The sessions were mostly run by 16 year old girls, as part of their leadership award volunteering, and a closer working relationship between them and the staff was established as they worked together to plan and organise the clubs.
Links with the primary schools have been written into the PE department’s development plan so that resources can be secured to sustain this project. It will also be expanded to run festivals for the younger children.
COMMUNITY LINKS AND PARTNERSHIPS ARE POOR AND LINKS WITH OTHER SCHOOLS ARE WEAK
Short-term solutions
A Liaise with the sports development officer to investigate the sporting provision in the local area. Produce an information pack outlining activities and clubs that may appeal to the girls. Keep the information updated. Find out which pupils attend the clubs already. Ask them if they’re prepared to be advocates with the rest of the girls or a point of contact if further information is required. (Check that the club is affiliated to its National Governing Body (NGB) and conforms to child protection procedures. The Sports Development Officer will probably know this.)
EXAMPLE
The local sports development unit organised a ‘Women in Sport’ week. One school entered a football team, comprising girls that didn’t usually take part in competitive events.
Parents were also invited to take part in fun fixtures during the week and this has become a regular feature of the school’s intra-school sport programme.
Medium-term solutions
A Establish links with local sports clubs so that they can use your facilities beyond the school day whilst their coaches support you in delivering PE or extra-curricular sport. Start with a few taster sessions to establish interest and to enable you to check out the appropriateness of the coaches.
B Establish links with other leisure providers and community centres to investigate ways you can work together in delivering provision for girls.
EXAMPLE
A teacher worked with coaches from local sports clubs to set up girls-only football, cricket and rugby clubs. The football coach was female but the girls were equally keen to attend sessions led by the young, enthusiastic male coaches!
The IT department created an electronic leisure directory providing easily accessible and up-to-date information about local clubs.
The school now runs football and cricket as part of the girls’ PE curriculum, extra –curricular clubs on the school site for all three sports and several girls have started to attend training sessions at the community-based clubs. Overall participation rates by ‘non-doers’ have increased significantly whilst the cricket club has taken up the option of using the sports hall for nets practice once a week during winter.
Long-term solutions
A Work with neighbouring secondary schools to make the best of resources and expertise. Work together to establish extra-curricular clubs so that you can provide a greater range of activities.
B Set up friendly inter-school events where the emphasis is on taking part, not winning. Include sports that encourage maximum participation eg Kwik cricket, rounders, Frisbee, dodge ball, dance (mat) displays, multi-sports and mini-versions of traditional games.
C Work with associated primary schools to build a positive image of PE, physical activity and sport from an early age. Offer Saturday morning sessions to 9 to 11 year old girls as a way of generating enthusiasm and familiarisation with the secondary school. Use older girls to help run the clubs and/or festivals too.
EXAMPLE
A local authority invited local primary and secondary schools to join a district-wide ‘festival of sport’ week for girls aged 10 – 12. Each school took responsibility to host at least one afternoon event, chosen by the pupils. Other schools offered support with equipment and expertise. Pupils were off-timetable each afternoon so that, by the end of the week, each pupil had taken part in at least eight events on five different school sites.
Links between the school have been strengthened, primary pupils have had a positive taste of PE at their next school and secondary pupils took part in a wider range of activities than usual. Teachers recognised the benefits of pooling expertise and resources.
THERE IS LITTLE OR NO ADDITIONAL SUPPORT FROM NON-SPECIALIST TEACHER’S LEADERS AND OTHER MEMBERS
OF THE PHYSICAL ACTIVITY WORKFORCE
Short-term solutions
A Use the girls who are taking a sports leadership award to assist in running after-school activities for the younger girls.
B Conduct an audit of staff to assess their competencies and interests. Investigate staff training opportunities eg NGB awards etc
C Let parents, colleagues and local sports clubs know that you need help from suitable qualified people. Make sure that you are ready to respond positively to any offer of help (as they may not volunteer again if they don’t feel needed and valued). Contact past pupils who have taken a leadership award.
EXAMPLE
Staff sporting sessions were the starting point for one school in recruiting staff to help with after-school clubs. Rather than ask for volunteers, the PE department set up sessions for staff in badminton, tennis and table tennis whilst female staff were also offered fitness sessions, gentle jogging and beginners aerobics. This revealed some previously unknown talents and enthusiasm amongst members of the school staff.
After the first half-term, participants were asked to help set up recreational after-school sessions for the pupils in badminton, table tennis and get fit. Aerobics was the only activity that needed a qualified instructor.
Teachers have commented about the very positive relationships they have built with pupils who attend the sessions. This has benefited curriculum delivery and discipline across the school.
Medium-term solutions
A Introduce a sport education approach where girls have opportunities to develop leadership and conflict resolution/negotiation skills by becoming referees, record keepers, reporters, coaches and administrators as well as players.
B Encourage the girls to develop generic sports leadership skills through their favourite sports by offering NGB awards
C Swap traditional roles. Eg use female teachers to take boys’ basketball whilst the male teachers take girls-only rugby. (This will use staff skills more effectively and help to challenge gender stereotypes.)
EXAMPLE
A small rural school had an extensive extra-curricular programme but it was very traditionally games-based and attracted the same small percentage of girls to each session. An appeal to parents identified three parents with community sports leadership awards who were offered refresher training to regain their confidence as sports leaders. They ran multi-sports sessions, offering a wide range of non-traditional activities such as mini football, touch rugby and street dance. Older girls, working towards leadership awards, also helped.
One mum, a qualified exercise teacher, agreed to supervise a weekly girls-only session in the fitness suite. The programmes were a great success and attracted girls who did not usually take part in after-school sport.
Long-term solutions
A Introduce girls-only leadership award courses to encourage more girls to develop their leadership skills away from the perceived threat of their male peers.
B Consider the sporting background and willingness to get involved in extra-curricular activities of all applicants for teaching posts at the school.
C Work with the sports development officer to plan a programme of after-school activities on the school site, in conjunction with community sports clubs wishing to develop junior sections. (This will ensure a thriving exit route for your pupils.)
EXAMPLE
One local authority has linked its Fit for Girls strategy to the schools’ development plans and its own community sports development plan. New challenges were faced in linking the plans as this was the first time the sports development unit and schools had really tried to work together.
The main aim for the first year was to co-ordinate holiday activity programmes with curricular and extra-curricular programmes in schools so that the girls could develop the skills and confidence to take part in the ‘Girls’ festival of sport’ each holiday. The majority of attendees at the festivals were from the linked schools and included many girls who had never attended any out of schools sports activity before.
THE GIRLS HAVE A NEGATIVE SELF-IMAGE
Short-term solutions
A Introduce girl-friendly activities. Attempt to increase the range of activities on offer instead of focusing on traditional sports. (Activities such as self-defence may contribute directly to positive self-esteem and confidence.)
B Use a sport education approach, where girls have opportunities to develop leadership and conflict resolution/negotiation skills by becoming referees, record keepers, reporters, coaches and administrators as well as players.
C Ask the girls what they want to do. Design a survey that explores their concerns, fears and preferences.
D Fit shower curtains to ensure privacy. Install hair dryers, straighteners and mirrors.
E Avoid language that may be perceived as demeaning, inappropriate or sexist or that could perpetuate negative self-perceptions.
F Provide girls with a safe and supportive environment in which to discuss issues relating to body image, physical activity and self-esteem. Collaborate with teachers in other departments to use personal journeys, discussion groups, time-space maps and media analysis to enable girls to address these issues and develop strategies to manage them.
EXAMPLE
One school ran a sport, fashion and beauty holiday course for teenage girls. The sports activities were introduced through a health-related fitness approach. The week began with aerobics and sessions in the fitness suite then progressed to a range of sports with teachers emphasising how each sport could contribute to the girl’s overall fitness.
Term time participation in extra-curricular aerobics and fitness sessions increased with some notable success stories around long term ‘non-doers’.
Medium-term solutions
A Try ‘select-a-sport’ activity clubs, introduce multi-activity clubs in which th girls are entirely responsible for their own choice of activity. Increase pupil responsibility for organising the sessions and adopt a relaxed, supportive teaching style. Enable girls to introduce sports or activities that are traditional within their own culture.
B Offer single-sex, girl friendly sessions. Increase the availability of girls-only activity sessions, thereby providing opportunities for the girls to gain skills and confidence in a single-sex environment. (In particular, this may help girls from some ethnic minority groups to take part.)
C Consult with the girls about the PE kit and, where possible, adapt it to suit their needs and preferences. Be more flexible about what kit the girls must wear eg allow tracksuit bottoms for outdoor games, t-shirts over swimsuits. Consult with the girls or parents/carers regarding any ethnic or religious requirements (Comfort and safety should be the main considerations.)
D Get the backing of the girls’ parents. Reassure them about the safe, positive environment you provide for their daughters and encourage them to support their child’ involvement in PE. Remind them of the lifelong benefits of being physically active.
EXAMPLE
A small secondary school with a great success record at district-level inter-school sport had a vast extra-curricular programme catering for many teams. Its limited facilities were full every night. It made a decision to stop running as many teams in order to create some space in the facilities.
The school introduced a recreational club where girls had a say in the activities offered. The club has thrived. Initial teacher scepticism has been overcome since the participants are girls who, hitherto, had never taken part in extra-curricular clubs.
Long-term solutions
A Plan cross –curricular links that will support a long-term campaign to support lifelong healthy lifestyles. eg incorporate anti-smoking, drugs and alcohol issues that affect both boys and girls but focus on an ‘eat well and play well to look and feel well’ campaign for the girls.
B Establish cross-curricular links through PSHE, technology, art, dance, music and drama as part of a whole-school campaign. Develop themes for special assemblies and pupil-led activities. Involve positive role models, including local sportswomen.
C Introduce mother and daughter sessions as after-school clubs to reinforce the benefits of lifelong activity. Encourage female colleagues to participate in lunchtime and after-school clubs alongside pupils, especially those deemed to be ‘non-sporty’ by the pupils.
EXAMPLE
One school introduced an aerobic club for girls and a separate one for female members of staff. Both clubs grew and, eventually, it made sense to join forces and move them to the sports hall. Initially, both clubs resisted the moves both groups worried that the other might laugh at them. Sensitive leadership from the aerobics teacher overcame this problem and the club is now thriving and involving mums too.
THERE IS A LACK OF SUPPORT FROM COLLEAGUES, THE HEAD OF DEPARTMENT OR SENIOR MANAGMENT
Short-term solutions
A Raise awareness of the issues amongst colleagues, not just in the PE department. Share ideas with staff on a regular basis. Inform all colleagues of the current situation, any action that you are undertaking or changes that you are implementing and most importantly, the underlying rationale. Be willing to listen to their opinions and suggestions. Maintain their involvement by reporting back on the results of your trials and actions.
B Adapt traditional games to make them less competitive and less focused on performance. Alter the rules, playing area, equipment and team numbers to suit the pupils’ abilities and interests. Use a wider range of dance forms and encourage the girls to choose the music for dance lessons.
C Introduce a sport education approach where girls have opportunities to develop leadership and conflict resolution/negotiation skills through becoming referees, record keepers, reporters, coaches and administrators as well as players. (This will be particularly well received by older pupils.)
EXAMPLE
A newly qualified teacher joining a traditional PE department managed to get Fit for Girls on the agenda at each faculty meeting. Male colleagues were particularly concerned at the data collected over one term which highlighted the problem around ‘non-doers’ in girls’ PE. This information, although readily available, had not been collated before.
The head of department encouraged colleagues to review their teaching styles with particular ‘problem’ classes and agreed to pilot the introduction of girl’s football and aerobics for one term. Participation rates increased dramatically and the new activities are being extended.
Medium-term solutions
A Organise termly inter-house tournaments. Emphasise that these should be about enjoyment rather than fierce competition. Focus on less traditional sports or activities , especially those that the girls request. Encourage colleagues to take part alongside pupils. Adopt the sport education model to support the tournaments.
B Swap traditional roles. eg use female teachers to take boys’ basketball whilst the male teachers take girls-only rugby. (This will use staff skills more effectively and help to challenge gender stereotypes.)
C Explore the possibility of enlisting local or national female sporting celebrities to help. Involve them in promotional events, celebration or presentation evenings, topical assemblies or coaching sessions.
D Involve the local press. Produce a half-termly newsletter reflecting the achievements of Fit for Girls.
E Get the backing of the girls’ parents. (This could be achieved through flyers, newsletters and parents’ evenings.)
F Make a presentation to the parent council or school board. Use evidence from your work (including Active Schools reports) to make your case and present proposed actions from your action plans.
EXAMPLE
A school sports council was set up with the backing of the whole school. There was a big launch to give sport a higher profile in and out of school and to encourage other staff members to recognise the importance of the ‘pupil voice’. Two male and female representatives from each year group were voted on to the council. Election results were announced in assembly and certificates awarded.
The initial focus was on participation, encouraging those currently not involved in sport. The council chose to focus on one big event to start with, reviving inter-house tournaments through a Kwik cricket tournament. It was very successful, resulting in mass participation and lots of fun. Feedback from the staff and pupils was very positive and enthusiastic.
Long-term solutions
A Establish a school sports council. Involve parent councils and other teachers. Give pupils the responsibility for running the council. (This initiative will help to raise and sustain the profile of PE and sport in and out of school, help pupils to gain ownership of specific issues such as girls’ participation and improve staff-pupil relations.)
B Use PE, physical activity and sport (in and out of the curriculum) to tackle a particular problem that may exist in school e.g. vandalism, bullying etc.
C Link the sport education model to cross-curricular activities in PSHE, technology, art etc. Help young people to build their self-esteem and confidence through sports leadership and through creating a lively, positive environment for learning in the PE department.
D Enlist other colleagues’ help introducing newsletters, directories, notice boards etc. Draw on their local knowledge and links to raise awareness of community provision. Use the pupils to drive these too.
EXAMPLE
After enlisting the support of senior management, other staff and the parent council, the PE faculty worked with the PE advisor to develop a policy for the promotion of girls’ participation in sport, both in and out of school. This involved consultation with girls in each year group, the sports development officer and representatives of several local sports clubs.
The Fit for Girls policy has since been developed into a Fit for Girls development plan, linked to the PE development plan. The school’s equal opportunities policy is also being rewritten to reflect these newer plans/policies and to take account of issues raised through discussing girls’ participation in PE and sport.
GIRLS’ ACHIEVEMENT IS NOT RECOGNISED OR VALUED
IN THE SAME WAY AS BOYS’ ACHIEVEMENT
Short-term solutions
A Introduce a half-termly newsletter to publicise girls’ sporting achievements. This could include competition results, individual excellence in an out of school sport, sport leadership achievements or participation awards. Send a copy to the local newspaper, along with relevant photographs.
B Use eye-catching notice boards around the school; update them weekly with a success story about the girls’ sport. Encourage year groups to take responsibility for their own notice board.
C Publicise forthcoming fixtures and events and encourage staff and pupils to support teams and participants. Use year group assemblies to recognise and celelebrate achievement. Set up demonstrations, enabling pupils to watch each other’s achievement eg in dance, gymnastics or cheerleading.
D Work with the girls to design a participation card. This can be signed each time a pupil participates in an extra-curricular sport session at school or in the community. Award prizes to girls with the most completed cards, girls not previously involved or those with significant attendance levels.
EXAMPLE
A secondary school analysed attendance at extra-curricular activities and was concerned that the 11 to 12 year old girls had far lower attendance than boys of the same age. The school introduced an award scheme, initially in PE for athletics. It soon became obvious that this was a very successful way of motivating the girls and the scheme was extended to extra-curricular sessions. By the middle of the year, girls’ and boys’ participation had become more equitable.
Medium-term solutions
A Set up a sporting ambassadors’ scheme, involving sports personalities and past and present pupils as role models. Include women who have successful careers in the sports industry eg coaches, administrators, sports scientists, development officers as well as performers. Invite them to special assemblies, as guest coaches, as speakers at presentation evenings, to present prizes. Feature a sporting ambassador in your half-termly newsletters.
B Introduce a reward system based on effort, with points for participation within PE, physical activity and sport, which contributes to or complements wider school reward systems.
C Arrange residential weekends at national sports centres. Offer a range of recreational and competitive activities. Take advantage of expert coaching and specialist facilities to challenge high level performers.
EXAMPLE
The PE department became more aware of inequality between girls and boys in their school. Support from parents, staff and senior management at team fixtures had always been excellent for the boys’ teams. Spectators at the girls’ events were few and far between. Daily staff briefings, newsletters, e-mails and notice boards were used to encourage and cajole support for the girls’ fixture. Now, there is almost the same number of supporters at girls’ and boys’ events.
Furthermore, the issue of girls having equal access to the indoor facilities is being considered for the first time in thirty years!
Long-term solutions
A Use sport as a theme for exchange visits with schools from other regions or countries. Arrange a programme of recreational and competitive events, maybe involving a visit to a national women’s sporting event eg an international netball game. (This could involve cross-curricular links and will certainly require whole school support, thus raising the profile of girls’ sport.)
B Use your Fit for Girls policy statement and development plan and, where appropriate, the whole school plan too. Make the links between learning through PE and sport and the girls’ wider educational achievement.
EXAMPLE
One secondary school has developed an ongoing programme of visits. Each year a particular year group is targeted and the programme includes visits to major sporting events (as spectators) prestigious facilities with the chance to watch sports people training, and high quality fitness facilities which the girls can use on the day.
THE POOR ENVIRONMENT IS OFF-PUTTING TO THE GIRLS
Short-term solutions
A Designate certain recreation spaces, indoors and outdoors, as girls-only areas during certain days or times of the day. (This will help to avoid activities being taken over by the boys.)
B Work with the girls to brighten up the changing rooms and showers. Use positive images of women and girls enjoying sport. (You may be able to get posters from sports retailers, NGBs or create a library of photos of pupils enjoying PE and sport.)
C Work with the art department to encourage pupils to design images and colour schemes to redecorate the changing rooms. (Their ownership and involvement will encourage them to look after the space with pride.)
D Provide shower curtains for privacy. Add mirrors, hair dryers and straighteners.
E Enable the girls to use specialist facilities. Where possible eg fitness suites and leisure centres.
EXAMPLE
The changing rooms in an inner-city secondary school were drab, old-fashioned and cold. There was little money available for refurbishment but the parents’ association offered a small budget and some practical help. A competition was organised to challenge pupils to come up with ideas for brightening the changing rooms within the limited budget available. A couple of coats of white paint and some new floor covering provided a clean base for the winning murals. These were designed and painted by the pupils, with help from the art department.
The parents’ association bought some bright, cheerful shower curtains, mirrors and hair dryers. Girls appreciate the effort to improve the environment. The changing rooms are kept clean and tidy and the girls are now willing to take showers.
Medium term-solutions
A Review the teaching of certain sports at traditional times of the year. Avoid exposing the girls to really uncomfortable temperatures and weather conditions. Whatever the weather conditions, make sure the girls are suitably dressed so as to be safe and comfortable.
B Develop girl-friendly lessons that :
· use a range of teaching styles, including less directive styles, to foster a safe and supportive learning environment
· adapt tasks, activities and equipment to ensure that all girls achieve success and have the opportunity to improve
· get to know the girls on a personal basis and make the lessons friendly and fun
· set clear, challenging bur realistic goals and praise effort and achievement
· keep monitoring and reviewing teaching and learning styles to create carefully designed learning experiences that provide different levels of challenge
· allow staff to join in where appropriate
C Consult with the girls about the PE kit and, where possible, adapt it to suit their needs and preferences. Be more flexible about what kit the girls must wear eg allow tracksuit bottoms for outdoor games, t-shirts over swimsuits. Consult with the girls or parent/carers regarding any ethnic or religious requirements. (Comfort and safety should be the main considerations.)
EXAMPLE
An experienced head of girls’ PE was reluctant to change her department’s current policy on kit as standards of dress were very high on her list of priorities. (The girls had to wear T-shirts, skirts and athletics briefs.) She was persuaded to move from them wearing athletics briefs to shorts. Within weeks, over half of the girls had bought shorts.
The positive response (and some pressure) from the girls persuaded the head of PE to allow tracksuit bottoms and sweatshirts. Almost immediately there were far fewer ‘ non-doers’ and all staff in the department reported an increase in girls’ motivation during curriculum time.
Now, girls are no longer required to wear uniform for extra-curricular activities. Numbers taking part have increased dramatically and this is having a positive impact on standards in curriculum time.
Long-term solutions
A Lobby support for refurbishment of existing facilities and the need for more modern, new facilities e.g. fitness suite, to be included in the school facilities development plan.
B Re-allocate budgets to enable each year group to use local specialist facilities at least once each half-term.
C Plan training programmes to support teachers to develop different teaching styles and learning strategies that will encourage girls’ participation.
D Review the timetable to enable setting by ability and gender. Use colleagues’ strengths appropriately ie using staff whose teaching styles are empathetic to ‘challenging’ or ‘problem’ groups.
EXAMPLE
An inner-city school invited ten other schools in its area to send girls to a ‘festival of sport’ day at the local leisure centre. None of the participating schools had great facilities of their own. Girls were introduced to activities for which they’d already indicated an interest (via surveys in their own school). Club personnel and sports development officers were on hand to give pupils information about how to access these activities in their own community.
THE GIRLS HAVE ADDITIONAL OR DIFFERENT
HOME RESPONSIBILITIES TO THE BOYS
Short-term solutions
A Alternate extra-curricular sessions so that some clubs take place before school, some at lunchtime and some after school. (Girls with home responsibilities eg caring for siblings should be able to attend at one time or another.)
B Offer drop-in sessions so that girls may attend whenever they can without feeling they have to attend every week. Recognise and praise their attendance even though it may be irregular.
C Run a club evening so that girls return to school once they’ve had a chance to go home and do their homework, look after siblings, go to the mosque etc.
D Set up girls-only activity areas in the yard or grounds over breaks. (This will encourage the girls to use their break time for physical activity without the threat of unwanted spectators.)
EXAMPLE
Girls at a rural school told staff that they’d like a fitness club offering a rang of different activities. The staff set up an after-school club, but were disappointed with the number of girls who attended. The girls told them that they were too tired at the end of the school day, had too much homework to do and that they had to travel home on the school buses.
Changing the time of the club to 7.30 am had a remarkable effect. Girls could get the early bus to school, had the energy for 45 minutes of fitness activities, showered, changed and ate their packed breakfasts before starting school at 8.45 am. Take-up was excellent, particularly amongst traditional ‘non-doers’.
Medium-term solutions
A Link lunchtime activities to PE lessons before and after each lunch break.
B Where possible, arrange Saturday morning sessions, ideally at least one each half-term.
C Encourage and facilitate pupil-initiated participation on a casual basis during breaks and lunchtime. For example, introduce trails, step-count challenges and zone playgrounds so that different activities can take place. Consider setting up an equipment store supported by ideas cards, managed by young leaders.
D Investigate the possibiltity of organising late or early buses for girls to access after-school or breakfast clubs.
E Produce an information pack that highlights clubs and activities available in the local community. Update the information regularly to ensure its accuracy. (Ensure community clubs conform to child protection procedures.)
EXAMPLE
A school with a high number of pupils from different cultures put on girls and mothers/carers afternoons in an effort to influence the attitudes of the family to girls’ participation in PE and sport. The overall aim was to reassure parents that their daughters could be involved in safe and appropriate physical activity at their after-school clubs and to promote the benefits of a healthy lifestyle.
Attitudes are hard to change and the school realises that it will take sustained effort through such initiatives to make a significant impact on the number of Asian girls taking part in extra-curricular activity.
Long-term solutions
A Build links with community clubs that can offer sessions at different times to those on offer in school.
B In conjunction with the sports development officer, think creatively about the range of extra-curricular sessions that you offer. Consider holiday festivals, women’s weeks, mother and daughter sessions etc.
C Work in partnership with associated primary schools to offer after-school clubs on your secondary site that include your pupils’ siblings. Encourage primary colleagues to get involved and use your young leaders to help run the clubs.
D Challenge the traditional image of women by encouraging mothers to train as leaders. For example, you could initially involve them as ‘Start to play’ organisers, holding sessions for pre-school children on your site.
E Revise the current timetable so that the school day starts and finishes earlier. This enables after-school clubs to start and finish earlier too. (This has positive implications for pupils safety, time to do homework, additional responsibilities etc.)
EXAMPLE
One large secondary school applied for, and received, grant funding to set up a performance support programme to support talented performers. Many of these would have dropped out of sport or not progressed because of other pressures or lack of parental support.
