The physical environment reflects the amount, variety (e.g. green space, playground, school hall) and quality of school spaces that impact on physical activity behaviours.
The relevant policy and key performance indicators specifically linked to this section are:
- KPI 2 - Profile of PE and Sport is raised across the school as a tool for whole school improvement
- SS3. - All sport and physical activity provision is designed around the principles of physical literacy, focusing on fun and enjoyment and aims to reach the least active
- KPI 1 - Engagement of all pupils in regular physical activity
- KPI 4 - Broader experience of a range of sports and activities offered to ALL pupils
Classrooms and corridors
This section considers how the classrooms and corridors have been organised and invested in to promote physical activity in a safe, controlled yet engaging way.
This section considers how large indoor spaces (usually school halls) are used and resourced in order to promote and maximise physical activity during both P.E., wider curriculum lessons and playtimes.
Outdoor Space (on school site) - moveable resources
This section considers how moveable resources are organised and used in a school's outdoor spaces in order to promote physical activity across the school day. Examples of these could include "loose parts", playground/playleader equipment (for all types of play*), bikes, scooters.
Outdoor Space (on school site) - fixed resources and spaces
This section considers how fixed resources (e.g. forest school area, outdoor clothing and footwear stores, sandpits, water areas, climbing frames, trim trails, grassed areas, playgrounds, artificial surfaces, pathways, trees, and willow/nature areas) and different outdoor spaces are organised and used in order to promote and enhance physical activity across the school day.
Outdoor Space (beyond school site)
This section considers how the outdoors space and facilities beyond the school site are utilised in order to promote and enhance physical activity across the school day, and to inspire children and their families to be active during their own time. Examples of these include places that promote increased physical activity (e.g. local park/playgrounds, local woods and nature areas, local allotments, local sports facilities and community centres, areas of interest (natural or man-made).
Stakeholders that influence physical activity behaviours in school (and beyond) are: school leaders, teachers and other school staff, children/young people, parents/guardians, and wider stakeholders (e.g. active school coordinators, public health specialists, local organisations and clubs).