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| With obesity on the rise, is it time for PE to be at the heart of school life in the same way as literacy and numeracy? (Pic : The Telegraph) |
I've covered the "obesity crisis" in Wales before, but the requirement for a review into school activity is laid out in very stark terms in the report (which you can read here) :
- 36% of under-16s in Wales are overweight or obese (2010).
- The percentage of 2-15 year olds who are obese rose from 16% in 2008 to 19% in 2010.
- Just 28% of primary and 26% of secondary school pupils are said to be "regularly active".
There was a separate warning from the Assembly's Health Committee, whose latest report suggests diabetes is reaching "epidemic" proportions in Wales, and the Welsh Government are likely to miss targets for tackling the disease. Type II diabetes is linked to excess body weight.
So if nothing's done, in the long term it's going to lead to reduced healthy life expectancy and put immense strain on NHS resources. It's also likely to be the first thing in Leighton Andrews' successor's in-tray.
School PE – The current situation
PE is a compulsory part of the national curriculum for 3-16 year olds, but it's compulsory in the same way religious education, PSE and IT are – usually one or two teaching hours a week. There could be simple practical reasons why, like too few facilities for too many pupils.
The report cites research that suggests the vast majority (74%) of primary school pupils enjoy physical activity "a lot", with only 4% saying they don't enjoy it at all. That changes in secondary school, with only 50% enjoying it "a lot" and 14% not enjoying it at all. The report hints that PE lessons themselves might be putting pupils off regular exercise.
It's said that while professional athletes and big sporting events like the Olympics provide "inspiration" – and have led to "promising" increases in sports participation in Wales since – they don't provide enough of an inspiration for the "hardest to reach".
What does the report recommend?
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| PE lessons and teachers don't have the best of reputations. But is their contribution to pupils' future wellbeing undervalued? (Pic : Vest Virginia Surf Report) |
There was one major headline recommendation – that PE should become a "core subject" in the national curriculum alongside English, maths and science (and Welsh first language in Welsh medium schools).
That would require a significant shift in mindset to make the subject more "valued". They want more teachers to take part in the Physical Education and School Sport (PESS) programme, which offers higher quality training, in order to develop "expert teachers".
Allied to this, there's a desire to create a framework for "physical literacy" in the curriculum – physical literacy defined roughly as, "having the motivation and confidence to become physically competent". It'll mean all teachers will have to show competence when it comes to PE in the same way they have to for literacy and numeracy.
It's estimated the cost of developing this would be around £5million.
I think that's sound. If you don't teach languages properly, you end up with illiterates. If you don't teach maths properly, you end up with innumerates. If you don't teach science properly, people get killed by plug sockets. If you don't teach PE properly, people will grow up to live unhealthy lifestyles.
What else could be done?
- PE (in secondary schools) could be "streamed" – The more able are currently taught PE alongside those who aren't as good or confident. That's unfair to both groups. Separate the "elite", who could go down the road of more professional coaching, from those who need exercise for exercise's sake.
- Doctor/Nurse exemptions only? - Pupils are actually going to have to participate in PE regularly in order for this to work, so exemptions from lessons could perhaps be a certificate signed by a GP or school nurse. However, certain biological cycles would make PE uncomfortable for girls and could complicate matters here. So maybe that could be treated with more tact and as a special case.
- Change PE outfits – Schools shouldn't have a set "PE kit", and perhaps should let pupils choose what they wear when doing exercise. This could help girls and the overweight in particular for obvious reasons.
- Better organised sport clubs & competitions out-of-school – That's a whole topic in itself, but if you want pupils to be healthy and active all year round, they'll have to be active outside of PE lessons as well. I've mentioned "umbrella clubs" before, with many different sports playing under one co-operative identity in a given area.
- Make use of out-of-school facilities – This was hinted at in the report, and many schools already do this to a certain extent. If a school is close enough to a leisure centre, for example, but don't have the facilities on school sites, should they have time set aside to use them exclusively?
- Be creative – PE shouldn't be all ball games, atheltics and gymnastics. The definition of PE could be expanded to include things like martial arts, outdoor activities like geocaching and cycling, mixed-sex sports like korfball, as well as dancing exercises and pool-based exercise. Schools could work in partnership with outside experts and sports bodies to develop these classes.
What are the other issues?
I think it's going to be very difficult to incorporate the Chief Medical Officer's recommendation of three hours of "vigorous physical activity" for every pupil per week into school timetables, especially in secondary schools. We're going to have to give serious consideration to extending the school day if that's the benchmark level of exercise the Welsh Government eventually want to adopt.
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| Does physical activity stop at the school gates? (Pic : cycleshelters.uk.com) |
Physical fitness doesn't just come down to exercise either. You could easily argue that nutrition should become a core subject for the same reasons as PE. We also have to encourage walking and cycling to school (and generally in life) and provide healthier meals in school canteens.
As well as increased physical activity, schools are going to have to offer more choice in terms of those activities, especially if they want to get to those "hard to reach" groups.
Even at my biggest I was strong for my size and had a decent throwing arm. But running for extended periods of time was painful, I'm not tall enough to be a useful rugby player, so-so at football and a poor swimmer. Maybe pupils should be pointed towards activities that take advantage of innate physical abilities and likes - with teachers trained to look for those strengths and guide pupils towards sports they might actually be good at.
So it's fair to say that I really enjoyed some sports and activities, and genuinely dreaded others, groaning whenever I saw PE on the timetable. Heavy rain during the summer so we would play handball or 5-a-side instead of doing cross country or athletics felt like a godsend. Did anyone else think like that?
PE is currently taught in a way that's a bit like going to subject called "art", having to play a musical instrument – regardless of talent - and getting ripped apart if you're not any good. That's silly, isn't it?
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| Do we need to be careful that the emphasis on healthy lifestyles doesn't lead to over-emphasis on a physical "ideal" ? (Pic : thecurvynerd.com) |
There's also the overarching issue of body image. Even if the underlying principle of more exercise is fine, you're going to have to be careful that the emphasis on "healthy bodies" doesn't lead to pupils developing a complex. It needs to be made clear to everyone from an early age that we all come in different shapes and sizes, and that's fine, but you still need to live healthily.How would teachers be able to do that if on the one hand they're telling pupils they're fine the way they are, and on the other asking them – "Do you even lift?"
Bethan Jenkins AM (Plaid, South Wales West) has advocated self-esteem lessons in schools. I can understand why, but aren't body image issues indirectly a result of everyone else's attitudes and the media, not the self? Maybe teaching compassion would be better, if somewhat more difficult.
