Combined, the environment and key stakeholders determine the implementation of physical activity across seven opportunities. The opportunities are determined by what the school can control (O1-4) and opportunities that the school can influence (O5-7). The opportunities with the greatest potential impact on whole-day physical activity reside closest to the framework midline.
The relevant policy and key performance indicators specifically linked to this section are:
- SS1. All children and young people take part in at least 60 minutes of physical activity every day
- SS2. All children and young people have the opportunity to realise developmental, character-building experiences through sport, competition and active pursuits
- 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 4 - Broader experience of a range of sports and activities offered to ALL pupils
Curriculum lessons (non P.E.)
This section considers how physical activity has been expanded into curricular lessons (not Physical Education), using active breaks within or between lessons or physically active learning.
P.E. lessons (incl. swimming)
This section considers Physical Education interventions that extend the duration, increase the frequency and/or enhance the delivery of physical activity for children.
This section considers break/ lunch (recess) interventions that extend the duration, increase the frequency and/or enhance the delivery of physical activity for children at these times.
This section considers participation in events (e.g. inter/intra school competitions and events such as sports day), and trips (e.g. to local woods, play parks, outdoor adventurous centres, museums, visit to/from athletes or local clubs) which provide one-off/periodic opportunities for physical activity engagement.
Before and After Schools Clubs
This section considers before/after school clubs, which are opportunities that schools can influence but cannot control, as responsibility largely resides with children and their families. Once engaged, the school does, however, play a central role in determining the amount and quality of such provision. If successful, this area can significantly contribute to a child's whole-day physical activity levels.
This section consider active travel which is an opportunity that schools can influence but cannot control, as responsibility largely resides with children and their families. Once engaged, the school does, however, play a central role in determining the amount and quality of such provision (e.g. active travel plans). If successful this area can significantly contribute to a child's whole-day physical activity levels.
This section considers how the school can influence family and community physical activity beyond school time. This may involve providing active homework, signposting families to local events provided by community organisations or opening school facilities beyond the school day to support community organisations.