Achieving 'high quality' physical education: an intervention in a city school

High quality physical education (PE) should be an aspiration for all schools and is considered to be important for many reasons, not least because it may help young people to make informed lifestyle choices and encourage lifelong participation in physical activity (Kirk, 2005). Moreover, the introduction of the Physical Education School Sport and Club Links Strategy with the government’s target of “increasing the percentage of school children who spend a minimum of two hours a week on high quality physical education and school sport…’ (DfES & DCMS, 2004) has further highlighted the desire for and importance of participation in high quality physical activity and PE. It was within this context that researchers at Loughborough University were approached by a local 11-18 city school and specialist sports college to guide them in their attainment of high quality PE. Following a preliminary meeting with the PE staff, it was agreed to conduct a research project on facilitating high quality teaching and learning in gymnastics. Gymnastics was chosen because it was an area where some teachers at the school lacked confidence and where existing planning and activities were considered to be relatively uninspiring. The project has now been extended to another activity area (athletics) with a view to identifying key principles that contribute to high quality across all areas. This article, however, focuses on the initial research.