Istruktura NG Wikang Filipino - TST
Istruktura NG Wikang Filipino - TST
Istruktura NG Wikang Filipino - TST
Stakeholder Involvement 53
2.5 School Leaders and Teachers 53
2.6 Children and Young People 56
2.7 Parents and Families 56
p3
2.8 Community-based Organisations and Groups 57
2.9 Other Sources of Information 60
A series of measures has already been adopted to promote awareness and action
related to the cultivation of a more active, physically educated and healthier society.
These measures include the development of a national physical activity plan, the creation
of physical activity guidelines and the establishment of the Active School Flag.
This guide is intended as an enabling framework which opens the way to further
developments involving a deeper level of cooperation across agencies, in the interest of
children and young people. It is a framework which organisations and individuals involved
in the promotion of physical education, physical activity or sport can use according to
their needs. The guide is not prescriptive or exhaustive in detail as its purpose is more
about encouraging dialogue and generating new ideas which act as a catalyst for action.
I hope this guide will inform debate about the links between education and other
sectors involved in the provision of sport and physical activity, in the belief that a
collaborative approach is the most effective in cultivating an active healthy society,
now and into the future.
Enda Kenny TD
An Taoiseach
p1
Acknowledgements
This guide is a joint initiative by the Department of Education
and Skills, the Department of Health, the Department of
Children and the Department of Transport,Tourism and Sport.
p2
Mr. Michael Carey, Glanmire Community • National Parents
Parents Council, Primary
College, Glanmire, Co. Cork. This work • National Parents Council, Post Primary
was carried out under the direction of Dr. • National Youth Council of Ireland
Mary O’ Flaherty, National Co-ordinator, • Network of Local Sports Partnerships
Junior Cycle Physical Education Support • Outdoor Education Department,
Service. Galway Mayo Institute of Technology,
Castlebar
Consultation Process • Outdoor Education, Ireland
• Physical Education & Sports Science
The following groups were consulted Department, University of Limerick
• Physical Education Association of Ireland
during the drafting of this guide
• School of Health & Human Performance,
Dublin City University
• Association of Community &
• Sports Studies & Physical Education
Comprehensive Schools
Department, University College Cork
• CARA Adapted Physical Activity
• Sports National Governing Bodies
Centre, Institute of Technology, Tralee
Athletics Ireland
• Catholic Primary School Management
Badminton Ireland
Association
Basketball Ireland
• Church of Ireland College of Education
Cumann Camógaíochta na nGael
• Church of Ireland Managerial Bodies
Football Association of Ireland
• Coláiste Mhuire, Marino Institute of
Gaelic Athletic Association
Education
Irish Gymnastics
• Department of Health & Leisure
Irish Rugby Football Union
Studies, Institute of Technology, Tralee
Ladies Gaelic Football
• Educate TTogether
Swim Ireland
• Froebel College of Education
Tennis Ireland
• Health Promotion Officers - Physical
Volleyball Association of Ireland
Activity
• St. Patrick’s College, Drumcondra
• Health Promotion Policy Unit,
Department of Health & Children
Thanks to all of those who provided
• Health Service Executive
oral and written submissions. A special
• Irish Heart Foundation
thanks to Kathy Campbell, Programme
• Irish Primary Physical Education
Administrator (JCPESS), for her role in
Association
co-ordinating the consultation process and
• Irish Second-Level Students’ Union
collating feedback.
• Irish V
Vocational Education Association
• Joint Managerial Body for Voluntary
A special thanks also, to Gráinne McConnell
Secondary Schools
for her contribution to the development of
• Mary Immaculate College, Limerick
the document.
• National Association of Principals &
Deputy Principals
• National Council ffor Curriculum &
Assessment
p3
Introduction to the
Get Active Guide
Why was this Guide Developed?
Physical activity plays an important role in the lives
of children and young people:
• as a medium ffor education
• as a basis ffor healthy living
• as a vehicle for social inclusion1
In recognition of the potential within this role, this guide sets out to create the
framework for a co-ordinated approach to physical education, physical activity and
sport in school and community settings for children and young people2. It draws on
the National Guidelines on Physical Activity for Ireland (2009), which outline the nature,
frequency and intensity of physical activity to be engaged in for health benefits. Those
guidelines form the foundation for this and related documents which seek to clarify the
desired outcomes, in terms of knowledge, competencies and attitudes, of quality physical
education, physical activity and sport.
The formulation of this guide reflects the commitment of the Department of Education
and Skills; the Department of Health; the Department of Children; and the Department
of Transport, Tourism and Sport to the promotion of children’s well-being and interests.
More specifically, this guide is an effort to realise the strengths that can be gained in
terms of quality provision and experiences if common goals are promoted and pursued
across a range of physical activity contexts3.
It is envisaged that experiences across the three settings in this framework would
support and reinforce each other. In this way, all children are provided with a clear
accessible pathway for progression so that they can achieve their potential and live an
active, healthy lifestyle. Reference is made to ‘play’ in the document, in recognition of the
fact that young children often participate in physical activity in this way.
• Those who influence the nature of physical education, physical activity and sports
experiences, such as: school leaders; Boards of Management; and Parent
Associations of all schools; after-school childcare providers at primary level; and
Student Councils at post-primary level.
• Sport refers to those activities that are organised in a structured way and have a
ffocus on competition.
p5
What does this Guide Entail?
The guide entails a suite of three documents - Get Active 1,
Get Active 2 and Get Active 3 which are briefly described
below. While they can be read on a stand-alone basis, they are
best considered together.
Get Active 1, Agreeing a vision for all to work towards, outlines the desired
outcomes of children’s and young people’s participation in physical education and
physical activity, and should be considered in line with the school’s or club’s mission and
vision. These desired outcomes are intended to help users review the current position,
as a basis for further action.
Get Active 2, Developing a plan to achieve our vision, addresses the process of
implementation, and guides users in terms of setting down targets, tasks, time frames,
roles and responsibilities. This element of the guide is intended to help those involved in
planning and delivering programmes to work together more effectively. Ideally, a school
should develop its physical education and co-curricular physical activity programmes
within the framework of its school plan as guided by its vision and aims.
Get Active 3, Evaluating our progress,, is intended to guide users in relation to the
monitoring and evaluation of those programmes that are in place. Some of its elements
may form the basis of an ongoing review process within the school and community,
carried out in a systematic way, in order to improve programme effectiveness.
Alternatively, it can help schools prepare for accreditation schemes such as the Active
School Flag6 and Health Promoting Schools7.
Time Frame
A time frame of approximately three to five years is envisaged for the completion of
the planning cycle (i.e. review, design, implementation and evaluation process) associated
with the guide.
Notes:
1 Education: Commission of the European Communities (2007) White Paper on
Sport, Brussels. Online at: http://ec.europa.eu/sport/white-paper/index_en.htm
Department of Education and Science and the National Council for Curriculum
and Assessment (1999) Primary School Curriculum, Physical Education, Dublin: The
Stationery Office.
p6
Department of Education and Science and the National Council for Curriculum
and Assessment (2003) Junior Cycle Physical Education, Dublin: The Stationery Office.
National Council for Curriculum and Assessment (2009) Aistear: the Early
Childhood Curriculum Framework. Online at: http://www.ncca.ie/en/Curriculum_and_
Assessment/Early_Childhood_and_Primary_Education/Early_Childhood_Education/
Higgins, C., Lavin, T. and Metcalfe, O. (2008) Health Impacts of Education: A review,
Dublin: Institute of Public Health in Ireland.
Social Inclusion: Fahey, T., Delaney, L., and Gannon, B. (2005) School Children
and Sport in Ireland, Dublin: Economic and Social Research Institute.
Lunn, P. (2007) Fair Play? Sport and Social Disadvantage in Ireland, Dublin: Economic
and Social Research Institute.
2 For the purpose of this guide, ‘children’ refers to those in the primary education
system, generally aged between 4 and 12 years and ‘young people’ refers to those
in post primary education, generally aged between 12 and 18 years.
3 These contexts are consistent with the ‘three pillars’ identified in the ESRI (2005)
publication School Children and Sport in Ireland.
4 For the purpose of this guide, ‘external provider (EP), refers to those who support
the primary teacher in the implementation of their PE programme during curriculum
time’ e.g. a qualified second level PE teacher, national governing body coach or
another qualified coach / teacher
teacher. Ref: IPPEA (2010.) Online at:
www.irishprimarype.com
5 See Irish Sports Council and Sports Council Northern Ireland (2003) Code of
Ethics and Good Practice for Children’s Sport p.6.
Practice
7 W
World Health Organisation (2008) School Policy Framework: Implementation of the
strategy on diet, physical activity and health, Geneva: World Health
WHO global str
Organisation. Online at: http://www.who.int/dietphysicalactivity/schools/en/
p7
p8
Desired Outcomes of
Physical Education,
Physical Activity and Sport
for Children and Young People:
Agreeing a vision for all
to work towards
1. Introduction to Get Active 1
Agreeing a vision for all to work towards
This first document is intended to clarify what might be expected of children and young
people when engaged in physical activity in a range of contexts. It provides direction
and a basis for communication for those involved. These expectations are expressed
as desired outcomes in the following section. As a participant, teacher, provider or
administrator, it is important that you are familiar with these desired outcomes and
that you use them as a measure of the current position. It is important also, that you
share them with others for whom they are relevant, such as colleagues, other providers,
parents and the children or young people themselves.
The outcomes are not intended to be used as a checklist or rigid format of evaluation.
Rather, they are intended as indicators of good practice within which the scope of
children’s and young people’s participation can be acknowledged.
p 10
1.1 Desired Outcomes of Physical Education,
Physical Activity and Sport for Children
What are the desired outcomes of quality physical education,
physical activity and sport?
Children who…
1. are committed to regular participation in physical education, physical activity
and sport, including walking or cycling for everyday travel needs
have the confidence to get involved in physical education, physical activity and sport
3. ha
5. are able to make informed decisions with the support of their parents or guardians
regarding their participation in physical education, physical activity and sport
p 11
Outcome 1
Children are committed to regular participation in physical
education, physical activity and sport, including walking or
cycling for everyday travel needs
In Class
Children:
In Co-curricular Activities
Children:
In Community
Children:
p 12
Outcome 2
Children possess knowledge and understanding of the role of
physical education, physical activity and sport as part of an
active, healthy lifestyle
In Class
Children:
In Co-curricular Activities
Children:
In Community
Children:
p 13
Outcome 3
Children have the confidence to get involved in physical
education, physical activity and sport
In Class
Children:
• are willing to try out new activities across the six strands
of physical education
• show enthusiasm when learning new skills
• are happy to work individually, in pairs and in small groups
• are willing to take turns and help less able pupils
• have confidence in their abilities and experience personal success
ha
In Co-curricular Activities
Children:
• a
avail of opportunities to engage in a range of physical activities
• ask questions to help their understanding
• can demonstrate to others without displa
displaying fear of failure
• engage in practice to experience success and increase self-confidence
In Community
Children:
p 14
Outcome 4
Children have the physical, social and emotional competencies to
participate in physical education, physical activity and sport
In Class
Children:
In Co-curricular Activities
Children:
In Community
Children:
p 15
Outcome 5
Children are able to make informed decisions with the support
of their parents or guardians regarding their participation in
physical education, physical activity and sport
In Class
Children:
In Co-curricular Activities
Children:
• can choose the activities in which they wish to be involved with the
support of their parents / guardians if necessary
• develop the ability to make decisions with the support of leaders or coaches
• develop their understanding of how to improve at the activity and practise
accordingly
• vary and adapt their actions in response to changing circumstances
In Community
Children:
p 16
Outcome 6
Children strive to maximise their personal potential in
physical education, physical activity and sport, and to recognise
and respect the potential of others
In Class
Children:
In Co-curricular Activities
Children:
In Community
Children:
p 17
Outcome 7
Children enjoy and appreciate the benefits of physical
education, physical activity and sport
In Class
Children:
• are happy in physical education lessons and interact with their classmates
in a positive way
• share what they experience during physical education lessons with family
and friends
• identify what they have learnt in their physical education lessons
In Co-curricular Activities
Children:
In Community
Children:
• a
avail of opportunities to engage in physical activity at home for personal
enjoyment
• show commitment to chosen activities with parent / guardian support
as appropriate
• are happy to talk about their positive experiences at chosen activities
• enjoy regular participation in their chosen activities
p 18
1.2 Desired Outcomes of Physical Education, Physical
Activity and Sport forYoung People
What are the desired outcomes of quality physical education,
physical activity and sport?
have the confidence to get involved in physical education, physical activity and sport
3. ha
7. enjoy and appreciate the benefits of physical education, physical activity and sport
p 19
Outcome 1
Young people are committed to regular participation in
physical education, physical activity and sport including
walking or cycling for everyday travel needs
In Class
Young people:
In Co-curricular Activities
Young people:
In Community
Young people:
p 20
Outcome 2
Young people possess knowledge and understanding of the
role of physical education, physical activity and sport as part of
an active healthy lifestyle
In Class
Young people:
In Co-curricular Activities
Young people:
In Community
Young people:
• are willing to share knowledge learned in class with their club / group outside
of school
• know the difference between training to maximum potential and overtraining
• are open to including members of the wider community in sports club or
physical activity groups
• develop an informed and positive approach to active living as a basis for
lifelong involvement in sport and physical activity
lif
p 21
Outcome 3
Young people have the confidence to get involved in physical
education, physical activity and sport
In Class
Young people:
• are willing to try out new activities
• show initiative when learning new skills
• are willing to undertake a range of roles (team leader, referee, coach) within
the class
• are willing to help less able students
• are happy to work on their own or as a member of a group
In Co-curricular Activities
Young people:
• a
avail of opportunities to engage in a range of physical activities
• aavail of opportunities to adopt different roles related to the activity
• show initiative when participating in an activity
• are not afraid to ask questions
• can demonstrate to others without displa
displaying fear of failure
• are open to constructive criticism
In Community
Young people:
• can independently engage in a physical activity outside organised sport,
including walking or cycling ffor everyday travel needs
• are not afraid to try out new approaches to the activity
• can adopt a variety of diff
different roles if involved in a sports club
• volunteer ideas and thoughts when trying to promote the club
• actively engage with club coaches and leaders
• are aware when others need help and encouragement, and provide
as appropriate
w
p 22
Outcome 4
Young people have the physical, social and emotional
competencies to participate in physical education, physical
activity and sport
In Class
Young people:
• demonstrate an understanding and appreciation of the value of lifelong
participation in sport and physical activity
• develop their competence in a range of physical activities
• develop their capacity to analyse their own and others’ performance, and
apply the correct techniques to improve
• communicate well with classmates
In Co-curricular Activities
Young people:
• can competently engage in a variety of sports and physical activities
• develop the social and emotional competencies to cope with both winning
and losing when engaging in competition
• are happy to talk and cooperate with others involved in their sport and / or
physical activities
• can experience a positive emotional connection with their peers
• demonstrate aawareness and respect for those with abilities lesser or greater
than theirs
• demonstrate leadership qualities when participating in sport and physical
activity, where appropriate
activity
In Community
Young people:
• further develop their physical competencies through participation in activities
outside of school
• have the confidence and interpersonal skills to engage in physical activities on
ha
an individual basis or as part of a group or team
• possess a wide range of technical skills and can apply these skills using speed
and power
• have the self-confidence to initiate, sustain and manage constructive social
ha
relationships in a sport and physical activity setting
• can demonstrate positive thinking habits and coping skills which would
fform a basis for lifelong involvement in sport and physical activity
p 23
Outcome 5
Young people are able to make informed decisions about their
participation in physical education, physical activity and sport
In Class
Young people:
In Co-curricular Activities
Young people:
• are able to choose the activities and level, both competitive and
non-competitive, at which they wish to be involved
• have the ability to make decisions with conviction, without relying constantly
ha
on direction from the coach / leader
• identify wa
ways in which they can improve at the activity and practise accordingly
• vary and adapt their actions in response to changing circumstances
In Community
Young people:
p 24
Outcome 6
Young people strive to maximise their personal potential in
physical education, physical activity and sport, and to recognise
and respect the potential of others
In Class
Young people:
In Co-curricular Activities
Young people:
• are interested in reaching their potential in sport and physical activities of their
choice, while not limiting the range of activities in which they are engaged
• devote personal time to extra practice, without overtraining
• believe that they have the potential to further improve on their
accomplishments
• show interest in the efforts of others who are engaging in sport and physical
activity and provide support as appropriate
In Community
Young people:
p 25
Outcome 7
Young people enjoy and appreciate the benefits of physical
education, physical activity and sport
In Class
Young people:
• are happy in the physical education lesson and interact with their classmates
in a positive way
• come to class on time, with kit and ready to take part in activities
• recognise the importance of what they can learn in physical education
• share what they do in physical education with family and friends
In Co-curricular Activities
Young people:
In Community
Young people:
p 26
Physical Education,
Physical Activity and Sport
for Children and Young People:
Developing a plan to
achieve our vision
2.Introduction to Get Active 2
The National Guidelines on Physical Activity for Ireland state that
all children and young people should be active, at a moderate-to-
vigorous level, for at least 60 minutes every day.
The Get Active series provides a planning framework which facilitates the achievement
of this goal, along with the development of skilled performance and the knowledge and
attitudes which will support and sustain lifelong active lifestyles.
Get Active 1 sets out the desired outcomes of children’s and young people’s
participation in physical education, physical activity and sport. These desired outcomes
create a common vision, language and understanding of what children and young people
should be working towards, along with their teachers, coaches or sports leaders across
school and community contexts. They also serve as criteria for reviewing the current
position in order to identify priorities for action.
Get Active 2 aims to guide users in working towards these desired outcomes through
the formulation and implementation of a plan. The processes involved are similar to
other planning frameworks in place across education and community settings and as such
should be familiar to users. The purpose of the guide is to raise awareness of the range
of physical activity experiences to which children and young people are exposed and to
promote co-operation among providers in forging school-community links. The intention
in this is to ensure that practices within schools and in community contexts are symbiotic,
mutually supportive and essentially child-centred or young-person-centred.
p 28
More specifically, this guide is intended to assist users in:
Get Active 2 refers to both children (with particular reference to those attending
primary school) and young people (with particular reference to those attending post-
primary school). The guide is of relevance to all who work with children or young
people, whether in school or community contexts.
Section 2 of this document outlines the planning cycle for PEPAS, and it applies the cycle
to the three settings that are identified in Get Active 1: in class, in co-curricular activities,
and in community. Thus, while it is important that each is aware of the efforts of the
other, school and community groups are addressed independently, as follows:
Stakeholders include:
p 29
2.1 How does the Get Active Guide Relate to
Other School Schemes?
There are a number of other initiatives that are designed to promote healthy active
lifestyles through good practice and quality programmes. Among them are the Health
Promoting School, the Active School Flag and An Taisce’s Green Flag. The Get Active guide is
not intended to replace or duplicate those initiatives. Rather, it augments or supports what
they might provide. All of these schemes can reinforce and complement one another.
The Active School Flag (ASF) involves schools in a process of self-evaluation around
provision. It focuses on: curriculum planning; co-curricular activities; additional promotion
of physical activity and health-related exercise; links with community; and qualifications,
training and resources. The Active School Flag provides a mechanism which acts both as
an incentive and as a guide for schools interested in promoting quality physical education,
physical activity and sport. Steps 4, 5 and 6 of the process outlined in Get Active 2 (In
school) relate directly to the measures required to seek ASF accreditation. Schools
following the Get Active process can refer to the Active School Flag website for guidance
around provision and specific examples of what works.
p 30
The Get Active guide speaks to a public health and physical activity agenda in attending
to school and community physical activity and sport. It fills a gap in school policy terms,
in addressing co-curricular physical activity and sport, and encourages both school and
community-based providers to consider the implications of their combined influences
and actions on the child and young person.
p 31
Developing a Plan to Achieve Our
Vision:The process at a glance
This chapter outlines a six-step process for developing a plan to achieve our vision.
Section 2.2 gives an overview of the process. Section 2.3 considers the role and
composition of a co-ordinating team. The rest of the section falls into three parts, dealing
in turn with the three contexts identified in Get Active 1:
• In Class
• In Co-Curricular Activities
• In Community
Step 4: Prepare action plans to address the priorities, setting out targets or desired
outcomes and specifying who will do what, when and with what resources in
order to achieve them
Step 5: Implement the action plans, monitoring progress so that the plans can be
adjusted in the light of experience if necessary
Step 6: Evaluate the success of the action plans in reaching the targets or desired
outcomes
p 32
As the diagram shows, Steps 2 to 6 form a Planning Cycle that revolves around the core
mission, vision and aims of the school or organisation.
Step 1
Establish
Co-ordinating Team
Step 2
Review
Step 6 Step 3
Evaluate Mission Identify
Priorities
Vision
Aims
Step 5 Step 4
Implement Action Plan
p 33
2.3 The Co-ordinating Team
Step 1: Establish a Co-ordinating Team
Step 1 in the proposed planning process is to establish a Co-ordinating Team. In general
terms, the role of this team is to organise and co-ordinate the planning process. It is
recognised, however, that every school and community organisation is a unique blend
of context factors, with its own distinct set of strengths and challenges. Accordingly,
the specifics of the role of a Co-ordinating Team will be determined by the individual
circumstances and particular needs of the school or community. The Co-ordinating
Team may:
1 facilitate the development and implementation of the PEPAS plan and its
component action plans, including the organisation and acquisition of resources
required to ensure the realisation of the objectives
2 liaise with other groups or stakeholders in order to communicate and advocate for
the plan and garner support for its implementation
3 align the implementation of the plan with the activities of other
schools and community-based groups in the area, as appropriate
4 ensure that developments at national and local level are reflected in the plan and its
implementation, in order to maintain good practice
The Co-ordinating Team should be transparent and accountable in its work. The team
should take care to communicate and consult appropriately with all relevant parties in
order to maintain confidence and foster co-operation.
Arrangements for the leadership of the Co-ordinating Team should be agreed to ensure
that the team operates effectively. Leadership may be shared or rotated among members
if required.
p 34
Fig. 2 Suggested composition of Co-ordinating Team
Community
School
Group
Management Management
• A representative of the Board • A representative of the club’s
of Management or management committee or
• A representative of the • The relevant sport’s governing
Trustees or body or
• Principal or Deputy Principal • The Community Council or
• Foróige or others
Parents
• A parent nominee on the Parents
Board of Management or • A parent who has physical
• A representative of the activity experience
Parents’ Association or or expertise
• A parent who has physical
activity experience or expertise
Young People
• A representative of those
Students involved in the activity in their
• A representative of the community
Student Council
Physical Activity
Teachers or Sports Leaders
• Physical Education teacher
• A representative of those who
and/or teacher with some
support and lead physical
expertise and experience in
activity (formal or informal)
physical activity
in the community
p 35
2.4 The Planning Cycle in Context
Get Active 1 identified three settings for physical education, physical activity and sport
in the lives of children and young people: in class, in co-curricular activities, and in
community. This section applies the planning cycle to each of these contexts in turn.
The first two contexts – in class and in co-curricular activities – involve planning by the
school. While they are addressed separately in this document for the sake of clarity, they
should be considered together by the school. It is strongly recommended that there be a
clear link between them, with opportunities for practice and progression.
The sets of questions and pointers that follow are intended to guide the process of
planning for in-class PEPAS through the stages of the planning cycle: review, prioritisation,
action planning, implementation, and evaluation (steps 2-6 of the framework presented
p 36
in Figure 1). These lists of prompts should not be regarded as comprehensive: the school
may amend them or add to them to ensure an appropriate focus on its own particular
circumstances.
Step 2: Review
The purpose of the review process is to establish ‘where the school is at’ now, regarding
provision for physical education, underpinning values, and performance in relation to the
desired outcomes set out in Get Active 1.
The review should consider both the hard data concerning PEPAS in the school (such
as the number of timetabled hours of physical education per week for each class group,
or the range of activities provided for in physical education classes) and the views of the
different parties in the school community.
Provision
• What PEP
PEPAS activities are provided for in the school curriculum, and at what level?
• Are these activities meaningful and relevant to the lives of children or young
people?
• Are these activities in keeping with good practice recommendations from relevant
bodies?
• Are these activities conducted in accordance with health and safety requirements?
• How much curricular time is allotted to physical education and related subject
areas for each class group? Does the time allotted allow the desired learning
outcomes to be achieved? Is the time allotted in line with the recommendations of
the Department of Education and Skills?
• Are those teaching physical education appropriately qualified to do so?
• Are there adequate resources and appropriate facilities in place to deliver the
physical education and social personal and health education programmes?
• Do management and staff support and facilitate quality programmes in physical
education and social personal health education?
• How do the PEPAS activities that take place in class time relate to what goes on in
co-curricular time and in the community?
Values
• What are the values that underpin the physical education and social, personal and
health programmes?
• How do these values relate to the school mission?
• In the context of PEP
PEPAS, is there consistency between the values professed by the
school in its statement of mission, vision and aims and the values reflected in the
reality of school life?
p 37
Performance regarding Desired Outcomes
Get Active 1 set out the desired outcomes of quality physical education, physical activity
and sport as follows:
Criteria regarding the in-class context are provided for each desired outcome.
In relation to each of these desired outcomes in turn, and taking account of the criteria
for the in-class context in each case:
p 38
Step 3: Identify Priorities
Step 3 involves:
• analysing the data gathered in the review process to establish the school’s strengths
and weaknesses with regard to in-class PEPAS
• identifying aspects of in-class PEP
PEPAS that are working well and that should be
continued
• identifying needs that must be addressed and possibilities for development
• identifying factors that must be taken into account in planning for in-class PEPAS in
the school
• in the light of the fforegoing, selecting the priorities that will form the basis for
action planning
The choice of priorities should ffocus on improving outcomes for students, giving due
consideration to good practice recommendations and health and safety requirements,
and recognising the extent and limitations of the school’s resources and facilities. The
views of the school community should be taken into account. The choice of priorities
should balance the continuity of existing good practice, the consolidation of recent
innovations, and the introduction of new developments.
p 39
time available. Nevertheless, they should be challenging enough to give impetus
to improvement. When deciding on targets, consideration should be given to the
desired outcomes and criteria set out in Get Active 1, especially those that the
school is currently least successful in meeting.
The choice of actions or measures to achieve the targets may be influenced by:
• existing good practice measures that are working well in the school
• good practice measures that are working well in similar situations in other schools
• advice from support services or educational experts
• external evaluation
• findings of educational research
• ffeedback from students or parents
• innovative suggestions from teachers
• resource considerations (including staff professional development needs)
The success criteria should be derived from the targets and tasks. They are statements
of how things should be if the actions or measures are successfully implemented and the
targets or objectives are achieved.
• how the stakeholders in the school community will be involved or consulted in the
process of action planning
• how the completed action plans will be shared with the different parties in the school
community when they have been approved by the school’s Board of Management
Step 5: Implement
Step 5 involves the implementation of the action plans and the monitoring of progress
to keep the plans on track. Monitoring should be carried out in accordance with the
decisions made at Step 4 regarding who should have overall responsibility for monitoring,
who should be involved in the process, what strategies should be used, and how often
progress should be checked.
• How well is focus being maintained on the targets specified in the action plans?
• Are the proposed actions or measures being carried out?
• Are the proposed time frames being adhered to?
• Is there evidence of progress towards the attainment of the targets?
• Are there difficulties that need to be addressed? Are there adjustments that need
to be made to the action plans?
p 40
• Aree the desired learning outcomes and expected standards of performance shared
with the children / young people? How?
• What teaching styles are
are employed? Are they appropriate for promoting the
desired learning outcomes?
• Are the children or young people encouraged to take responsibility for their own
learning? How?
• Are measures in place to ensure an inclusive approach to teaching and learning in
the physical education lesson?
Step 6: Evaluate
Step 6 takes place at the end of an agreed period of implementation. It involves a
systematic examination of the outcomes of the actions or measures that have been
implemented, in order to ascertain the extent to which the targets specified in the
action plans have been achieved. In Step 4, success criteria were developed for each
action plan, specifying its desired outcomes. In Step 6, evidence of the actual outcomes
is collected, and the actual outcomes are measured against the desired outcomes, thus
revealing the level of success that has been achieved. The findings of the evaluation feed
into future planning.
The main focus of Step 6 should be on evaluating the outcomes for children or young
people, and the impact on their learning.
p 41
2.4.2 In School: Co-Curricular Activities
Co-curricular activities are school-related activities that complement the curriculum,
but that take place outside of timetabled class time. As with the curriculum, the co-
curricular programme offered by a school is shaped by its unique combination of context
factors. The range of co-curricular activities may be influenced by factors such as the
needs and interests of the children and young people; the activity / sporting culture in
the locality; the expertise within the school staff and the local community; and the nature
of the resources and facilities available. A major planning challenge for the school is to
ensure that the range of co-curricular PEPAS activities on offer provides opportunities
for widespread participation.
The sets of questions and pointers that follow are intended to guide the process
of planning for co-curricular PEPAS through the stages of the planning cycle: review,
prioritisation, action planning, implementation, and evaluation (steps 2-6 of the
framework presented in Figure 1). These lists of prompts should not be regarded as
comprehensive: the school may amend them or add to them to ensure an appropriate
focus on its own particular circumstances.
Step 2: Review
The questions below are intended to guide the review process in order to establish
‘where the school is at’ now in relation to co-curricular physical activity and sport.
Provision
• What range of activities is provided and at what level? Does the range cater for
a varied spectrum of interests, skills and capacities? Is the range broad and
balanced, offering opportunities for both competitive and non-competitive activity,
on both an individual and a group basis?
• What rate of participation by children or young people do the various activities
attract? How enduring is the participation of children or young people? What
proportion of the children or young people in the school never participate in
co-curricular physical activity or sport?
p 42
• Aree there adequate resources and appropriate facilities in place to sustain the co-
curricular programme?
• How
Ho w do management and staff support and facilitate the co-curricular programme?
• How do the activities relate to curriculum and community-based activities?
• Are those involved in organising and running co-curricular physical activities
appropriately experienced and / or qualified? What measures are in place to
support them?
• Are co-curricular physical activities conducted in accordance with health and safety
requirements?
• Has the school established a scheme to promote walking and cycling to school?
• Has the school established a healthy eating policy?
Values
• What are the values that underpin the co-curricular programme?
• How do these values relate to the school mission?
• How are these values shared with the school community and others?
• What measures are in place to ensure that external providers respect the school’s
mission and philosophy, and that what they provide is in response to the needs of
the children and young people?
In relation to each of these desired outcomes in turn, and taking account of the criteria
for the co-curricular context in each case:
• Overall, how well is this outcome achieved in the school? How well does the co-
curricular programme of physical activities support the achievement of this outcome?
• Are there particular groups within the student body who do not achieve this outcome?
Have these groups particular needs that should be taken into account? How well
Ha
does the school’
school’s co-curricular programme of physical activities cater for their needs?
• Which criteria ffor this outcome is the school’s co-curricular programme most
successful in meeting? Which criteria is it least successful in meeting?
• analysing the data gathered in the review process to establish the strengths and
weaknesses of the school’s co-curricular programme of physical activity and sport
• identifying aspects of the co-curricular programme that are working well and that
should be continued
• identifying needs that must be addressed and possibilities for development
• identifying factors that must be taken into account in planning for co-curricular
physical activity and sport in the school
• in the light of the fforegoing, selecting the priorities that will form the basis for
action planning
The choice of priorities should ffocus on improving outcomes for students, giving due
consideration to good practice recommendations and health and safety requirements,
and recognising the extent and limitations of the resources and facilities that are
available to the school. The views of the school community and of external providers
should be taken into account. The choice of priorities should balance the continuity of
existing good practice, the consolidation of recent innovations, and the introduction of
new developments.
p 44
Step 4: Action Plan
In Step 4, the priorities are translated into specific objectives or targets, and action plans
are devised to achieve those targets.
When setting targets for co-curricular physical activity and sport, it is important to
start from ‘where the school is at’. The targets should be realistic, taking account of
the school’s baseline or starting position, and achievable with the resources, personnel
and time available. Nevertheless, they should be challenging enough to give impetus to
improvement. When deciding on targets, consideration should be given to the desired
outcomes and criteria set out in Get Active 1, especially those that the school’s co-
curricular programme is currently least successful in meeting.
The choice of actions or measures to achieve the targets may be influenced by:
• existing good practice measures that are working well in the school
• good practice measures that are working well in similar situations in other schools
• advice from support services or from those with expertise in the area of PEPAS
• external evaluation
• findings of educational research
• ffeedback from students or parents
• innovative suggestions from teachers
• innovative suggestions from external providers
• resource considerations (including staff professional development needs)
The success criteria should be derived from the targets and tasks. They are statements
of how things should be if the actions or measures are successfully implemented and the
targets or objectives are achieved.
p 45
In relation to Step 4, it is important to consider at the outset:
• How will the stakeholders in the school community be involved or consulted in the
process of action planning? How will external providers be involved or consulted?
• How will the completed action plans be shared with the different parties in the
school community when they have been approved by the school’s Board of
Management? How will they be shared with external providers?
Step 5: Implement
Step 5 involves the implementation of the action plans and the monitoring of progress
to keep the plans on track. Monitoring should be carried out in accordance with the
decisions made at Step 4 regarding who should have overall responsibility for monitoring,
who should be involved in the process, what strategies should be used, and how often
progress should be checked.
• How well is focus being maintained on the targets specified in the action plans?
• Are the proposed actions or measures being carried out?
• Are the proposed time frames being adhered to?
• Is there evidence of progress towards the attainment of the targets?
• Are there difficulties that need to be addressed? Are there adjustments that need
to be made to the action plans?
• Are the children or young people being enabled to take part in the co-curricular
activities? How?
• Are the desired learning outcomes and expected standards of performance shared
with the children / young people? Is it clear to them what they are expected to
know and to be able to do?
• Are the children or young people supported in adopting a range of roles and
responsibilities in the co-curricular programme (activity organiser or leader,
assistant coach, referee)?
• Are measures in place to ensure an inclusive approach to co-curricular PEPAS?
• Is there a common approach across activities when involving parents, guardians or
carers?
• Are measures in place to ensure that involvement in co-curricular activities does
not compromise learning during curricular time?
• Are measures in place to ensure that children or young people understand how
their experiences in school and community complement each other?
p 46
Step 6: Evaluate
Step 6 takes place at the end of an agreed period of implementation. It involves a
systematic examination of the outcomes of the actions or measures that have been
implemented, in order to ascertain the extent to which the targets specified in the
action plans have been achieved. In Step 4, success criteria were developed for each
action plan, specifying its desired outcomes. In Step 6, evidence of the actual outcomes
is collected, and the actual outcomes are measured against the desired outcomes, thus
revealing the level of success that has been achieved. The findings of the evaluation feed
into future planning.
The main focus of Step 6 should be on evaluating the outcomes for children or young
people, the impact on their learning.
p 47
2.4.3 In Community
Community-based activities are those which take place outside of school. They
may include organised activities undertaken in a club, informal activities undertaken
individually or as part of a group, in addition to walking or cycling as part of everyday
travel needs. The focus in the Get Active guide is on the promotion and support of these
activities by community-based organisations and groups.
The sets of questions that follow are intended to guide the process of planning for
community-based PEPAS through the stages of the planning cycle: review, prioritisation,
action planning, implementation, and evaluation (steps 2-6 of the framework presented
in Figure 1). These lists of prompts should not be regarded as comprehensive. The
organisation or group may amend them or add to them to ensure an appropriate focus
on its own particular circumstances.
Step 2: Review
The questions below are intended to guide the review process in order to establish ‘where the
organisation or group is at’ now in relation to community-based physical activity and sport.
Provision
• What activities are provided? What is the purpose of the activities?
• How do these activities relate to what goes on in school?
• What level of participation by children or young people in the community do these
activities attract?
• Do the children or young people have an opportunity to engage in the activities at
a range of levels?
• Are there adequate resources and appropriate facilities for the activities in place?
• Is there co-operation with schools and other relevant organisations in the planning
of activities?
• Are those involved in the activities appropriately experienced and / or qualified?
What measures are in place to support them?
• Are the activities conducted in accordance with health and safety requirements?
p 48
Values
• What are the values that underpin the organisation / group?
• How are these values shared with the children or young people, parents / guardians,
school community and others?
Criteria regarding the community context are provided for each desired outcome.
p 49
Step 3: Identify Priorities
Step 3 involves:
• analysing the data gathered in the review process to establish the organisation’s
strengths and weaknesses with regard to community-based physical activity and sport
• identifying aspects of the organisation’s programme that are working well and that
should be continued
• identifying needs that must be addressed and possibilities for development
• identifying factors that must be taken into account by the organisation in planning
ffor community-based physical activity and sport
• in the light of the fforegoing, selecting the priorities that will form the basis for
action planning
The choice of priorities should ffocus on improving outcomes for children and young
people, giving due consideration to good practice recommendations and health and safety
requirements, and recognising the extent and limitations of the organisation’s resources
and facilities. The views of relevant parties in the community should be taken into account,
especially those of the children or young people and their parents or guardians. The choice
of priorities should balance the continuity of existing good practice, the consolidation of
recent innovations, and the introduction of new developments.
p 50
When setting targets for community-based physical activity and sport, it is important to
start from ‘where the organisation is at’. The targets should be realistic, taking account
of the organisation’s baseline or starting position, and achievable with the resources,
personnel and time available. Nevertheless, they should be challenging enough to give
impetus to improvement. When deciding on targets, consideration should be given to
the desired outcomes and criteria set out in Get Active 1, especially those that the
organisation’s programme is currently least successful in meeting.
The choice of actions or measures to achieve the targets may be influenced by:
• existing good practice measures that are working well in the organisation
• good practice measures that are working well in similar situations in other
community organisations
• advice from those with expertise in physical activity or sport, especially in
community settings
• findings of relevant research
• ffeedback from children or young people or parents / guardians
• innovative suggestions from members of the organisation
• resource considerations
The success criteria should be derived from the targets and tasks. They are statements
of how things should be if the actions or measures are successfully implemented and the
targets or objectives are achieved.
Step 5: Implement
Step 5 involves the implementation of the action plans and the monitoring of progress
to keep the plans on track. Monitoring should be carried out in accordance with the
decisions made at Step 4 regarding who should have overall responsibility for monitoring,
who should be involved in the process, what strategies should be used, and how often
progress should be checked.
• How well is focus being maintained on the targets specified in the action plans?
• Are the proposed actions or measures being carried out?
p 51
• Are the proposed time frames being adhered to?
• Is there evidence of progress towards the attainment of the targets?
• Are there difficulties that need to be addressed? Are there adjustments that need
to be made to the action plans?
• Are expectations and goals agreed with the children / young people taking part in
the activities promoted by the organisation? How?
• Are the children or young people supported in adopting a range of roles and
responsibilities in the activities (activity organiser or leader, assistant coach, referee)?
• Are structures in place to guide and support young people in their efforts to
continue to develop as a player or athlete?
• Are parents or guardians or carers involved in the organisation’s activities? If so, on
what basis?
• Are measures in place to ensure an inclusive approach to the activities?
• Are measures in place to ensure that the interests of the children or young people
are paramount?
• Are measures in place to ensure that children or young people understand how
their experiences in school and community complement each other?
Step 6: Evaluate
Step 6 takes place at the end of an agreed period of implementation. It involves a
systematic examination of the outcomes of the actions or measures that have been
implemented, in order to ascertain the extent to which the targets specified in the action
plans have been achieved. In Step 4, success criteria were developed for each action plan,
specifying its desired outcomes. In Step 6, evidence of the actual outcomes is collected, and
the actual outcomes are measured against the desired outcomes, thus revealing the level of
success that has been achieved. The findings of the evaluation feed into future planning.
The main focus of Step 6 should be on evaluating the outcomes for children or young people.
p 52
Stakeholder Involvement
The World Health Organisation defines stakeholders as those ‘who have important
information about an issue or policy area, who will be affected by a decision, or who may
be able to affect a decision’ 1(WHO, 2008 p.25). The design and implementation of PEPAS
plans may involve a range of stakeholders, including government departments, teachers and
other school staff, children and young people, parents and families, and community-based
organisations. In this section, the roles and responsibilities of a number of key stakeholders
in meeting the child’s or young person’s physical activity interests and needs are outlined.
Principal
The principal has a key role in leading and managing the development of the school and
in devising school policy. The principal can support the preparation and implementation
of an effective PEPAS programme through a range of measures, including:
p 53
• ensuring that arrangements are made for the co-ordination and promotion of co-
curricular physical activity and sport
• encouraging teachers, coaches and sports leaders to engage in ongoing professional
development
• liaising with outside organisations to gain access to a broader range of activities
and facilities
• publicly supporting the promotion of a physical activity culture in the school
through initiatives such as the Health Promoting School and the Active School Flag
and acknowledging those who contribute to it
Physical education teachers have the potential to act as a key reference point in the
development and implementation of the PEPAS plan. They may choose to adopt a
number of roles within the school, as appropriate to the context.
p 54
For example, the physical education teacher may:
1 utilise their expertise to guide and support the development and implementation of the
school’s PEPAS plan, in consultation with other members of the co-ordinating team
2 support the planning and organisation of the school’s co-curricular activities in an
advisory capacity
3 be directly involved in some elements of the co-curricular physical activity and
sport programme in a coaching / organising capacity
For further information see Physical Education Association of Ireland. Online at:
http://www.peai.org/home.html
The school may prioritise the area of PEPAS through the allocation of a post of responsibility
for the co-ordination and promotion of school physical activity and sport. Other teachers
can support the school’s co-curricular programme by acknowledging participation and
celebrating success through their interactions with children or young people.
p 55
2.6 Children and Young People
Children and young people should be encouraged to be active agents in their own
learning2 when involved in physical education, co-curricular or community-based physical
activities or sport. Their duty is to participate in a responsible, respectful, fair and safe
manner3 in their own interest and that of others. It is important that children and
young people enjoy their experience of physical activity, particularly in the early years4.
As they get older, young people should take responsibility for the nature and extent of
their participation in physical activity and begin to make choices that will enable them
to engage in active, healthy lifestyles. These choices may refer to the types of activity
in which they engage; the skills, knowledge, and understanding they should have; or
qualifications they may need in order to pursue these activities.
There are a number of other ways children and young people can contribute to the
development of their own and others’ capacities in physical education, physical activity
and sport. They can:
p 56
Other ways parents / guardians can promote active lifestyles among children
and young people include:
The role of the Local Sports Partnerships is to work toward developing a sustainable
local sporting infrastructure which promotes increased opportunities for children and
young people to participate in sport and physical activity. This involves:
p 57
For more information on LSPs contact:
Irish Sports Council,Top Floor Block A,West End Business Park, Blanchardstown, Dublin 15
Tel: 01-8608800
Email: info@irishsportscouncil.ie
Website: www.irishsportscouncil.ie
With their member clubs and affiliates, sport’s national governing bodies (NGBs)
organise and administer most of the organised sport in Ireland; they train and
deploy coaches; they organise representative-level sport; and they provide sporting
opportunities and pathways leading from local sport to national and international
competition.
There are in excess of 60 NGBs of sport in Ireland ranging from large, well-resourced,
widely-recognised organisations engaging daily with children and young people, to
smaller NGBs that operate on a more limited basis. The role of the NGBs in young
people’s lives is varied.
Some NGBs provide children and young people with opportunities for active
participation both recreationally and competitively. A number also provide opportunities
for young people to develop as coaches and officials.
Where schools engage NGB personnel for the purpose of co-curricular sport provision,
it is important that they consider whether or how such a contribution is in line with the
school’s mission and PEPAS plan.
In Community
Many NGBs provide opportunities for children and young people to take part in a
wide range of different activities across the sporting spectrum in a safe and secure
environment. The range includes opportunities to participate actively at recreational,
competitive or high-performance levels, along with opportunities to participate as
a coach, administrator or official. NGBs also provide social opportunities through
membership of sports clubs and attendance at sporting fixtures and events. All NGBs
have adopted and implemented the Code of Ethics and Good Practice for Children’s
Sport to ensure that young people are safeguarded in their participation in sport.
p 58
Health Service Executive (HSE) Physical Activity Co-ordinators
Physical Activity Co-ordinators, within Health Promotion, aim to promote and support
participation in physical activity among priority populations across all settings, including
education, community and the health services. A key role is to work in partnership with
other sectors involved in physical activity, such as local authorities, national organisations,
local sports partnerships, and community groups, to promote the national ‘Get Ireland
Active’ guidelines and to address the determinants of physical inactivity. Physical
Activity Co-ordinators aim to support schools through the Health Promoting Schools
Framework. Other programmes that work well through this integrated process include
the Active School Flag, Smarter Travel initiatives, and the Green Flag. The Physical Activity
Co-ordinator can support the school by:
p 59
2.9 Other Sources of Information
• Education Centre Network. Online at: http://www.ateci.ie/
• Irish Heart Foundation. Online at: http://www.irishheart.ie/iopen24/
• Outdoor Education Ireland: The National Network of VEC Outdoor Education
Centres. Online at:http://www.oei.ie/index.php
• Youth Work Ireland. Online at: http://www.youthworkireland.ie/home_lys.asp
Y
• School Completion Programme Ireland. Online at: http://www.education.ie/home/
home.jsp?pcategory=17216&ecategory=34299&language=EN
Notes:
1: W
World Health Organisation (2008) School Policy Framework: Implementation of the
strategy on diet, physical activity and health, Geneva: World Health
WHO global str
Organisation. Online at: http://www.who.int/dietphysicalactivity/schools/en/
2: Department of Education and Science & National Council for Curriculum and
Assessment (1999) Primary School Curriculum, The Stationery Office, Dublin.
Online at:http://www.curriculumonline.ie/en/Primary_School_Curriculum/
3: Sports Council Northern Ireland & The Irish Sports Council (2003) Code of Ethics
Practice for Children’s Sport. Online at: http://www.instituteofsport.ie/
& Good Pr
Participation/Code_of_Ethics/Code_of_Ethics_Manual/Content_PDF_/
p 60
Physical Education,
Physical Activity and Sport
for Children and Young People:
Evaluating our progress
3. Introduction to Get Active 3
Get Active 1 set out the vision in terms of the desired outcomes of physical education,
physical activity and sport for children and young people. Get Active 2 outlined the
process of developing and implementing a plan in order to achieve that vision. This
section of the document, Get Active 3, is intended to guide users in relation to the
evaluation of those programmes that are in place. It seeks to ensure that evaluation is
carried out in a systematic way, in order to improve programme effectiveness. Some
of its elements may form the basis of an ongoing review process within the school and
community setting. It may also be usefully employed where schools are seeking the
Active School Flag (in relation to physical education and co-curriculum physical activity
and sport provision), the Health Promoting School Award (in relation to physical activity)
or the Green Flag Award (in relation to its travel theme).
p 62
3.1 Self-Evaluation:The What and Why
Self-evaluation, in the context of these guidelines, is a process whereby a school
or community group or club might reflect in a systematic way on how things are
in the organisation and measure that against how they should be. It is a process of
judging actual outcomes of a plan or programme of activity against intended or desired
outcomes, actual practice against accepted standards of good practice.
The success criteria identified during the action-planning process (Step 4 of the basic
planning framework outlined in Get Active 2) serve as indicators of how things should
be if plans and programmes are achieving their objectives. The desired outcomes of
quality PEPAS that are set out in Get Active 1 can also serve as indicators of how things
should be.
How things are is ascertained by the evidence gathered to test whether the success
criteria have been met, whether the intended or desired outcomes have been achieved,
and whether things are how they should be.
Self-evaluation can be useful for schools, clubs or other physical activity groups as it
provides a means by which they can monitor their actions against their mission or aims
or improvement objectives. It can help individuals or organisations consider whether
they are effective in meeting the physical activity needs of children and young people,
whether the PEPAS activities they provide are of a quality that can create competent
participants or performers, and whether these activities are accessible to and inclusive of
all those who seek to engage in them.
The findings of the self-evaluation process guide decision-making about future action.
Thus, they feed into the next cycle of planning for PEPAS.
p 63
3.2 Self-Evaluation: Getting Started
Ideally, the evaluation of PEPAS takes place within the context of a coherent
planning process focused on achieving the optimum outcomes for children
and young people. Where this is the case, the evaluation will have been
prepared for at earlier stages in the planning cycle.Thus, the priorities
selected in Step 3 of the framework outlined in Get Active 2 will help to
focus the evaluation.The action plans developed in Step 4 will specify:
• the success criteria in relation to which evidence will be collected and against
which actual outcomes will be measured, and
• the evaluation procedures that will be followed
Where these matters have not been determined in advance, it is important that they be
addressed at the start of the evaluation process.
So, when preparing for the evaluation, it is helpful to ensure that there is
clarity about the following:
p 64
Fig. 3 What to consider. (Adapted from School Development Planning: Guidelines
and Resources for Post-Primary Schools, Unit 5)
VALUES
Ensure that the following beliefs are
shared by all involved:
- The focus must be on the interests of
the child / young person
- Feedback is necessary for ongoing
improvement
- People are committed to what they
freely engage in
- Meaningful change and development
occur from within
PROCEDURES
Establish procedures for conducting the
SELF-EVALUATION evaluation, bearing in mind the following:
- Aims : What is its purpose and whose
4 sets of interests does it serve?
considerations - Culture: Consider how to make
self-evaluation, reflection on findings
and follow-up action integral to what
you do
- Confidentiality: Ensure that the
findings are used appropriately and
solely by those within the organisation
- Critical Friend: Consider the benefits
of having a Critical Friend to add
objectivity, ask the important questions,
and offer advice and support
CRITERIA
Know and share what success is:
- Establish criteria derived from priorities,
targets & tasks
EVIDENCE - Adapt desired outcomes from Get
Consider what you need to measure Active 1 to your context
success: - Adopt criteria for success and agree
- The information that will tell you how with stakeholders
you’re doing - Circulate criteria to relevant others
- The means to gather and organise such
information
- The capacity to analyse and interpret it
p 65
3.3 Self-Evaluation:The Process
There is no single right way of carrying out a self-evaluation; decisions on how to
approach it will be influenced by the particular situation of the school, club or group and
by what is wanted from the process.
The timing of an evaluation will depend on its focus and scope. Monitoring of progress
should be ongoing while plans and programmes are being implemented (see Get Active
2, Step 5). The evaluation of individual elements within the overall PEPAS programme
may take place at different times, as appropriate to their respective time frames. A
large-scale evaluation of the success of the overall PEPAS programme might take place
only towards the end of the period of a planning cycle (3-5 years) in order to inform
the next cycle of planning.
p 66
Who will conduct the evaluation?
This will be determined to some extent by the focus and scope of the evaluation and by
the nature and size of the organisation concerned. While the Co-ordinating Team (see
Get Active 2, Step 1) are probably best placed to undertake a larger-scale self-evaluation
process, those in the organisation who have research skills or experience might be
encouraged to contribute. Post-primary school students might be involved in conducting
the evaluation as part of a Transition Year project or a Leaving Certificate Applied task. It
might prove helpful to appoint a Critical Friend with relevant expertise to assist in the
process.
Again, the choice of success criteria will be related to the focus of the evaluation.
p 67
What evidence will need to be gathered?
Evidence is the information that reveals the reality on the ground in relation to the area
being evaluated: the actual outcomes of a course of action as opposed to the intended
outcomes; the standard of actual practice as opposed to recommended standards of
good practice; the actual levels of skill being achieved as opposed to the levels aspired to.
Thus, the evidence required will be determined by the success criteria. In general, it will
be of two kinds, quantitative and qualitative. Some of the success criteria may be readily
measured by means of quantitative data, such as levels of attendance and participation,
performance records, and so on. Other criteria may necessitate the gathering of qualitative
data – the views and perspectives of the children or young people and their parents, for
example.Video evidence may be appropriate where the focus is on levels of skill.
From whom or from where will the information that is needed be obtained?
Some of the information needed will already be available in the school or organisation
and can be abstracted from records such as attendance or membership lists, timetables,
training schedules, scores in performance tests, results in competitive events, and so on.
Other information will need to be specially collected for the purposes of the evaluation.
A task for the evaluators is to identify the relevant sources of qualitative information
– whose views, perceptions and perspectives should be sought, and in relation to what
issues? Particular care should be taken to ensure that the children and young people
themselves have the opportunity to contribute their views.
Information can be gathered by means of evaluation tools (or instruments). The choice
of tools is guided by the nature of the information needed, which is guided by the
success criteria that are being tested.
There is a wide variety of tools that can be considered (see Section 3.5 for exemplars).
Means of gathering quantitative information include desk research (analysing existing
records and documents), checklists, standard forms, logs, evaluation grids, and
performance tests. Means of gathering qualitative information include SWOT (Strengths,
Weaknesses, Opportunities, Threats) analysis, questionnaires, interviews, focus group
discussions, and self-assessment profiles.
Much information can be gathered by simply observing and taking notes. Observation
records can then be triangulated with information from other sources to ensure that a
balanced, accurate picture is arrived at.
Care should be taken to ensure that, whatever methods are used, only information that
is relevant to the focus of the evaluation is collected. Collecting surplus information can
slow down the evaluation process and distract from the core issues.
p 68
What time scale will be involved in collecting the information?
The time scale will depend to an extent on the focus and scope of the evaluation and on
the amount of information that has to be specially collected in order to test the success
criteria. The nature and size of the organisation will also be a factor. It is advisable that
a realistic timetable for the collection of information be established, taking into account
the availability of those who will be involved in it.
Analysis and interpretation are crucial aspects of the evaluation process. The task for
the evaluators is to examine the evidence that has been collected to see what it reveals
about how things are and to ascertain whether or to what extent the success criteria
have been met. So, the analysis is focused by the criteria.
The choice of methods for conducting the analysis will be influenced by the
nature of the information in question and the nature of the tools used to gather
it.The following approaches may prove helpful, depending on the context:
• What does the evidence reveal about the actual situation, actual outcomes,
actual practice, actual competencies and skills?
• How does this compare with the desired or intended outcomes, the standards
of good practice, the target levels of competence and skill?
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The challenge for the evaluators is to reach valid conclusions that are fully
supported by the evidence. The following simple framework may prove
helpful in focusing deliberations:
It is important to allow sufficient time for analysis and interpretation in the evaluation
process. It is advisable to decide at the outset who will be responsible for the various
tasks involved and who will have overall responsibility.
The findings of the self-evaluation process are intended to guide decision-making about
future action. Accordingly, steps should be taken to enable this to happen. The choice of
approach will depend on the focus and scope of the evaluation, the nature and size of
the organisation, and the range of stakeholders to whom the findings are relevant.
It is often the case that those who conduct an evaluation are asked to make
recommendations on the basis of their findings. Where warranted by the scale of the
evaluation, a formal report may be prepared, outlining the focus of the evaluation,
the methods and tools used, the analysis of evidence, the conclusions, and the
recommendations. In other contexts, an oral report to the relevant audience, followed
by discussion, may be more appropriate. Sometimes, in a small-scale evaluation exercise,
there are no formal recommendations; suggestions as what should happen as a result of
the findings emerge from dialogue among those concerned.
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Whatever the context, the relevant members and stakeholders of the
group or organisation need to reflect on the findings and consider their
implications. The following prompts may prove helpful:
The challenge then will be for those concerned to decide on the follow-up, and plan for it.
The answers to these questions will be determined by the context. In general terms,
those to whom the conclusions are relevant should be informed of them, by whatever
means are appropriate.
• acknowledge what is working well, the outcomes that are being achieved, and
the positive impact on the children or young people
• identify the limitations of provision and the challenges that the organisation
faces
• state what challenges can be addressed and propose priorities
Adequate time should then be allowed for reflection, discussion, and debate around
issues that emerge. Opinions expressed about future options should be taken into
account when decisions are being made about follow-up action.
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What resources will be needed for the evaluation process?
The main resource needed is likely to be the time, effort and expertise of those involved
in conducting the evaluation.
The services of a Critical Friend may need to be sought. Advice and support from a
relevant external agency may also prove helpful.
Depending on the methods chosen, resources may be required for the collection and
analysis of information and for the presentation and dissemination of findings.
Consideration should be given as to how positive findings from the evaluation process
will be recognised. The school magazine or website, the club handbook or newsletter
could be used to acknowledge progress and achievement.
The major challenge for any group or organisation that has undertaken an evaluation is
to ensure that the findings are reflected on, the implications are considered, appropriate
decisions are made, and those decisions are acted on. Consideration should be given
as to what steps can be taken to keep the findings ‘live’ until the follow-up process has
been completed.
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3.4 Light-Touch Evaluation
In the previous section, an outline was given of a very formal, systematic approach
to self-evaluation. In some contexts, however, a more informal, light-touch approach
may be appropriate. For example, immediately after an event or activity or small-scale
intervention, such as a sports day or training camp or adventure activity, it may be helpful
for those involved to reflect together on the experience to see what lessons should be
learnt for the next time.
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3.5 Other Sources of Information
Curriculum Information
Health Promoting School, Health Services Executive (2011) Health Promoting Schools Co-
ordinator’s Handbook. For details contact: Health Promoting Schools Team, Health Promotion
Department, Eye, Ear and Throat Hospital,Western Road, Cork. Email: hpd.south@hse.ie;
Telephone: 021-4921641.
Barnekow,V., Buijs, G., Clift, S., Jensen, B.B., Paulus, P., Rivett, D and Young, I. (2006)
Health Promoting Schools: A resource for developing indicators. International Planning
Committee (IPC), of the European Network of Health Promoting Schools: European
Commission. Online at: http://www.nepes.eu/?q=node/418
Department for Education and Skills (2005) Do you have high quality PE and sport in
your school? A guide to self-evaluating and improving the quality of PE and school sport DfES
Publications: Nottinghamshire. Online at: http://www.teachernet.gov.uk/_doc/8126/
Self%20Evaluation%20Guide%20Jan2005.pdf
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Directorate – General for Education and Culture (2011) European Guide of Healthy
Physical Activity Programs: Methodology and compilation of best practices: European
Commission. Online at: http://www.eurosporthealth.eu/en/guiabonespractiques_en.asp
Centre for Disease Control and Prevention, The School Health Index (SHI): Self-
Assessment & Planning Guide. Online at: http://www.cdc.gov/healthyyouth/shi/index.htm
World Health Organisation (2008) School Policy Framework: Implementation of the WHO
global strategy on diet, physical activity and health, Geneva: World Health Organisation.
Online at: http://www.who.int/dietphysicalactivity/schools/en/
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3.6 Appendix 1
The desired outcomes set out in Get Active 1 remain at the heart of the planning,
implementation and evaluation process for physical education, physical activity and sport.
They ensure a child-centred approach and a common focus, language and understanding
which can be shared by different organisations or groups involved in PEPAS provision.
As was indicated in Section 3.2, these desired outcomes can serve as the focus of
an evaluation process and as the basis for the development of success criteria. For
evaluation purposes, these outcomes can be examined:
Individually:- A single desired outcome from Get Active 1 may be examined within
an organisation. Or it may be examined across the three contexts (class, co-curricular
and community) by a partnership of schools and community-based agencies (NGBs, LSP,
PACs) or groups. For example, participation rates might be monitored across physical
education, co-curricular and community settings in order to evaluate Outcome 1 (Young
people who are committed to regular participation in physical education, physical activity
and sport, including walking or cycling for everyday travel needs).
Collectively:- All of the desired outcomes identified in Get Active 1 might be examined
together, using criteria that might apply across all seven.
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Notes
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Notes
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Notes
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Designed by