Using the scenario provided, discuss how your understanding and
Using the scenario provided, discuss how your understanding and consideration of related literature informed your planned action. Identify how an international perspective could also influence the decisions made.
Introduction
The group I was in was given the scenario 1 (You are a School Sports Co-ordinator (SSCO) in an inner city school and your data highlights that your Key Stage 4 female students are not participating in extra-curricular activities).
We did this piece of work as a group by a combination of brain storming the problem and undertaking research to get additional ideas. Within this assignment I am going to be discussing how we researched this topics and the literature we used to improve our knowledge in this area and to back up our own ideas. I am also going to describe research findings about the international perspective.
Research
When we started our research the first thing we did was decide on the aims of our presentation to make sure that we were doing focused research. These aims were:
To understand the role of SSCO officers.
To understand why Key Stage 4 girls do not participate in extra curricular sporting activities.
To identify ways to resolve this issue and encourage high participation in extra curricular sporting activities.
Role of SSCO officers
The first thing we researched was the role of a SSCO officer. We found information on this on two websites, the Rainford High Technology College website (www.rainford.org.uk), and the website for the Youth Sport Trust (www.youthsporttrust.org).
SSCOs are part of School Sport Partnerships (SSPs) which are groups of schools working together to develop P.E. and sport opportunities for all young people. The SSPs are funded by the Big Lottery Fund. A typical partnership consists of a partnership development manager (PDM), up to eight SSCOs and 45 primary and special school link teachers (PLTs).
An SSCO is based in a secondary school and concentrates on improving
Introduction
The group I was in was given the scenario 1 (You are a School Sports Co-ordinator (SSCO) in an inner city school and your data highlights that your Key Stage 4 female students are not participating in extra-curricular activities).
We did this piece of work as a group by a combination of brain storming the problem and undertaking research to get additional ideas. Within this assignment I am going to be discussing how we researched this topics and the literature we used to improve our knowledge in this area and to back up our own ideas. I am also going to describe research findings about the international perspective.
Research
When we started our research the first thing we did was decide on the aims of our presentation to make sure that we were doing focused research. These aims were:
To understand the role of SSCO officers.
To understand why Key Stage 4 girls do not participate in extra curricular sporting activities.
To identify ways to resolve this issue and encourage high participation in extra curricular sporting activities.
Role of SSCO officers
The first thing we researched was the role of a SSCO officer. We found information on this on two websites, the Rainford High Technology College website (www.rainford.org.uk), and the website for the Youth Sport Trust (www.youthsporttrust.org).
SSCOs are part of School Sport Partnerships (SSPs) which are groups of schools working together to develop P.E. and sport opportunities for all young people. The SSPs are funded by the Big Lottery Fund. A typical partnership consists of a partnership development manager (PDM), up to eight SSCOs and 45 primary and special school link teachers (PLTs).
An SSCO is based in a secondary school and concentrates on improving