Understanding and Addressing Inequalities in Physical Activity

This report recommends that public bodies which commission physical activity need to understand the complexity between the many different groups with protected characteristics - such as age, sex or ethnic group - within their local communities in order to increase activity, and to improve health and wellbeing.

This Public Health England report by University of Derby says urgent action is needed to address stark inequalities in physical activity across the country.

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Leadership Briefing Issue 4.10 (46)"
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Leadership

Physical Activity And Adolescents

17 Feb 2010

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Leadership

Evidence based physical activity for school-age youth.

1 Jan 2006

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Leadership

Prospective Associations Between Physical Activity, Sedentary Behaviour, And Exam Results In British Adolescents

9 Sep 2015

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      string(2589) "Obesity in children happens for complex reasons. However, the messages reaching children need to consistently reinforce the importance of choices that lead to better health. Without this, the attractions of sugar, fat and inactivity will more often win the day over healthier choices. Schools should focus on improving those things they are best placed to do: planning a challenging and well-sequenced curriculum, including learning about the body in PE and science about healthy eating and cooking. providing ample opportunity for children to take physical exercise during the school day – with lots of opportunities to ‘get out of breath’. teaching particular skills like how to cook or how to dance. updating parents on their children’s physical development such as agility, balance and coordination. Key Points: While schools have an important role to play in encouraging healthy lifestyles and exercise as part of a rich, broad curriculum, expecting too much of schools will not solve the problem, and risks further increasing teacher workload. PE, personal, social, health and economic education (PSHE) and design and technology (D&T) all provide valuable learning for children, who may not be taught about healthy eating and the benefits of exercise at home. Inspectors found that schools put too much effort into activities designed to influence parents without any evidence that they either have an impact or are what parents want. Eighty-three per cent of parents said they had been invited to an event at school. But many of them told Ofsted they are time-poor and what they really want is readily available information about what their child is doing at school: what they are eating and learning about, so that this can be followed up on at home. Parents also said they wanted more time for PE in the curriculum. And while extra-curricular activities are a good way to broaden the opportunities for children to learn new skills and to exercise, a quarter of parents said that their child couldn’t access all the clubs and activities they wanted. Reinforcing messages, imparting knowledge and developing skills is what schools do well. The report says that schools should focus on improving the things they are best placed to do. WEB LINK Obesity, Healthy Eating And Physical Activity In Primary SchoolsKeywords Obesity, healthy eating, physical activity, primary schools, better health, inactivity, physical development "
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Leadership

Obesity, Healthy Eating And Physical Activity In Primary Schools

10 Sep 2018

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Leadership Briefing 11.11(131)"
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      string(5663) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.RECONSIDERING CURRENT OBJECTIVESFOR PHYSICAL ACTIVITY WITHIN PHYSICALEDUCATIONKeywordsPhysical activity,physicaleducation,objectives,teachers,children,physical literacy,sport skills,confidenceSummaryThis research carried out at Leeds Beckett University and published in the British Journalof Sports Medicine suggests physical education (PE) in the UK and USA may be failing bothteachers and children.The research suggests there is too much emphasis on increasing physical activity (PA) and this maybe at the cost of developing other things like physical literacy.Physical literacy is the mastering of fundamental movement skills and sport skills that allow a child toread their environment and make appropriate decisions, allowing them to move confidently and withcontrol in a wide range of physical activity situations.As we move towards research informed practice, it is essential that objectives for PA in PE areappropriate. The uncompromising pursuit of these objectives by research and policy is concerning.It may cause teachers to focus on PA, at the expense of fostering an enjoyment of PA or developingphysical literacy.It is essential that objectives for PA and PE are now refined. For example, Ofsted has now called forteachers to engage pupils in sustained periods of high-intensity physical activity; this can reduce long-term motivation for physical activity.Main Points: ■ There were significant disparities in the objectives set in the UK and the USA. The UK objectivesays that students should be actively moving for at least 50-80% of the available learning time.In contrast, the US objective states that they should engage in moderate-to-vigorous physicalactivity (MVPA) for more than 50% of the time they spend in the PE class. Despite thesedifferences, low quality evidence underpins both objectives ■ Even though physical activity (PA) contributes to better health, many young people fail to achievethe target of 60 min per day. ■ The whole school day and within that physical education (PE) are increasingly seen as importantopportunities to accumulate PA. however, PE is frequently identified as insufficiently active. ■ The Association for Physical Education (AfPE) objective fails to cite evidence that informs therecommended duration and intensity of PA in PE.Week Commencing 19th June 2017http://bjsm.bmj.com/content/bjsports/early/2017/06/14/bjsports-2016-097328.full.pdf?ijkey=ohHIgtKEqaPCA9z&keytype=refhttp://bjsm.bmj.com/content/bjsports/early/2017/06/14/bjsports-2016-097328.full.pdf?ijkey=ohHIgtKEqaPCA9z&keytype=refhttp://bjsm.bmj.com/content/bjsports/early/2017/06/14/bjsports-2016-097328.full.pdf?ijkey=ohHIgtKEqaPCA9z&keytype=refLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents. ■ The US Department for Health and Human Services (HHS) objective is based on a combinationof evidence—all of it low quality: self-reported time spent playing sport, expert advice,interpretations drawn from behavioural theory and a selection of exemplary practice.  Thismisalignment, predominantly arising from the discrepancy between self-report and objectivemeasurement of PA, may be one explanation why few contemporary PE lessons are deemed‘active enough’. ■ As we move towards research informed practice, it is essential that objectives for PA in PE areappropriate. ■ The uncompromising pursuit of objectives by research and policy may cause teachers to focus onPA, at the expense of fostering an enjoyment of PA or developing physical literacy. ■ This pursuit has already led to unsubstantiated calls by Ofsted for teachers to engage pupilsin sustained periods of high-intensity PA. However, adherence literature demonstrates howsustained, high-intensity PA can reduce subsequent motivation for PA. ■ Current objectives for PA in PE need refining as they are underpinned by low-quality evidence andcontain unacknowledged differences in PA intensity and duration. ■ While PE may be reasonably expected to make a substantial contribution to children’s daily PA,this must not sacrifice other important PE outcomes. ■ The current objectives for both PA and PE need refining as they are underpinned by low-qualityevidence and contain unacknowledged differences in PA intensity and duration. It is also time tolook beyond PE as a ‘silver bullet’ for resolving the inactivity crisis and towards the wider schoolday. While the quest for physical activity is important, it must not be at the expense of developingphysically literate young people. ■ To support the development of objectively determined PA objectives, in tandem with achieving themultifaceted requirements of PE, it is essential that education makes a full contribution to publichealth debates. ■ Importantly, what is at stake is not just achieving PA in PE, but encouraging lifelong participation inPA and the longterm health of children.WEB LINKReconsidering Current Objectives For Physical Activity Within Physical Educationhttp://bjsm.bmj.com/content/bjsports/early/2017/06/14/bjsports-2016-097328.full.pdf?ijkey=ohHIgtKEqaPCA9z&keytype=ref"
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Leadership

Reconsidering Current Objectives For Physical Activity Within Physical Education

15 Jun 2017

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