How To Encourage Pupils in London Secondary Schools to do more Sports?

It was one of the last Government's top priorities to ensure pupils get at least 2 hours of physical activity a week. Now only 6% of pupils actually meet this target. In 2008 the Department for Children, Schools and Families reported that 97% of 11 year old Primary School Children participated in at least two hours of high quality PE and out of hours school sports in a typical week. This figure was pretty much steady from Year 1. However, once pupils have reached Secondary School this figure gradually decreases. This is all a too familiar trend. On a national level, in 2008 by the time the pupil is in Year 7 it is at 95%. Now it has reduced to 90%. Currently in London, it is at 87% for pupils aged 12 years. Thus over the last two years there has been a steady decline in physical activity and the trend certainly seems worse in the capital.

Less than 6% of pupils take part in 2 hours of physical activity in Hackney with Chelsea and Kensington being one of the few with 100% participation. One of the main themes quoted in being a determinant in enthusiasm for extra physical activity for pupils in London's Secondary schools is school competition. In 2010 the then Children's Minister Mr. Tim Loughton stated “Young people's involvement in competitive sport remains disappointingly low. We aim to spark a competitive school sport revolution by giving thousands of young people the chance to compete at school sport competitions in 2012.” He is right in pointing out the need for more competition as this is once of the key incentives for pupils.

London Evening Standard

Nevertheless, this revolution should begin now and not just because of the 2012 Olympics. There is a need for more regular inter and intra competitions in and between schools. this has been acknowledged for a while now. This set up for this must be well structured, organised and comprehensive. Some Primary Schools are already working together to share the extra curricular activities to make them available to pupils from another school. Partnerships like these should be considered more among Secondary Schools because. Primary Schools who do this may be really on to something. It could be the catalyst for the beginning of  inter school competitions. More importantly, an integrative approach to school competition as a whole could be a great way to encourage pupils to do more than 2 hours of physical activity a week.

Additionally it must also go beyond competition in school. Young people in our programmes often want fresh challenges. The chance of playing in tournaments around different boroughs is a very attractive proposition to pupils because it is seen as a bigger opportunity to recognised and rewarded for their achievements. After all to reinforce positive behaviour  there often has to be some kind of reward. Pupils need to be shown that you do not need to be a potential talented athlete to perform or compete in major events. And for those may be talented provide direction and a pathway by working with sports organisations. There must be a larger appeal to pupils in London than taking part in school physical activity week in week out just for the sake of it. No wonder pupils feel disillusioned with sports and physical activity. By the time pupils reach the age of 12 this is not enough and hence the crave for a new kind of excitement is heightened. Young people become more competitive and less impressionable than they were at primary school.

The introduction of niche sports is the way forward. The wider choice and range of sports available to pupils the more interest and commitment. We cannot stress this enough. Pupils are often motivated by new opportunities. So by offering a new experience in a sport that they have perhaps only seen on TV and played in the Americas or Asia you are further engaging their imagination. You must find out what it is they want

In relation engagement, which we have discussed in one of our previous posts, in order to encourage London pupils to do more sports the people or the person directly delivering these sports should be someone they can relate to. Many of the pupils who are not getting two hours of physical activity come from poorer boroughs. Therefore it is even more important that those supervising the activities are potential role models who come from a similar back ground. These individuals are also more likely to communicate to the pupils at a level they are responsive to and motivates their participation further.

Further participation is also about creating a safe environment. Creating a safe environment for pupils is of course constantly drilled into coaches and I'm sure for teachers too. Now it may be safe. But you also need to consider if the pupils actually feel that the surrounding area is safe. Obviously if they feel that they could be a potential target or if they are already a victim of bullying it is less likely that they are willing to stay in an environment for an extra hour to play sports. This problem must be addressed, especially within inner-city secondary schools.  

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