Category Archives: E119

How can schools make sport the foundation of culture and society?

By Russell Dyas, Dean Ellis, Emma Hardwicke and Kevin Smith (E119 18J Students)


This blog was written as part of a collaborative team work task by students studying E119. They had to select a topic and then decide on what roles each person would perform in the team, such as researcher, writer, editor and leader. This blog was chosen as one of the four best blogs from around 80 blogs that were produced.


Research acknowledges the benefits of physical education and sport (PES) for all generations through participation in a wide range of activities. Although it is admirable that those from any generation turn to physical activity to improve their quality of life, there is greater value to the societies of tomorrow that we positively discriminate in supporting the children and youth of today.

Talbot (2001) cited in Bailey (2006, p.397) claims that ‘physical education helps children to develop respect for the body – their own and others, contributes toward the integrated development of mind and body, develops an understanding of the role of aerobic and anaerobic physical activity in health, positively enhances self-confidence and self-esteem, and enhances social and cognitive development and academic achievement.’

The mental health charity ‘Mind’ (2016) has reiterated the importance of being active from an early age and maintaining this throughout life. Some of the key mental health benefits from regular exercise and sport include:

  • Increased self-esteem – Increased confidence not only in a sporting environment but in everyday life. Glenn (2003) describes healthy self-esteem as a realistic, appreciative opinion of oneself.
  • Reduced feelings of stress – Exercise and physical activity helps control the body’s cortisol levels; elevated cortisol levels can increase the chance of heart disease and high blood pressure, and can affect our learning (Christopher, 2013).
  • Reduced risk of depression – One study has found that increasing activity levels – from doing nothing to exercising at least three times a week – will reduce the risk of depression by almost 20% (Mind, 2016).

Obesity amongst primary school aged children is now at an all-time high of 1 child in 3. This means that there needs to be more of an emphasis on exercise and sport activities in schools (Jenkin, 2015).

Oasis Academy Blakenhale Infants’ School introduced a fitness programme called ‘Fit4Schools’, to increase the pupils’ physical health and mental alertness (Hood-Truman, 2015). A teacher at the school explained that ‘our key stage 1 results changed dramatically this year. That is not only down to good teaching but also because we’ve created a really positive learning environment that incorporates physical activity.’

Stephen Roberts, the Managing Director of Fit4Schools, recommends the form of exercise being a 20 second warm-up, then a 20-40 second intense activity followed by a cooldown period, so this could mean jumping on the spot or coordination and balance work (Jenkin, 2015).

There are also behaviour benefits that can stem from being physically active, as Keith Barton from the Youth Trust explains: ‘The thing that leads to poor behaviour is kids not feeling any ownership of what they are doing and not feeling a part of anything. Sport can really help people to feel like part of a team’ (Jenkin, 2015).

Regarding participation in sport and exercise, a recent survey (Sport England, 2018) demonstrates a bottom-up PES position of 130,000 active 5-16-year olds between September 2017 and July 2018. A survey described as ‘phase 1’ by Sport England (2018) ‘specifically focuses on behaviours.’ The survey data highlights that 17.5% of the sample size were active for over 60 minutes every day, thus meeting the Chief Medical Officer’s guidelines on PES participation. Promisingly, 25.7% and 23.9% were involved in PES for an average of over 60 minutes (but not every day) and 30-59 minutes daily respectively.

Sport England (2018) proffers that ‘… attitudes towards sport and physical activity are often shaped by experiences in childhood attitudes towards sport.’ With this and the current statistics in mind, should society today direct the dispersal of ‘limited funding’ towards radically reshaping a culture of acceptance in the participation in PES? Specifically, should the funding for schools be ‘ring-fenced’ for PES, as opposed to that for academia? There are various influences on participation, whereby schools – moreover, a collective of highly trained experts – can be the ‘hub,’ ensuring inclusion of all levels of ability and interest.

To that end, a cross-functional team of experts (sports scientists, nutritionists, physios, coaches etc.) can be employed/deployed at countrywide ‘hubs’ to assess the ability of the children in a catchment area and guide them into participation based on their personal needs. The funding should come from Government and private sources (where appropriate) as a projected offset to the billions spent in the NHS on conditions related to non-participation in PES from an early age.

The position of sport in schools is often influenced by the perception of its importance. Sir Michael Wilshaw, an OFSTED Chief Inspector, describes how head teachers commonly view PE as an ‘optional extra’ (Paton, 2014). Attendance at the ‘hub’ should be part of the national curriculum, thus proactively focusing on sport.

This positivity towards sporting activity in schools, especially primary schools, is not only critical to positive mental health and wellbeing but also to the success of a country’s elite programme. The long-term athlete development model (Istvan el al, 2013) is used by numerous different sports organisations as a fundamental building block for sports development. A critical stage of the model is the FUNdamental stage. This is especially true in late specialisation sports such as athletics, combative sports, rowing and team sports (Balyi, N.D). This stage is often developed between the ages of 6 and 10 years, with schools providing an essential role. If a school has a negative view of sporting activity, this may pass on to the young people.

If sport is to become the foundation of culture and society and reap the benefits of better physical and mental health, and the benefit of providing the next generation of elite athletes, we must empower the next generation by using schools’ systems to provide a positive outlook on sports to young people. This will also provide infrastructure for country wide ‘hubs’ to provide a stepping stone between schools and ‘centres of excellence.

Reference List
Balyi, I, Way, R and Higgs, C. (2013) Long-Term Athlete Development, Champaign, IL, Human Kinetics.

Balyi, I. (n.d) FHS [Online]. Available at https://www.activeoxfordshire.org/uploads/long-term-athlete-development-article.pdf (Accessed 29th January 2019).

Bailey, R. (2006). ‘Physical Education and Sport in Schools: A Review of Benefits and Outcomes’. Journal of School Health October 2006, Vol. 76, No.8 d 2006, American School Health Association

Christopher, B. (2013) Psychology Today [Online]. Available at https://www.psychologytoday.com/gb/blog/the-athletes-way/201301/cortisol-why-the-stress-hormone-is-public-enemy-no-1 (Accessed 29th January 2019).

Glenn, S. (202) The Self-Esteem Workbook, Oakland, CA, New Harbinger.

Jenkin, M. (2015) ‘Fit for Learning’ [online] available at: theguardian.com [27th January 2019]

Mind (2016), Mind How to improve your wellbeing through physical activity and sport [Online]. Available at https://www.mind.org.uk/media/2976123/how-to-improve-your-wellbeing-through-physical-activity-and-sport.pdf (Accessed 29th January 2019).

Paton, G. (2014) ‘Ofsted: state school pupils ‘under-represented’ in top sport’, The Telegraph, [Online]. Available at https://www.telegraph.co.uk/education/educationnews/10912704/Ofsted-state-school-pupils-under-represented-in-top-sport.html (Accessed 29th January 2019).

Sport England (2018). ‘Active lives children and young people survey academic year 2017/18’.

Talbot M. (2001). ‘The case for physical education’. In: Doll-Tepper G, Scoretz D, eds. World Summit on Physical Education. Berlin, Germany: ICSSPE; 2001:39-50.

Student Induction 2018/19: Student Hub Live

On 25th September 2018 the School of Education, Childhood, Youth and Sport held an online induction event for Open University students in Student Hub Live. If you missed any of the sessions you can catch up with them below.

The School of Education, Childhood, Youth and Sport

In this opening video associate heads of school Eric Addae-Kyeremeh, Liz McCrystal and Tyrrell Golding welcome you to the induction event.

Beyond Trivial: What Does Studying Sport Reveal?

In this session OU sport and fitness academics Ben Oakley, Jessica Pinchbeck and Alex Twitchen explore why sport and fitness is worth studying.

Study like a World Class Athlete

In this session OU sport and fitness academics Ben Langdown, Simon Penn and Simon Rea look at how you can  apply the strategies of top athletes to your studies.

Other Sessions

In addition to the sessions above led by members of the OU sport and fitness team there were several other sessions run by colleagues which are relevant to sport and fitness students. These can be viewed below.

Using the OU Library

Tutors and Tutorials

The Student Support Team

Critical Thinking

Debate – The purpose of higher education is to provide knowledge

 

To view some of the other Student Hub Live sessions led by the Open University Sport and Fitness Team click on the link below:

Sport and Fitness Student Hub Live Sessions

 

 

 

How to get a First in Sport & Fitness

By Helen Owton

The summer is here and for those who want to use it to your advantage here are some top tips on how you could get a First in Sport and help you get ahead for your next academic year!

Passion

One of the top tips for students wanting to gain a first in their subject is to have a passion for their subject (Tefula, 2012). The vast majority of sport and health science students share some sort of sporting experiences given that the majority of students partake in sport themselves.  Indeed, I argue that these sports science students tend to be ‘active learners’ (Owton, 2016) which means that the best students make notes in learning sessions which can help if you have a short concentration span. Get the most from your lectures by doing pre-reading, take notes and record the sessions and listening to podcasts of lectures that relate to your topic area.

Reflect on personal experience

As sports students, you are in an ideal position to reflect upon your own experiences. Indeed, previous sporting experiences have been sources of confidence for sport psychology graduates and this experiential knowledge can have a major impact on a student’s development (Brown, Gould and Foster, 2005).  Martens (1987) has highlighted the importance of experiential knowledge which is vital in areas such as sport psychology and sociology to forming relationships, understanding the human experience, and introspection of self. This is something sports students can use to their advantage and making the most of activities that give you the opportunities to think with personal experience and blend this with academic literature to support your claims will help gain you first in your final degree.

Prior knowledge is another tip for getting a first. Again, sports students have an advantage here with their shared experiences in sport. Also, you have lots of opportunities at the Open University to engage in free OU learning courses at different levels and participate in the Skills Check on the library website (https://www2.open.ac.uk/students/skillsforstudy/assignments.php). You could use the summer holidays before and during your studies to participate in the free OU learning courses to give you a head start. It means you keep a foot in the door of studying as well so you build on your knowledge from year to year.

Reference, reference, reference! Whilst prior knowledge and experience bodes well for students wanting to get a first for their degree, it goes without saying that referencing your points with supporting literature helps strengthen your arguments. This demonstrates that you have read widely and the more widely you read the more you will understand the wider arguments embedded in the topic areas.

Work ethic

When we think of someone with a good work ethic, we might think of someone who is self-disciplined, professional, responsible, positive, organised, dedicated, accountable and humble. These are all qualities that help towards gaining a first in your degree, but being disciplined by making the most of the time and space you have is key to giving yourself the right environment to process what you are reading and digesting. Just remember to submit mitigating circumstances and seek support if you need to.

Study environment

It much more challenging when you are juggling family, part-time or full time work, multiple modules, relationships and other personal responsibilities which is why this is one of the key aspects. If you cannot study at home or at work, there are plenty of other places which might suit you better – cafes, libraries, hotel receptions. Try different locations for different tasks to see what suits you.

An Open Mind

Your degree lasts 3years and longer which is a commitment to learning, but once you recognise that learning is something that happens through life and your career and doesn’t stop once you complete your degree then this opens up a new way of thinking outside the box. I’m sure some of you are familiar with Carol Dweck’s concept of the growth mindset given that this theory is covered in some of the Sport & Fitness modules. A growth mindset is the idea that talents and abilities can be learned and developed through constant effort, determination and persistence. In other words, with hard work, you could get a first. Working hard and putting in lots of effort isn’t just enough if you are not working hard on the right aspects. Imagine a hamster running round and round in a wheel; the hamster is working really hard but isn’t getting anywhere. If you are not working hard on the right things then whilst you might feel like you worked really hard you haven’t achieved the grade you want because you haven’t worked smart.

Work smart

Take exam preparation as an example. You can read and re-read notes over and over again until you are blue in the face, but there are strategies for revising which help you to master memory. Testing your memory with Cue cards will be more effective than reading your notes over and over again. Being strategic about how you revise and work will help you achieve the grade you want which is the same about how you work and prepare for your assignments. Reading widely around a topic is a good start, but don’t just include everything you have read and think that a long reference list will get you high marks. Remember, you need to be selective about the things you have read and form a coherent and convincing argument which answers the question.

Writing is a craft

Preparing your assignments in advance of the deadline is a useful strategy. This gives you the opportunity to proofread your work, let others proofread it, give yourself space from the assignment and then craft your assignment with fresher eyes. Writing is a craft which needs work and not even the best writers share their first draft.

Make your final assignment count!

Remember, at the Open University, your final assignment can sometimes determine your overall grade regardless of how well you have done in your overall TMAs. Think about where you expend your energies and how you apply yourselves to make your final grade count.

Run your own race

Remember the best athletes are those who focus on their own race, their own personal best and don’t compare their results with others. Make the most of your degree but remember to look after your body and mind (keep a check on exercise, diet, alcohol and sleep).

References

Brown, C., Gould, D., and Foster, S. (2005). A Framework for developing contextual intelligence (CI), The Sport Psychologist, 19, 51-62.

Martens, (1987). Science, knowledge, and sport psychology. The Sport Psychologist, 1, 29-55.

Tefula, M. (2012). How to get a first. Basingstoke: Palgrave Macmillan.

Taster material from OU sport and fitness modules

If you are interested in studying with us and would like to find out more about the sport and fitness modules available as part of our BSc (hons) Sport, Fitness and Coaching degree at The Open University you may find these taster materials useful.

E117 – INTRODUCTION TO SPORT AND FITNESS:

E119 – WORKING WITH PEOPLE IN SPORT AND FITNESS:

 

E235 – SPORT AND EXERCISE PSYCHOLOGY IN ACTION:

 

E236 – APPLYING SPORT AND EXERCISE SCIENCES TO COACHING:

E312 – ATHLETIC DEVELOPMENT: A PSYCHOLOGICAL PERSPECTIVEC DEVELOPMENT:

E314 – EXPLORING CONTEMPORARY ISSUES IN SPORT AND EXERCISE:

 

For more information on the Sport and Fitness qualifications we offer click here.