New research spotlights the challenges of delivering physical education in alternative provision schools

Importantly, physical education (PE) offers a means of engaging young people in positive youth development, enhancing mental wellbeing, and aiding the transfer back to mainstream schooling. However, little is known about what PE 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 – until now!

What does the research tell us?

Recent research led by Dr Thomas Quarmby and Professor Anthony Maher at Leeds Beckett University, which was funded by the Youth Sport Trust, suggests that while PE is delivered in most alternative provision schools (90% of those surveyed), more than half (51%) do not have a dedicated indoor space available for the delivery of PE. Just 43% report having access to a dedicated outdoor space (e.g., AstroTurf, sports pitch, or multi-use games area [MUGA]), and 60% rated their equipment – used to support delivery of PE – as average, poor or very poor.

I had a basketball team and didn’t have a basketball hoop, so we took the inside out of a bin. I’ll be honest with you, inside the hall that we do have we didn’t have lines down, they wanted me to do GCSE PE and I had to masking tape down badminton lines (Helena, alternative provision school)

A lack of space, facilities and poor equipment were identified as key challenges to the delivery of PE. This is perhaps unsurprising given that there is no requirement at a policy level for new, alternative provision schools to provide space for safe PE or physical activity. In fact, some alternative provision schools currently occupy office blocks with no outdoor or indoor space for PE. Yet, pupils attending alternative provision are amongst the most vulnerable members of society and would arguably benefit most from engaging in PE.

In addition, alternative provision schools are working with limited resources since a lack of financial support and the lack of funding aligned with dual registered students (those registered at a mainstream school but attending alternative provision) were reported as key challenges to the delivery of PE. The research notes that many staff reported a lack of confidence and competence to deliver PE because of either not being a qualified PE teacher (only 57% of schools suggested PE was taught by a specialist PE teacher), or not having had previous experience of working in alternative provision and thus, a lack of understanding of the needs of pupils.

Despite this rather bleak picture, many staff are working in incredibly creative ways to deliver PE experiences that are engaging young people. Indeed, pupils themselves reported supportive and relatable teachers, being able to interact and play with friends, and having some input and choice over the type of activities delivered as key to an enjoyable PE experience.

What does the research recommend?

The report provides several recommendations to ensure pupils in alternative provision have better PE experiences and can reap the benefits that physical activity and sport offer. First and foremost, it is recommended that alternative provision schools have a dedicated (and maintained) space to support a wider variety of activities to facilitate young people’s development. The report also recommends a review of how funding is allocated for the provision of PE in alternative provision schools and that pre-service teachers are provided with a teaching placement in some form of alternative provision school to ensure that those who do teach in those settings have the appropriate knowledge, skills, experience, and confidence to provide meaningful experiences of PE to the children and young people who find themselves in that setting.

The full report can be accessed from the Youth Sport Trust website here: https://www.youthsporttrust.org/news-insight/research/the-role-and-value-of-physical-education-and-sport-in-alternative-provision-schools