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Case study 22: Support strategies for talented students in PE
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Case study 22: Support strategies for talented students in PE
This case study shows how a school has dealt with the increased demands on its students who are most able in PE.
mixed, eight-form entry 11 to 16 comprehensive, in a semi-rural area (the same school as in case study 21)
identifying and limiting the demands placed on students who are particularly able in PE
putting in place a range of support strategies
setting up breakfast training clubs
less pressure on the students
greater opportunities for them to fulfil their potential across the curriculum
Background
The school is a mixed, eight-form entry 11 to 16 comprehensive school. It is in a semi-rural part of the West Country, with some deprivation in the area because of unemployment. The school shares a community sports centre with the neighbouring sixth-form college. It has a strong PE department, as well as a number of other staff who are interested in supporting a particular sport.
Changes in provision for PE, school sport and dance (see case study 21) have had an impact on all the students. With many more planned and structured opportunities, more students now represent their school and have achieved awards and qualifications than ever before. As a result, they also take part in more regular, frequent and intense practice in PE, school sport and dance.
Recognising that this can place great pressure on students, the PE department decided to identify the most able students and explore how their gifts and talents could be nurtured and developed. It identified two categories of able students:
- those with high-level talents in a form of dance or a specific sport;
- those with talents across a wide range of activities.
Those with specific talents were often involved in intensive training, practice and performance or competition out of school. For some, the intensity of their involvement was affecting the time they had for schoolwork and causing physical strain.
Those more generally talented were finding it hard to meet the expectations and demands of a wide range of people. They were often drawn into competing or performing on several days of the week in different areas of activity. Balancing the demands of different activities and finding time for schoolwork, quality training and practice was difficult.
Implementation
The PE department decided to put into place a range of support strategies for students in both groups of able students. These included:
- keeping logs of their training and performance schedule each week;
- asking them to attend only some of the PE and GCSE lessons (they could then use the extra time to catch up on other schoolwork);
- in conjunction with their parents and coaches, setting out dietary regimes and study programmes;
- ensuring they could access schoolwork and revision resources through the school intranet when they were away on competition.
The department also agreed to limit the demands placed on particularly able pupils to compete for the school. By only asking them to compete in important events, they recognised their need to rest while still enabling them to feel part of the school and share in their peers' achievements. Even when they weren't competing, many students chose to attend matches and competitions. Sometimes they were given a digital camcorder and asked to analyse the other students' performance.
In addition, the PE department set up 'breakfast training clubs', starting 45 minutes before school. These gave talented students a quality training opportunity at a time of day when their bodies and minds were not tired. A study support grant was used to provide a breakfast of healthy refreshments, and students had time to shower and go for their first lesson. The member of the PE department with special responsibility for this work gave out any necessary administrative information and registered the students.
Impact
The investigation into the pressures on students who are talented in PE and sport has given the school good-quality information about the physical demands placed on able students. As a result, it has been able to reduce the pressure on students.
Other subject teachers have welcomed the efforts to recognise the students' needs across the curriculum by giving them extra time and support for study.