Kirk, D. (2005). Physical Education, Youth Sport and Lifelong Participation: The Importance of Early Learning Experiences’, European Physical Education Review, 11, 3, 239–55.

Tyler Goad and Annie Machamer

Purpose of paper/background• Structural problems with the current delivery of

physical education – PESSCL (Physical education school sport and club link)– Game Plan Policy

• £1 billion in public money pledged to support development in PE and youth sport (2005).

• Concern over limited impact of PE – Particular in long term outcomes; continuation of

lifelong physical activity.

Background and significance of study

• Article intends to identify alternative approaches to support the PESSCL initiatives.

• Research suggest primary schools…– Unable to deliver quality early experiences– Specialist in secondary schools are too late

• Key time for intervention?– KS1 (5-7 yrs.), KS2 (7-11 yrs.), KS3 (11-14 yrs.)

Authors Analysis of Problem• Key Stage 3 = TOO LATE– Motivation, self-concept and perceptions of

competence already well established.– Intervention needs to occur in KS1 and KS2

• Cote and Hay: Students have 3 options at KS3.– Drop out, recreation, or investment

• Prior to age 10 children = effort with ability• Ages 8-12 begin to recognize own abilities

Analysis Methods• Reviewing work of other studies such as Cote, Hay, Bunker, Thorpe,

Fitzgerald, and Sport England focusing on the following:• The importance of early learning experience to lifelong

participation• The impact of competency and skill development on young

people’s later involvement in sport• The influence of social backgrounds, gender an disability on

early learning experiences• The ineffectiveness of school PE in promoting early skill

development and positive attitudes towards sport• Interventions in early years to reduce later dropout and

disaffection

Analysis Methods• Main study examined by Institute of Youth Sport

(1999). Identified various motivational and activity groupings in boys and girls ages 11-14. • Group A (13%): serious sports players• Group B: (31%): positive in sport• Group C (26%): extrinsic motivation• Group D (16%): non motivated, low scores• Group E (14%): feel like they “have to” participate

Findings/Main arguments• Cote and his colleagues determined that the early years should involve a

sampling stage where the children experience a wide variety of sport and deliberate play. (focus on fun, not winning)

• KS2 students should have more access to specialist

• Social class, gender, and disability are barriers to the development in sport, and these areas are under-represented in community based sports club.

• Access to a range of activities and specialist normally come at the KS3 age range, which may be too late to impact competencies, perceptions and motivations.

Conclusions/implications for practice and/or future research

• There are structural problems in the delivery of PE and youth sport in the PESSCLS strategy used in the UK. Further research studies will help to determine what areas need to be adjusted or refined.

• Quality early learning experiences develop physical competencies and perceptions of competencies that underlie motivation that is vital for continuing participation.

• Resources need to be concentrated in the KS2 age range to improve participation levels in lifelong activity.

Questions?

• Have you seen social class, gender, and/or disability effect physical activity or sport participation? If so how?

• Considering your own primary physical education programs. How did your undergraduate teacher education program prepare you to teach in the “KS1 and KS2” stages

• What may be some reasons as to why there is limited research focused on the quality of primary physical education?