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Gymnastics Support Specialist. WHY? One of the main challenges that came out of the partnerships audit was the lack of confidence of teachers to teach gymnastics. ...
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Slide 1:Partnership Work Gymnastics Project
Manor (Mansfield) School Sports Partnership Gymnastics Support Specialist Funded through DfES and DCMS Presented By Kathryn Lacey
Slide 2:Gymnastics Support Specialist WHY?
One of the main challenges that came out of the partnerships audit was the lack of confidence of teachers to teach gymnastics. They felt they did not have the necessary knowledge and skills to teach the subject Having a GSS could have an impact on teacher confidence, knowledge and pupil learning
Slide 3:Gymnastic Support Specialist
With the support of British Gymnastics, Department for Education and Skills (DfES) and Department for Culture, Media and Sport (DCMS) a full time ‘Gymnastics Support Specialist’ was appointed for a 2year pilot project.
Slide 4:How did it work?
A co-ordinated approach – Key partners Schools (teachers/pupils) - contracts Sport England YST County Council – QCA core tasks Clubs British Gymnastics Consultant for HMI
Slide 5:Schools Involved
13 primary schools (5 flagship) 4 secondary schools 50 primary school teachers 12 secondary school teachers 1177 primary school children 115 secondary school children
Slide 6:IMPACT!
Slide 7:IMPACT!
329 pupils say no pre activity and only 63 post. Just over 600 say yes pre, but closer to a 1000 post.329 pupils say no pre activity and only 63 post. Just over 600 say yes pre, but closer to a 1000 post.
Slide 8:Overall Impact
On staff: Subject knowledge improved and use of correct vocabulary. Increase in confidence to deliver gymnastics. Quality of teaching improved. Confidence to run OSHL. On pupils: Vocabulary improved. Performance improved. Improved behaviour in class. Improved body awareness. Increase in number of boys and girls participating in OSHL. Increase in the number of children attending local clubs/holiday camps
Slide 9:Overall Impact
On BGA: Impact data for future funding Evidence for benefits of increased quality of gym lessons on teachers/pupils/whole school Promotion and delivery of key steps and proficiency awards On CC: Impact data and evidence to support other CSC programmes Development of teacher resources based on QCA core tasks More teachers trained On Clubs More children wanting to join gymnastics clubs A integrated approach to competition Opportunity for Talent ID Future school/club links There was however an issue of capacity
Slide 10:Impact evidence
From the children: “Lessons are more interesting and more advanced” “Different people are at different levels. Everyone gets something to try but those who are more flexible get harder things” “My class teacher is brilliant but she cannot know everything about everything. Kathryn is a gymnast as well as a teacher and she helped us to do a lot of things we could not normally do in lessons.” “I know about body tension now, Kathryn showed me different ways to do things.”
Slide 11:From the staff: “Wow! Where do I start? I’m so ashamed of what I taught before! My knowledge has really developed, I feel much better about teaching it by MILES and the children have loved it and have thrived on the challenge.” “The impact is incredible – in the weeks that Katherine has been supporting I have learned more than any text book could tell me – very visual and explained progression so clearly. The children were so interested and fully engaged, such a valuable training opportunity for all the teachers – thank you.”
Slide 12:From the HMI Consultant: "Many teachers lack the technical competence required to teach basic gymnastics skills or to apply the full range of knowledge that allows them to deliver lessons with the flair that makes work come alive for pupils. Progress in pupils' learning will be inadequate if the teacher's knowledge is not good enough to promote challenging and progressive work that matches the needs of individuals and groups". “Recognising this problem Manor (Mansfield) School Sports Partnership in Nottinghamshire is using funding provided through the PESSCL strategy to employ a specialist gymnastics teacher to work alongside primary colleagues. Even after a very short period of six lessons, teachers are able to use appropriate technical language to define shapes and movement patterns and to identify some of the weaknesses and strengths in the performances of pupils. They recognise that their own subject knowledge is vital to the quality of work produced. Their confidence has increased as a consequence of acquiring a better understanding of the activity and the impact on the standards and achievement of pupils can clearly be seen".
