Sedgefield Community College
Sharing Good Practice
Raising Activity Levels of Girls in Sport
Rationale for Development
* Second in faculty position with responsibility for girls in PE
created due to sports college status in September 2001 / 02.
* There was a very low participation in girl’s extra curricular
activities (30%).
* Non – participation in curriculum PE lessons was
approximately 15%. Pupils copied from GSCE PE textbooks during a
practical lesson. These girls often took up too much of a lesson time
by failing to bring in notes, lack of kit, refusal to change, difficulties
staying on task if completing written work / supervision of non –
participants within teaching area.
* The motivation levels of girls in curriculum lessons were
sometimes low causing conflict between staff and the students
* Girls were taught in ‘friendship’ groups which sometimes
caused difficulties with peer groups and made it more difficult to
offer differentiated teaching and learning due to the wide range of
ability. This also suggests that the attainment level of the girls
would be limited.
* There was a low level of team representation in local clubs,
tournaments, festivals and leagues. (U16 football team, U14 netball
team both averaging 2 -3 fixtures per year and entries into the
annual athletics and cross country championships)
* The curriculum content was de-motivating the girls. It was
too traditional, games & competitive orientated.
* There was a low level of leadership developed by the girls in
KS4. No accredited awards offered. Very few volunteers assisted
with girl’s house matches or extra – curricular clubs.
How was the need identified?
* There was an imbalance identified in male / female
participation in sport
* The Successful bid for Sports College Status in 2001 – 02,
highlighted areas for development in Girls in Sport.
* Staff attended the Nike / Youth Sport Trust Girls in Sport
course which provided suggestions and ideas to improve areas for
development.
* A research questionnaire was created by PGCE student as their
final school based assignment. This was distributed to girls in KS3 &
4. Results were analysed and areas for further development were
suggested.
* Informal discussions with girls took place in lesson time
offering them the opportunity to voice there opinions about what
would motivate them.
* As a result of discussions and through the use of the school
council, it was also decided that there was a need for a school
sports council to allow students to voice their opinions on a
regular basis and to allow girls to have the same opportunities as
boys (by encouraging girls to become reps. for the council).
What was the starting point and what did we do?
* The role of second in faculty with responsibility for the
development of girls PE began in 2002 – 03.
* Re – decorated the changing rooms with lilac paint rather
than the cold cream originally on there, using female students to
volunteer to help.
* Updated all display boards to show famous female athletes
and ‘typical’ teenage girls playing sports as role models. Posters
were purchased from Nike girls in sport promotions and WSF offers,
promoting girls in action in various sports with positive slogans on!
Used sports technicians to take lots of photos of girls playing
matches, competing in sports days, festivals etc. with digital
camera and displayed these in boards too.
* Although changes were made in KS3 & 4 the target group we
were hoping to make the most impact with were KS3 girls as we
felt we could have more of an influence over their lifestyle changes.
* Information from questionnaires identified suggestions for
change in the curriculum. The revised curriculum contained fewer
team and competitive sports and more individual, creative,
aesthetic activities.
This has encouraged more leadership and pupil centred
learning in lessons.
Still in line with National Curriculum, we removed hockey/ games
unit from the curriculum as this seemed to be the most hated sport
with low attainment levels. We exchanged this for football which is
an ever increasing sport for girls, with a lot of local development
occurring for girls at grass roots level in the area. We also included
more individual, aesthetic activities such as sports aerobics,
multi – gym, trampolining and dance.
* We altered the content and objectives of units such as
fitness by removing a lot of the individual tests the emphasis on
cross country and included more taster sessions of aerobics, pilates,
step, Tae – Bo, Body conditioning etc. so they experienced a wider
range of activities traditionally popular with females, that they may
wish to continue to access after school at the college, or later in life.
* A Girls in Sport statement was created to identify the main
reasons for focusing on girls in sport. This is now displayed in the
girls changing rooms and in the girls in sport notice board.
What did we do?
* Displayed new procedure for the start of PE lessons in
prominent areas and discussed with all groups. New procedures for
PE lessons are to increase inclusion. A ‘full kit’ policy for all
students regardless of illness / injury was introduced. A ‘relaxed
kit’ policy for KS4 was negotiated with students to increase their
participation. All students now change immediately without the
need to come to the office to explain a note or reason for non
participation. Alternative jobs for ‘non – active’ inclusion are
arranged as active participants are registered or warming up. They
often suggest or volunteer for jobs at the start of the lesson.
Parents sign a brief written statement in student planners,
wrote by students, after staff have quickly explained the rationale
behind the changes. They agree to support the ‘change of kit for all’
policy. This has led to a noticeable decrease in parental complaints
as students who would usually fail to bring kit, now bring it so we
don’t need to ‘loan’ spare kit out and students don’t go home
complaining about staff insisting they get changed when their
parent has sent a note in stating their child is not to do PE, as
parents often think we have made their child do PE. Both student
and parent now understand why the students wear full kit and that
it doesn’t mean we are ‘forcing’ their child to do PE.
* More leadership courses are now offered to girls e.g.: JNO,
AQA’s, JSLA, CSLA, Gym Helper Award.
* Girls only extra curricular activities are now offered using
more female coaches employed as role models
*A ‘Girls in sport’ week was launched in 2002. Girls only activities
were available every break, lunchtime and after – school. Other
female staff took part in the activities which also include staff v
student matches.
* More rewards offered for participation, improvement, effort etc.
* Improved communication through creation of sports council and
use of daily planners. Student reps are all encouraged to promote
girls activities in registration time. Girls improve their organisation
skills through use of planner to record their practices for the week
ahead.
* More female house matches (netball, dodgeball, rounders)
* Clearer expectations in PE regards behaviour, effort, achievement,
rewards etc.
* International female athletes have visited the school to inspire
and motivate students to participate in sport such as Tara Smith
(International Water Polo), Anna Hemmings ( World Champion
Marathon Canoeist), Tanni Grey Thompson, Caroline Atkins
(International Cricketer) and Alison Curbishley.
Sessions have included practical workshops, girl’s only assemblies,
informal seminars and photo sessions.
What have been the impact and achievements to date? In
Brief!!
* There has been an increase in girl’s participation in PE
lessons (100%). A lot of pupils who bring notes in often end up
joining in with the group as they are already changed. Non – doers
often lead warm ups, re – iterate teaching points to individuals
throughout lesson, umpire, score etc. As a result they tend to
maintain their knowledge and understanding of the subject area and
go on to achieve good grades after a long term illness or injury.
* Improved relations between staff and students, creating
less conflict at the start of a lesson. As everyone gets changed,
there is no cause for disagreements. Pupils hand notes in teaching
area during register after they have all changed. Less time is
wasted as a result of this and a more positive start to the lesson is
created.
* There has also been an increase in the average end of KS3
national curriculum levels as a result of the higher level of
participation (5.86 in 2004 compared to 5.15 in 2001).
* There is an increase in participation in extra curricular
activities (in and out of school). Averages are now 75% in KS3 and
53% in KS4. ( Y7: 75%, Y8: 75%, Y9: 85%, Y10: 70% and Y11:
35%). There is at least one girls only activity on offer every
lunchtime (often two or three). Girls train in the multi gym daily and
team entries are much higher. Netball (U12, U13, U14, U15, U16),
football (U12, U13, U14), hockey (U14, area tournaments only),
tennis (U13, U15), rounders (U12, U13, U14, U15), gymnastics
(U12), sports Aerobics (U14, U15), badminton (U14), athletics
(U12, U13, U14) and cross country (U12, U13/14).
* Successful girls in sport weeks have ran for two years now. An
average of 120 girls per day participated in at least one activity. 27
female members of staff participated. Year 7 girls participated in
activities 133 times in the week, year 8 completed 210 and year 9
took part in an activity 45 times. Activities offered include tae – Bo,
pilates, multi – gym, ice skating, swimming, dodgeball, cricket,
tennis, and rounders.
* Through the links created with the Women’s Sport Foundation
and working in partnership with the School Sport Co-ordinator
programme, the college is assisting all link schools in order to
set up their own girls in sport week in the future.
* There has been an increase in Girls uptake of GCSE PE and a
popular first year uptake for BTEC in Exercise and Sport
* There has been an increase in girls gaining leadership
qualifications. AQA’s (100%) in KS4, Duke of Edinburgh (8), JNO
(27), JSLA (35).
* Good links created as a member of the Women’s sports
foundation. Year 10 & 11 students have attended a workshop for
Careers in sport for females and appeared on Regional news
coverage on Girls in sport & WSF from SCC.
* SCC gained National award for innovation in the curriculum
from Nike / YST in 2003. Media coverage on the success of GIS
in the Northern Echo, TES, The Times, and ‘Ruler’ (teacher training
agency).
* Two female sports technicians have now been employed for
two years. They have various coaching qualifications in sports. They
run courses, clubs and practices to encourage females to
participate.
* 48% of school sports council reps are now female.
What do you feel is still to be achieved?
* Further increases in the amount of girls linked to extra
curricular clubs to more than 80% in KS3. KS4 should eventually
increase as students move into yr’s 10 & 11, they may retain their
participation in sport and the drop out rate won’t be quite as high as
previous years.
* Further increases in girls completing leadership courses. To
offer JFO for girls.
* Improved incentives and rewards for extra curricular
participation
* Improve quality of individual target setting, monitoring and
assessment, so students are more involved in the recording of their
grades (use of ICT PE suite for part of one lesson a unit).
* Update displays with a wider range of sports more
regularly
* Improved intervention of sports council within school
council (whole school issues) and local community.
* Printed page in students planner for parents to read the girls
in sport statement, the rationale behind the full kit policy and the
types of activities that will be on offer for the girls to participate in
extra curricular.
Action Points successfully implemented into girls PE

Re – decorated the changing rooms

Updated all display boards

Target group for most impact with were KS3 girls

Questionnaires results identified suggestions for
changes in the curriculum

Adjustment of content/objectives of units of work
eg;fitness

Creation of a Girls in Sport statement ( to be printed in
planners)

Display new procedures/ expectations/ behaviour
policies for PE in prominent areas and discuss with all
groups.

A ‘full kit’ policy for all and a ‘relaxed kit’ policy for KS4
(in planners)

More leadership courses

Girls only extra curricular activities (use of planner to
record and improve organisation skills of students)

A ‘Girls in sport’ week

More rewards offered for participation, improvement,
effort

Creation of sports council

More female house matches

International female athlete visits to inspire and
motivate students to participate in sport