The role and value of physical education and sport in alternative provision schools

Executive Summary
Alternative provision includes settings such as pupil referral units (PRUs), alternative provision academies, free schools, and hospital schools. There are increasing numbers of children and young people with mental health needs in alternative provision, and there is a growing recognition that pupils’ mental health and wellbeing influence their educational attainment. Importantly, sport and physical activity – provided through the physical education curriculum in alternative provision schools – may offer a viable means to reengage disaffected youth in learning and development. However, little is known about what physical education in alternative provision does and/or should involve, how it is experienced by pupils, how staff are trained to teach it, or how well the subject is resourced.

This research aimed to explore the role and value of physical education and sport in alternative provision through the following objectives:
(1) to map the provision of physical education and sport in alternative provision schools in England
(2) to foreground the voice of children/young people and key stakeholders (e.g., teachers) to gain insights about the nature, purpose and value of physical education and sport
(3) to identify barriers and facilitators to engagement with physical education and sport
(4) to examine the resourcing of physical education and sport and what training is provided for those who teach the subject
(5) to identify evidence-based implications for policy and practice, and future research directions relating to physical education and sport in alternative provision schools.

The research was conducted across three distinct phases. In Phase 1, an online survey was distributed to lead practitioners of all alternative provision schools across England. Phase 2 involved a purposive sample of lead practitioners who were invited to take part in individual (n=14) and focus group (n=1, 15 participants) interviews. Finally, Phase 3 drew on four case studies of children/young people (n=25) who took part in focus group interviews using a range of different creative methods.

Survey findings revealed that 90% of alternative provision providers deliver some form of physical education, though less (78%) suggested that physical education was compulsory. In addition, physical education seems to be delivered by a range of individuals with just 57% suggesting it was delivered by a specialist physical education teacher, 46% suggesting it was delivered by a generalist classroom teacher, and 30% reporting that it was delivered by a sports coach.

In addition, one of the main purposes for physical education and sport in alternative provision schools is the development of physical and mental health, emphasised because of its claimed role in improving cardiovascular health and reducing childhood obesity. Developing social skills was also seen to be an important purpose to ease the transition back to mainstream school, and for life in general, both outside of and once young people have left school.

A range of barriers were identified to delivering physical education and sport in alternative provision schools. These include, but were not limited to, teacher confidence and competence, and a perceived lack of pedagogical content knowledge. Pupil needs and abilities, their behaviour, confidence and competence, and motivation were also reported as key barriers. Most prominent however, was the space available to teach in. For instance, just 57% reported having access to an outdoor playground, while more than half (51%) did not have access to a dedicated indoor space for the delivery of physical education. Furthermore, the standard of equipment and facilities, and the challenges of employing staff with relevant expertise were also cited, with qualitative data highlighting a ‘recruitment crisis’. Finally, negative perceptions and stigma of the young people who attend alternative provision from those in the local community, and a lack of financial support were also reported as key barriers.

This research proposes the following recommendations for policy, practice, and research:
• Recommendation 1: The provision of a dedicated (and maintained) space to support a wider variety of activities would help to support young people’s development.
• Recommendation 2: Pre-service teachers to be provided with a teaching placement in some form of alternative provision school.
• Recommendation 3: Reconsider how funding is allocated for the provision of physical education and sport in alternative provision schools.
• Recommendation 4: The creation of a formal or informal network to provide opportunities for teachers to feel connected and share ideas
• Recommendation 5: Facilitate the inclusion of pupil voice in curriculum decision making processes.
• Recommendation 6: Reframe competition to focus more on fostering internal motivation and provide opportunities for pupils to feel a sense of achievement.
• Recommendation 7: Identify ways to foster positive relationships between teachers and pupils.
• Recommendation 8: Provide off-site opportunities for young people to engage in physical activity and sport, to help them (re)engage with the outside world.
• Recommendation 9: Further research funding is required to continue to explore the alternative provision landscape as it relates to physical education and sport.