Partnership Work Gymnastics Project

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Partnership WorkGymnastics Project

• Manor (Mansfield) School Sports Partnership
• Gymnastics Support Specialist
• Funded through DfES and DCMS
• Presented By Kathryn Lacey

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Gymnastics Support SpecialistWHY?

• 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

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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.

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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

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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

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IMPACT!
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IMPACT!
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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

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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

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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.

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• From the staff
• Wow! Where do I start? Im 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.

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• 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".