Promoting and sustaining high quality physical education and school sport through school sport partnerships
Bibliographic Data
| ID | 12565447 |
|---|---|
| Authors | Anne Flintoff (0000-0001-6796-9869, Leeds Beckett University, corresponding author), Rebecca Foster (0000-0002-8321-1801, Leeds Beckett University), Simon Wystawnoha (Leeds Beckett University) |
| Year | 2011 |
| Volume | 17 |
| Issue | 3 |
| Pages | 341-351 |
| Publication date | 2011-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Physical Education Review (JOURNAL) |
| Journal identifiers | ISSN: 1356-336X • E-ISSN: 1741-2749 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1356336x11416731 |
| OpenAlex | W2120914899 |
| Language | EN |
| Citations received | 7 |
| References cited | 17 |
School sport partnerships (SSPs) have been at the centre of a national strategy for Physical Education and School Sport (PESS) in England for the last seven years, aiming to improve both the range and quality of opportunities for young people to be physically active. While annual surveys show significantly increased opportunities for young people to be physically active, both in curriculum PE and outside of school sport ( Quick et al., 2010 ; The Loughborough Partnership, 2008 ), there has been less evaluation of the quality of these new experiences. This article draws on interviews with experienced coordinators across eight sport partnerships in the north of England and explores their perceptions of good practice in high quality PESS. Good practice was described as underpinned by educational rather that performance pedagogy, linked to wider whole school agendas, and sustainable (for example, through the continuing professional development of non-specialist primary teachers). The importance of providing activities other than traditional sport for engaging previously inactive young people was also recognized, although there was less evidence of an accompanying, innovative pedagogy
Curriculum · General partnership · Medical education · Pedagogy · Physical activity · Physical education · Physical therapy · Political science · Public relations · Quality (philosophy · Sociology · Inclusion and Disability in Education and Sport · Medicine · Physical Education and Pedagogy · Psychology · Sports injuries and prevention
Being or becoming physically active
Primary Physical Education
Re-engaging ‘youth at risk’ of disengaging from schooling through rugby league club partnership
Learning movement culture
School-based sports development and the role of NSOs as ‘boundary spanners’
Youth sport policy
Primary school physical education and sports coaches
Politics, Policy and Practice in Physical Education
Up Close and Personal on Physical Education Teachers' Identity
The More Things Change the More They Stay the Same
Locating quality physical education in early years pedagogy
The School Sport Co-ordinator Programme
The social tasks of learning to become a physical education teacher
Are PE teacher identities fit for postmodern schools or are they clinging to modernist notions of professionalism?’ A case study of Norwegian PE teacher students’ emerging professional identities
Curriculum, pedagogy and assessment
Physical Activity and Young People
Targeting Mr average
Extra‐curricular Physical Education
The continuing development of primary sector physical education
Challenging Thinking About the Relationship Between School Physical Education and Sport Performance
Physical education, youth sport and lifelong participation
Sporting Excellence, Schools and Sports Development
Family, class and embodiment
| Unique citing works | 7 |
|---|---|
| Citations per year | 0.5 |
| Citation span | 2012 - 2020 (9) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 7 |