Evaluation of the impact of the TOP programmes on teaching and learning in primary schools in England

Appropriately designed, resourced and delivered physical education (PE) programmes are believed to nurture movement skills, foster an appreciation of physical activity and enhance the quality of young people’s lives (Physical Education Association of the United Kingdom (PEA UK), 1998, p.1). Physical education is also considered to play an important role in developing young people’s life-long interest and participation in physical activity and sport (Williams, 2000). However, it has been recognised for some time that primary school teachers are not receiving sufficient training and support to effectively deliver physical education to pupils (Hardman & Marshall, 2002; Ofsted, 1998; Speednet (a consortium of national organisations representing physical education and school sport), 1999). This lack of investment in initial and ongoing teacher training in the primary sector has led to primary school teachers having limited knowledge of, and lacking confidence in teaching, physical education (Hardman & Marshall, 2002; Ofsted, 1998; Speednet, 1999).