4.3.6 Physical Education

4.3.6 Physical Education

The Physical Education (PE) curriculum is divided into six strands: Athletics, Dance, Gymnastics, Games, Outdoor and adventure activities and Aquatics. These strands provide for a broad and balanced physical development experience for children. PE also makes an important contribution to the physical and mental wellbeing of children.

The need for quality PE provision in schools is highlighted by the finding in the Growing up in Ireland (GUI) study (2018) of a significant underachievement of physical activity targets by young children. The study found that only one-quarter of nine-year-olds reported being physically active for at least sixty minutes every single day ̶ the World Health Organisation recommended level of activity for children.74 Programmes such as the Active School Flag (ASF) are designed to recognise schools and communities

74 Economic Social and Research Institute (ESRI) (2018) The Health of 9 Year Olds-Growing Up in Ireland. Available at: https:// www.growingup.ie/pubs/No%204%20The%20Health%20of%209%20Year%20Olds.pdf

that strive towards achieving a physically educated and physically active school community. Schools that are involved in these initiatives provide a quality programme for all pupils and for promoting physical activity across the whole school community. A strength of the ASF process is the number of schools that choose to re-engage with the process every year. During the September 2016 to December 2019 period, there was an increase in the number of primary schools participating in the ASF, with 204 flags awarded to primary schools in 2016/17 and 299 in 2018/19. The award of flags in 2019/20 was impacted by COVID-19; however, 73 flags were awarded that year.

While inspectors were positive about pupils’ learning in physical education lessons observed, there was a need to ensure that all aspects of the curriculum were developed fully

Overall, findings were very positive about the quality of provision in PE in primary schools and special schools. This is reassuring given the findings of the GUI study. Attainment of learning objectives was good or very good in 91% of lessons observed during announced inspections.

Inspectors found pupils’ engagement and enjoyment levels to be very high in PE lessons and praised the strong emphasis placed on active learning. Where practice was most effective, inspectors noted a clear focus on the development of relevant PE skills which pupils were enabled to apply during subsequent lesson activities.

Many schools availed of the expertise of external tutors to support their delivery of curriculum strands. In some instances, this resulted in an imbalance in the allocation of time to certain strands. While most schools made very good provision for games, overall, insufficient emphasis was placed on the progressive development of skills in the strands of Dance, and Outdoor and adventure activities. To this end, inspection findings suggested that upskilling of teachers would support a more balanced approach to the delivery of the curriculum. The development of pupils’ transferable physical literacy skills tended to be very good where teachers were trained for and implemented the Professional Development Service for Teachers (PDST) Fundamental Movement Skills programme. While some schools provided a comprehensive programme in Aquatics, there was room for others to improve their provision for this important curriculum strand.

On the re-opening of schools, the repurposing of classrooms impacted on available space for indoor PE, and restrictions on the use of swimming pools impacted on the delivery of the Aquatics strand

In their responses to Inspectorate surveys administered as part of WSE inspections in the September 2016 to December 2020 period, 92% of parents agreed/strongly agreed with the statement, ‘My child has a PE lesson each week’. In April 2020, during the early stages of school closures because of COVID-19, the Inspectorate conducted a survey of parents in collaboration with the National Parents’ Council (Primary). Of the 8.053 parents who responded, 93% indicated that, since schools had closed, their child was taking regular exercise and was engaging in active play. A key challenge for some schools on their re-opening in September 2020, following an extended period of school closures due to COVID-19, was the lack of available space for indoor PE lessons; a number of principals who engaged in research with the Inspectorate described how school halls had been variously repurposed as classrooms, staffrooms or storage areas, and the resultant challenges caused by the lack of available space for PE. While no specific guidance on the implementation of the PE curriculum at primary level or in special schools was provided, schools were advised to make greater use of the outdoors for learning across the curriculum, including for PE, and to provide for frequent opportunities for pupils to be active and engaged in movement and physical activity. Additionally, the use of external coaches to support the PE curriculum remained a decision for individual boards of management. However, schools were not in a position to provide swimming lessons as part of the Aquatics strand due to restrictions on the use of swimming pools.