Tips for engaging students in sport and physical
activity
Design activities which have a range of entry points, so that all students, regardless of
ability, are successful and suitably challenged. Ensure that students feel they have a degree of
control over the nature and intensity of an activity. Utilise strategies that encourage student
responsibility.
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Promote personal goal-setting, decision making, evaluation and self reliance.
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Students to take turns at being the referee, scorer, coach, player, team leader and team
member. In these roles they practise skills such as negotiation, cooperation and assertiveness to
make decisions and solve problems while supporting the rights and feelings of others.
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Organise a variety of minor games rather than one large game, with the result that
students get more practice time and it is easier to match up ability levels. Allow students to match
up with students of around the same ability, so students are playing with people with whom they
feel comfortable.
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Modify games and competitions.
area
boundaries
net height
size of balls
time/substitutions
number of participants.
Why do many students have an unsuccessful experience in volleyball for example? Recall the
player who fails to touch the ball or become involved in the game at all. Why is this so? Can the
game be modified to ensure an appropriate experience level and some success?
lower the net
ban the smash
introduce unlimited hits
allow the ball to bounce
introduce 3 on 3
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Remember that it is possible to play a good game badly (that is one can enjoy the game
despite having limited skills). If we are continually correcting students so that don’t really have the
opportunity of getting into playing the game, they will continue to think they can’t do it.
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Many less confident players are often keen observers of games. By teaching tactics and
strategies, you can praise these players not for good effort (which they soon learn means the
teacher or coach cannot think of anything good about their performance on which to comment)
but for the good thinking they display. This approach is often called a “Games Sense” approach.
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Encourage camaraderie and a supportive environment among students or teams and seek
cooperation rather than competition. Many students will naturally compete, but if you take the
lead and down play the outcome (win or loss) and emphasise the process of doing, the students
will follow your lead.
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Encourage and recognise students, teachers and parents who have significant
contributions to your programs.
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Hold special days or lunchtime fixtures which highlight healthy practice and physical
activity.
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Arrange a regular column in the school or community news.
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Arrange visits and demonstrations or talks from high profile athletes.
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Arrange a school health and physical activity notice board to display activities,
information and student accomplishments.
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Use local learning community or school group to support physical activities, share
resources and networks.
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Organise a teachers/staff walking group. Encourage students to take part.
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Share the load
utilise the SRC
form a school sport and physical activity committee comprised of teachers and
students
where appropriate, utilise 9/10 students involved in the Student Volunteering Program
where appropriate, utilise students in the Year 9-10 PASS course
House Captains and school sport leaders.
Seek possible assistance from the local community
sport clubs and organisations
recreation groups and centres
outdoor adventure organisations
club coaches
local sport identity
parents.
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Encourage/agitate for daily physical activity.
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Children who are competent in fundamental movement skills are more likely to enjoy
sports and activities and develop a lifelong commitment to physical activity. Children who do not
master fundamental movement skills are more likely to drop out of physical activity in later life.
Many girls, in particular, often indicate that one of the reasons they don’t continue with physical
activity is that they don’t have the necessary skills or confidence to participate.
Students who have achieved proficiency in fundamental movement skills have been
found to have better self-esteem, socialisation skills and a more positive attitude towards physical
activity. Research indicates that the improvement in self-esteem and confidence in performing
fundamental movement skills has a flow-on effect to other areas of a child's education. For
example, improvement in confidence in physical coordination has been found to help develop
proficiency in reading and writing.
Outcomes of Physical Activity for Children and Youth
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Improved Physical Fitness
Improved muscular strength and endurance, flexibility, cardiovascular endurance, body
composition and agility enhances an individual’s functional capacity.
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Reduced Risk of Chronic Diseases
Habitual physical exercise can counteract many of the major risk factors, which cause chronic
illnesses and debilitation with ageing.
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Stronger Bones
Regular weight bearing activity aids the attainment and maintenance of peak bone mass. The
years of schooling are critical in this regard.
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Control of Weight and Body Composition
Regular sport and physical activity assists with the control of weight and body composition within
a healthy range.
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Progressive Skill Development
Motor skill development occurs through regular and developmentally appropriate physical and
sport education programs and influences the participation and the level and intensity of a
student’s activity patterns.
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Reduced Stress
Physical activity can be an outlet for the release of tension and an important means of relaxing.
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Reduced Risk of Depression and Anxiety
A sensitively planned activity program can be effective in promoting mental health for those at
risk of depression and anxiety.
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Improved Self-Concept
Success in physical activity enhances the sense of self-worth and promotes self-confidence.
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Improved Knowledge and Understanding
Students develop the thinking skills required and make informed decisions about lifelong fitness.
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Increased Quality of Social Interaction
Physical activity provides opportunities for leadership, to work as a member of a team, to relate
to others and strengthen peer relationships.
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Goal Setting and Achievement
Sport and physical education provides continuous opportunities for setting and striving for short
and long term personal fitness and health goals.
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Self Discipline and Responsibility
Responsibility for one’s actions and responsibility towards others are behavioural outcomes of a
quality sport and physical education program.
References:
ACHPER (1996). Australian Fitness Education Award. Adelaide, Australia: ACHPER.
Sport Fact Sheet
Sport – it’s more than a game, it’s an education.
The physical benefits . . .
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Regular physical activity helps students to fully develop. Sport is a great way to enjoy
that physical activity.
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Sport helps to educate students about their bodies, their limits and their potential to
improve.
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Sight, touch and hearing senses are developed through healthy sport.
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Sport helps to develop a wide range of skills, both body and mind, that stay with
people throughout their lives.
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Sport is a very enjoyable way to improve fitness and healthy sporting competition adds
an edge to the fitness gains.
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Healthy sport helps to develop a better sense about diet and fitness, that potentially
stays with children all of their lives.
The personal benefits . . .
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Self-esteem is heightened as students become more aware of their abilities and
potential. They feel better about themselves.
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Self-discipline helps students learn that training for improvement will provide
improved results and better returns. This is a great lesson for later life.
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Students will learn about commitment and how time and effort will support what they
want to gain.
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Sharing and responsibility are great lessons learnt through team sport. Appreciating
the responsibility they share with others and not just themselves, is a lesson that will significantly
enhance their adult life.
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Students will grow in confidence as they see improvement. Personal bests will be
reached and extended time and time again.
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Development of leadership skills, teamwork and sportsmanship.
Sport does have considerable social benefits . . .
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Young sports people have the chance to make friends through their sport, in many
cases friendships that last a lifetime.
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Children will talk more as they sense growing ownership of their game. Their thirst to
learn will see them listening more as well. Great qualities to build careers and adult lives on.
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Students learn that not all people are equal. They develop tolerance for those not as
strong or quick, and an appreciation of those who work harder at being as good as they can be.
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Healthy sport supports fair and honest behaviour.
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Leadership skills are enhanced and cooperation with others becomes a must do that is
second nature.
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The mix of people of all ages and backgrounds that are drawn to sport will educate the
young sports person.
Sport provided by the school…..may be the only context in which a young person enjoys a sport
experience.
Sport and Physical Activity resources
Interested in improving your coaching and officiating skills, seeking sport resources games and
activities, publications and research? Check out the following:
The School Sport Unit at http://www.sports.det.nsw.edu.au/
The Australian Sports Commission offers the relevant courses at
http://www.ausport.gov.au/participating/coachofficial
The Australian Council for Health, Physical Education and Recreation (ACHPER)
resources, particularly their online Bookshop at:
http://www.achper.org.au/bookshop
Office of Communities – Sport and Recreation (NSW)
Many sporting organisations offer enjoyable and appropriate programs for
students that can be delivered at the school venue and tailored to the school’s
needs. Sport and Recreation has developed the Sports Directory for Schools. It is
designed to help teachers find out about the types of programs sporting
organisations can offer NSW schools.
http://www.dsr.nsw.gov.au/assets/pubs/industry/schools_directory_10.pdf