Our iAIM Strategy
An iAIM initiative to support schools use physical activity strategies
to contribute to health and wellbeing education
and create a culture that promotes learning
iAIM Action Schools are invited to tailor this document to suit their localised context
[School Logo]
[School Name]
Our iAIM Strategy
A Whole School Approach to Physical Activity
for Learning, Health and Wellbeing
[Insert Date of iAIM Strategy Implementation e.g. 2018 - 2020]
Our iAIM Strategy aligns to the P-12 Curriculum, Assessment and Reporting Framework, the Australian Curriculum, the Department of Education’s Student Learning and Wellbeing Framework and Staff Wellbeing Framework, and Australia’s Physical Activity and Sedentary Behaviour Guidelines.
[Insert school-relevant image below. Photo Credit: Sophie Volker / News Corp] [pic]
CONTENTS
SECTION 1 – BACKGROUND
Schools are not required to fill in any details in this section.
• iAIM OBJECTIVE
Link to School Improvement and Australia’s Physical Activity and Sedentary Behaviour Guidelines
• WHOLE SCHOOL APPROACH
Health Promoting Schools Framework and our iAIM Strategy
• ALIGNMENT
Health and wellbeing education
School improvement
Curriculum
Inclusion
Advocacy
• EVIDENCE
Links between physical activity, learning, health and wellbeing
SECTION 2 – OUR iAIM STRATEGY
Schools are required to fill in each part of this section.
1. A REVIEW of our Current Physical Activity Good Practice across the three HPS framework dimensions i.e. Curriculum, teaching and learning; School organisation, culture and environment; and Community Links and Partnerships; and the following descriptors: Achieved and embedded; Partially achieved; Just starting; and Yet to occur.
2. A STATEMENT about our Current Physical Activity Good Practice which can be displayed in prominent positions within the school e.g. Office, classrooms, website, newsletters etc.
3. AN ACTION PLAN about our Future Physical Activity Goals and Actions in the year ahead mapped to the three HPS framework dimensions. This can be used by our school iAIM Champions to implement our strategy.
SECTION 3 – PLANNING RESOURCES
Schools are not required to use each/any of these resources; however schools are encouraged to use the six-step process and support resources to help them develop their iAIM Strategy and ensure a comprehensive whole school approach to physical activity for learning, health and wellbeing.
• Step 1 - Prepare
• Step 2 – Create a shared vision
• Step 3 – Select the priority areas
• Step 4 – Develop an action plan
• Step 5 – Put the plan into action
• Step 6 – Review, reflect and plan for the future
SOURCES & ACKNOWLEDGEMENTS
SECTION 1 – BACKGROUND
iAIM OBJECTIVE
Increasing Activity & Intelligent Minds (iAIM) is a school-based physical activity initiative piloted in the Darling Downs South West Region (DDSWR) from 2014-2018, funded by the Queensland Department of Health (DoH) and implemented by the Department of Education (DoE) in the DDSWR. The iAIM philosophy/approach can be used by any school. iAIM is based on evidence[i] [ii] [iii] linking physical activity, cognitive function, health and wellbeing. The objectives of iAIM are:
1. To support school improvement by helping schools use physical activity
strategies to create a culture that promotes learning, health and wellbeing outcomes;
2. To address the alarming health statistics for children[iv] including:
• Childhood obesity (16%)
• Physical inactivity (55% children not meeting daily physical activity guidelines)
• Sedentary behaviour (38% children exceeding recommended screen time).
WHOLE SCHOOL APPROACH
Our iAIM Strategy promotes the Health Promoting Schools (HPS) approach, [v] [vi][vii] [viii] developed by the World Health Organisation to encourage schools to take a whole school approach to addressing health issues. The HPS framework includes focussing actions across three dimensions: i) Curriculum, teaching and learning; ii) School organisation, ethos (culture) and environment; and iii) Community links and partnerships. The HPS process includes six steps i.e. 1) Prepare, 2) Create a Shared Vision, 3) Select the Priority Issues, 4) Develop an Action Plan, 5) Put the Plan into Action; and 6) Review, Reflect and Plan for the Future. See Figure 1.
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Figure 1: Health Promoting Schools Framework and Process
Our iAIM Strategy includes:
1. A REVIEW of our Current Physical Activity Good Practice across the three HPS framework dimensions i.e. Curriculum, teaching and learning; School organisation, culture and environment; and Community Links and Partnerships; and the following descriptors: Achieved and embedded; Partially achieved; Just starting; and Yet to occur.
2. A STATEMENT about our Current Physical Activity Good Practice which can be displayed in prominent positions within the school e.g. Office, classrooms, website, newsletters etc.
3. AN ACTION PLAN about our Future Physical Activity Goals and Actions in the year ahead mapped to the three HPS framework dimensions. This will guide our work.
Our school is committed to strengthening our capacity as a healthy setting for living, learning and working and implementing an inclusive, whole school approach [ix] to using physical activity to support learning, health and wellbeing outcomes. We collaborate to consider the abilities, needs and preferences of our individual learners in designing physical activity strategies and supports; and engage with specialist personnel where required to enable every student to be safe and successful.
ALIGNMENT
Our school’s iAIM Strategy aligns with state, national and international strategies, initiatives, and policies supporting health and wellbeing, school improvement, curriculum, inclusion and advocacy for physical activity.
Health and wellbeing education
Our school’s IAIM Strategy supports the objectives of:
• Australia’s Physical Activity and Sedentary Behaviour Guidelines
• Department of Education Student Learning and Wellbeing Framework
• Department of Education Staff Wellbeing Framework
• Physical activity in state schools
• Advancing Education: An action plan for education in Queensland
• Parent and Community Engagement Framework
• Respectful relationships education program
School Improvement
Physical activity plays an important role in school improvement [x] by helping to establish a culture that promotes learning and better student outcomes. Physical activity is also used by teachers as an effective pedagogical practice, can support differentiated teaching and learning, and enhance school-community partnerships. See Figure 2 - School Improvement Hierarchy
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Figure 2: School Improvement Hierarchy Figure 3: State School Strategy 2017-2021
Our school’s iAIM Strategy also aligns with the Every student succeeding – State Schools Strategy 2018-2022[xi] (see Figure 3) as it:
• Supports Successful learners by promoting engagement and learning through physical activity strategies.
• Enhances Teaching quality by supporting teachers to use high quality evidence-based physical activity practices.
• Recognises and cultivates innovation to improve student outcomes through physical activity strategies.
Curriculum
Our school’s IAIM Strategy supports the goals of:
• P-12 curriculum, assessment and reporting framework (P-12 CARF) – in particular the delivery of health and wellbeing education
• The Australian Curriculum - in particular the Australian Curriculum: Health and Physical Education (AC:HPE) learning area including the strands “Personal, Social and Community Health” and “Movement and Physical Activity”. It also aligns to the General Capabilities: personal and social capability and ethical understanding
Inclusion
Our school’s iAIM Strategy promotes inclusive physical activity options for
all students and as such the framework aligns with inclusive education policies and good practice including consideration of the abilities, needs, health conditions and
preferences of our individual learners.
Whilst national health goals include moving more and sitting less, this strategy
acknowledges that some students may have health conditions which prevent them
being moderately to vigorously physically active and may need to sit more than
able-bodied students. This strategy therefore supports more regular movement
opportunities in schools to encompass all students’ abilities, needs, health
conditions and preferences. We also collaborate with relevant special personnel
AVTs, therapists, nurses to make adjustments and provide support for students
with disability and/or specialised health needs.
Advocacy
Our school’s iAIM Strategy reflects the following campaigns and resources which outline the importance of whole school approaches to promoting physical activity and reducing sedentary behaviour.
• Blueprint for an Active Australia
• Report Cards (2014-2016) – Active Healthy Kids Australia
• The Toronto Charter for Physical Activity: A Global Call for Action
• The Bangkok Declaration on Physical Activity for Global Health and Sustainable Development
• Non-Communicable Disease Prevention: Investments that Work for Physical Activity
EVIDENCE
Our school’s iAIM Strategy is underpinned by research showing:
• The majority of children and young people in Queensland do not meet national guidelines for physical activity and sedentary behaviour. IV
o 55% of children do not meet daily physical activity guidelines
o 38% of children exceed 2+ hours of daily screen-based entertainment
o 16% of children are obese.
• Positive links between physical activity (movement, active brain breaks, active lunch breaks, PE, active curriculum) and academic performance, improved cognition, engagement (cognitive, behavioural and emotional), motivation, and wellbeing. The research suggests schools ought to be supporting more physical activity in the learning process, not less. I II III
• Physical activity has comprehensive health benefits for children and can be effectively incorporated across the school day in various ways to increase physical activity and reduce sedentary behaviour. II
SECTION 2 - OUR iAIM STRATEGY
In order to develop our iAIM Strategy, we used the iAIM Planning Resources in Section 3 which reflect the HPS process (See Figure 4), i.e. Prepare; Create a Shared Vision; Select the Priority Issues; Develop an Action Plan; Put the Plan into Action; Review, Reflect and Plan for the Future.
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Figure 4: Health Promoting Schools Process
Our iAIM Strategy includes:
1. A REVIEW of our Current Physical Activity Good Practice across the three HPS framework dimensions i.e. Curriculum, teaching and learning; School organisation, culture and environment; and Community Links and Partnerships; and the following descriptors: Achieved and embedded; Partially achieved; Just starting; and Yet to occur.
2. A STATEMENT about our Current Physical Activity Good Practice which can be displayed in prominent positions within the school e.g. Office, classrooms, website, newsletters etc.
3. AN ACTION PLAN about our Future Physical Activity Goals and Actions in the year ahead mapped to the three HPS framework dimensions. This can be used by our school iAIM Champions to implement our strategy.
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1. A REVIEW of our Current Physical Activity Good Practice
|Achieved & embedded |Partially achieved |Just starting |Yet to occur |
|Actions implemented, evidenced and |Discussions and planning occurring |Initial discussions and planning |Planning and discussions yet to|
|ongoing discussion and monitoring. |and some actions being implemented.|occurring but little to no |occur. |
| | |action. | |
|Action Area 1: CURRICULUM, TEACHING and LEARNING |A |B |C |D |
|Physical activity is a key aspect of the health and wellbeing education program that we deliver as part of our |☐ |☐ |☐ |☐ |
|AC:HPE lessons and/or as part of our pastoral care program. | | | | |
|The National Physical Activity and Sedentary Behaviour Guidelines are promoted regularly. |☐ |☐ |☐ |☐ |
|We use evidence based physical activity strategies as effective pedagogical practices which promote students’ | | | | |
|readiness to learn, promote a positive, stress-free, inclusive environment, help students connect to content, | | | | |
|help build positive student/staff relationships, break up periods of prolonged sitting and respond to individual| | | | |
|students’ needs. These include: | | | | |
|Aerobic activity before learning |☐ |☐ |☐ |☐ |
|Active lesson warm-ups |☐ |☐ |☐ |☐ |
|Active brain breaks |☐ |☐ |☐ |☐ |
|Active curriculum strategies |☐ |☐ |☐ |☐ |
|Action responses |☐ |☐ |☐ |☐ |
|Active review of concepts |☐ |☐ |☐ |☐ |
|Active homework options |☐ |☐ |☐ |☐ |
|We use play and physical activity in the early phase of learning, including pre-Prep, to provide a context for |☐ |☐ |☐ |☐ |
|learning, encourage creativity, and develop physical literacy skills. | | | | |
|All students benefit from AC:HPE lessons and HPE is valued for its role in promoting healthy lifestyles, |☐ |☐ |☐ |☐ |
|personal and social capabilities and ethical understanding. HPE is allocated appropriate curriculum time (2 | | | | |
|hours/week excluding intra/inter-school sport) and respected by all staff members. | | | | |
|Our staff undertakes action research projects using the Inquiry Cycle, the Standards of Evidence (design, |☐ |☐ |☐ |☐ |
|impact, investment and scalability) and the iAIM Good Practice Template to plan, trial, monitor, evaluate, share| | | | |
|and report on innovative physical activity strategies. | | | | |
|Our school encourages internal and external professional development to support teachers use physical activity |☐ |☐ |☐ |☐ |
|as effective pedagogical practice and to help develop a culture that promotes learning. | | | | |
|Our school using physical activity games and/or collaborative team building games e.g. Play is the Way, |☐ |☐ |☐ |☐ |
|Sustainable Social Skills, Rock and Water, and various camp-style challenges to teach | | | | |
|and reinforce social skills. | | | | |
|Action Area 2: SCHOOL ORGANISATION, CULTURE and ENVIRONMENT |A |B |C |D |
|We invite students to contribute to decision making about school physical activity initiatives and offerings. |☐ |☐ |☐ |☐ |
|Our school policies and procedures reflect the importance of increased physical activity and reduced sedentary | | | | |
|behaviour. These include: | | | | |
|Compulsory lunchtime play time including structured and unstructured physical activities |☐ |☐ |☐ |☐ |
|A SunSmart Framework of “no sunsmart hat, play in the shade” or provision of extra hats (as opposed to an outdated ‘no |☐ |☐ |☐ |☐ |
|hat, no play’ framework which discourages physical activity). | | | | |
|No withdrawal of lunchtime play as punishment for misbehaviour (This is in line with the World Health Organisation’s |☐ |☐ |☐ |☐ |
|Rights of the Child i.e. Children have the right to play) | | | | |
|Physical activity rewards as part of whole-school behaviour programs (e.g. PBL) to reinforce and acknowledge positive |☐ |☐ |☐ |☐ |
|behaviour e.g. X minutes of free physical activity time, obstacle course, cycling races, nerf gun fun, water play etc. | | | | |
|Adoption of the recommended time allocations for AC:HPE |☐ |☐ |☐ |☐ |
|Intra-school/inter-school sport for all students. |☐ |☐ |☐ |☐ |
|Consistent and regular recognition of physical activity achievements (e.g. achievement of personal goals, team |☐ |☐ |☐ |☐ |
|selection, winning events, participating in community fundraisers etc.) by students and staff both at school and in | | | | |
|the wider community e.g. school newsletter, social media, parade and noticeboard items, classroom discussions, guest | | | | |
|speakers etc. | | | | |
|Major calendar events e.g. Harmony Day, NAIDOC Week, HPE Day/Week, Olympics, Commonwealth Games, Melbourne Cup Day, |☐ |☐ |☐ |☐ |
|Rugby World Cup are enhanced by the use of physical activity to help celebrate the events e.g. fun runs, lunchtime | | | | |
|competitions, disco, dance challenge, mini Olympic events, fun relay races etc. | | | | |
|We break up long periods of sitting at whole school parades and special events by inviting students, staff and visitors|☐ |☐ |☐ |☐ |
|to have a movement break e.g. stand up, stretch, dance, give an action response etc. | | | | |
|We encourage physical activity in the classroom e.g. space, time and furniture allowing for sitting, standing and a |☐ |☐ |☐ |☐ |
|range of movement e.g. e.g. sit-to-stand height adjustable desks, hokki stools, mini-trampolines, busy bars etc. | | | | |
|Our outdoor environments encourage physical activity and discourage sedentary behaviour e.g. paintings on concrete | | | | |
|promoting activities (curriculum and non-curriculum), play equipment, nature zones, signs promoting activity (e.g. | | | | |
|Don’t walk, RUN!) | | | | |
|We offer organised, supportive and inclusive physical activity options before school and during lunch times to get |☐ |☐ |☐ |☐ |
|students moving more and sitting less, promote a sense of belonging, and to encourage students to be actively involved | | | | |
|in school. Some strategies include:100KM Club; Student leaders delivering physical activity options to younger | | | | |
|students; Sporting Schools; Obstacle course; Supervised play from 8.30am. | | | | |
|We encourage staff to be physically active, eat well and nurture their wellbeing. Our staff wellbeing program is |☐ |☐ |☐ |☐ |
|underpinned by the Department of Education Staff Wellbeing Framework and we enjoy activities such as staff fitness | | | | |
|challenges, standing and/or walking meetings, active transport incentives, health talks, healthy morning teas, | | | | |
|mindfulness training etc. | | | | |
|We encourage active travel options to and from school regularly throughout the year. | | | | |
|Action Area 3: COMMUNITY LINKS and PARTNERSHIPS |A |B |C |D |
|We collaborate with relevant special personnel AVTs, therapists, nurses to make adjustments and provide support for |☐ |☐ |☐ |☐ |
|students with disability and/or specialised health needs to move safely, successfully and regularly. | | | | |
|We seek expertise from our wider community to deliver active recreation, sport and physical activity opportunities for |☐ |☐ |☐ |☐ |
|our students e.g. community sports for Friday sport, Sporting Schools (NSOs and SSOs), school visits and programs. | | | | |
|We explore funding opportunities with individuals, community groups and organisations to promote physical activity and |☐ |☐ |☐ |☐ |
|reduce sedentary behaviour at our school e.g. grants, sponsorship, research etc. | | | | |
|We survey staff and parents to find out if they have any physical activity skills and/or resources they could share |☐ |☐ |☐ |☐ |
|with the school community. | | | | |
|We invite and encourage parents to play an active role in physical activity-related events and programs at school e.g.|☐ |☐ |☐ |☐ |
|100 KM Club, school carnivals, after-school hour sporting tournaments at school, coaching of school teams etc. | | | | |
|We communicate physical activity initiatives and opportunities for parents to provide expertise or participate using |☐ |☐ |☐ |☐ |
|various communication methods | | | | |
Reflection questions
1. What action areas have already been achieved and embedded?
2. How do you know these action areas continue to be achieved and embedded?
3. Do you want to further enhance any of the ‘achieved and embedded’ action areas?
4. In relation to any ‘Partially achieved” action areas you identified, what are ways you can continue the momentum to make these action areas ‘achieved and embedded’?
5. In relation to any ‘Just starting’ action areas, how are they going and what is needed to continue their progress?
6. In relation to any ‘Yet to occur’ action areas, which ones would you like to focus on moving forward?
Prioritising action areas
Based on your answers above, list the areas you would like to focus on under the following headings:
|Action Area 1: |Action Area 2: |Action Area 3: |
|CURRICULUM, TEACHING & LEARNING |SCHOOL ORGANISATION, CULTURE and ENVIRONMENT |COMMUNITY LINKS and PARTNERSHIPS |
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2. A STATEMENT about Current Physical Activity Good Practice Using the findings from the “Review of our Current Good Practice” schools summarise their good practice on to the following one page summary. Schools can use a three page expanded version if they desire. (See Section 3)
OUR CURRENT PHYSICAL ACTIVITY GOOD PRACTICE (One Page Summary)
DATE and YEAR:
|CURRICULUM, TEACHING AND LEARNING |SCHOOL ORGANISATION, CULTURE AND ENVIRONMENT |COMMUNITY LINKS AND PARTNERSHIPS |
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|Our school’s curriculum, teaching and learning |Our school organisation, culture and environment|Our school nurtures partnerships with and |
|practices reflect neuroscience and research |reflect the importance of increased physical |between students, teachers, parents and |
|linking physical activity and student learning, |activity opportunities for student learning and |carers, support staff and community groups to|
|health and wellbeing. |staff and student health and wellbeing. |grow our knowledge, skills and resources so |
| | |that we can expand our capacity to deliver |
| | |increased physical activity opportunities for|
| | |all students. |
|Achieved and embedded |Achieved and embedded |Achieved and embedded |
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|Partially achieved |Partially achieved |Partially achieved |
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|Just starting |Just starting |Just starting |
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|Yet to occur |Yet to occur |Yet to occur |
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Endorsed by Principal, [NAME], Date
EXAMPLE: CURRENT PHYSICAL ACTIVITY GOOD PRACTICE
DRAFT DALBY SS, QLD, April 2018
|CURRICULUM, TEACHING AND LEARNING |SCHOOL ORGANISATION, CULTURE AND ENVIRONMENT |COMMUNITY LINKS AND PARTNERSHIPS |
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|Our school’s curriculum, teaching and learning |Our school organisation, culture and environment |Our school nurtures partnerships with and |
|practices reflect neuroscience and research |reflect the importance of increased physical |between students, teachers, parents and |
|linking physical activity and student learning,|activity opportunities for student learning and |carers, support staff and community groups to|
|health and wellbeing. |staff and student health and wellbeing. |grow our knowledge, skills and resources so |
| | |that we can expand our capacity to deliver |
| | |increased physical activity opportunities for|
| | |all students. |
|Achieved and embedded |Achieved and embedded |Achieved and embedded |
|Active brain breaks (1-5 minute physical |100KM Club is delivered two mornings a week before |We seek expertise from our wider community to|
|activity breaks) at least once every session |school to promote learning, health, wellbeing, |help deliver sport and physical activity |
|PE is valued by the entire school community for|commitment, personal goal setting, leadership, and |opportunities to our students e.g. community |
|its role in promoting physical activity. |parent and community engagement |sports for Friday sport, Sporting Schools |
|Intra-school sport is valued. Year 3-7 students|Partially achieved |(NSOs and SSOs), school visits and programs. |
|receive one hour of intra-school sport. |Fun, safe and inclusive physical activity options |We collaborate with relevant special |
|Staff members use the inquiry cycle and |for students between 8.30am – 8.55am. |personnel AVTs, therapists, nurses to make |
|standards of evidence (design, impact, |Classrooms encourage students to move during |adjustments and provide support for students |
|scalability and investment) to plan, implement,|learning time e.g. space for movement, time for |with disability and/or specialised health |
|and review physical activity initiatives. |movement, posters illustrating movement, and |needs to move safely, successfully and |
|Partially achieved |furniture promoting moving more and sitting less |regularly. |
|Active lesson warm-ups |e.g. sit-to-stand height adjustable desks, hokki |Students are acknowledged for their physical |
|Active curriculum to reinforce or teach |stools, wobble boards, mini-trampolines, busy bars, |activity and/or sporting achievements at |
|concepts |exercise bikes etc. |school-wide events and in existing |
|Opportunities for aerobic activity (e.g. |Students are invited to contribute to decision |publications. |
|running, movement games, fitness) prior to |making about physical activity strategies | |
|learning |A SunSmart Framework of “no sunsmart hat, play in |Partially achieved |
|Play-based learning in the early phase of |the shade” and provision of extra hats |Parents have a role at, and/or participate in|
|learning as a context for learning, creativity,|Regular movement breaks (standing, action responses,|relevant physical activity at school-wide |
|and physical literacy |fun dances, other) at whole school parades/special |events such as 100KM Club, school carnivals |
|Physical activity program in Pre-Prep program |events for students, staff, parents and guests |and other physical activity events. |
|including participation and education. |The physical environment promotes physical activity |We explore funding opportunities to implement|
|Just starting |e.g. outdoor learning spaces (painted concrete), |physical activity strategies e.g. grant, |
|Intra-school sport options for Preps to Year 2 |playground equipment, obstacle courses e.g. 10 |sponsorship, research etc. |
|students. |steps, 12 steps. | |
|Active homework options |Just starting |Just starting |
|Appropriate curriculum time requirements for |A Lunchtime Play program including physical activity|Staff and parents are surveyed to identify if|
|AC:HPE i.e. 2 hours per week (not including |options for girls and boys and for students’ diverse|they have any physical activity skills and/or|
|intra-school sport). |needs and interests. |resources they could share with the school |
|Review of Health and Wellbeing education |School funding is allocated towards |community. |
|program in AC:HPE and pastoral care. |activity-permissive classroom furniture. |Parents are educated about physical activity |
|Yet to occur |Student leaders help deliver a physical activity |guidelines, students’ physical activity |
|.. |program for students at lunchtime play. |levels, obesity and physical inactivity |
| |The 2018 Staff Wellbeing program encourages staff to|concerns, screen-time and sedentary behaviour|
| |be physically active, eat well and nurture their |guidelines, strategies to keep students |
| |wellbeing. |active. |
| |Yet to occur | |
| |A policy around behaviour and withdrawal of |Yet to occur |
| |lunchtime play |… |
| |A whole school approach to promoting and rewarding | |
| |active transport | |
Draft endorsed by Acting Principal, Mr Ben Edmunds, April 2018 – Final version in progress
3. AN ACTION PLAN about our Future Physical Activity Goals and Actions
Date – Date (One Year)
The following action plan indicates where we would like to focus our time and efforts this year to improve strategies within each of the action areas. We will also continue to deliver strategies which are embedded in our school.
|GOAL STATEMENTS for each |ACTIONS & STRATEGIES |TIMELINES |RESPONSIBILITY |RESOURCE |MONITORING PROCEDURES |
|ACTION AREA |What will be done to achieve |Expected start and completion |Who will be |REQUIREMENTS |How will you know that the|
|What are the desired |the outcome? |time? |responsible for the |What resources are|strategy has worked well? |
|changes in the action | | |action? |required to put |How will you measure this?|
|areas? | | | |the action into | |
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|Action Area 2: SCHOOL ORGANISATION, CULTURE and ENVIRONMENT |
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|Action Area 3: COMMUNITY LINKS AND PARTNERSHIPS |
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EXAMPLE: FUTURE PHYSICAL ACTIVITY GOALS AND ACTIONS
DRAFT VALE VIEW SS, QLD, MAY 2018 – MAY 2019
The following action plan indicates where we would like to focus our time and efforts this year to improve strategies within each of the action areas. We will also continue to deliver strategies which are embedded in our school.
|GOAL STATEMENTS for |ACTIONS & STRATEGIES |TIMELINES |RESPONSIBILITY |RESOURCE REQUIREMENTS |MONITORING PROCEDURES |
|each ACTION AREA |What will be done to achieve |Expected start and |Who will be |What resources are |How will you know that the |
|What are the desired|the outcome? |completion time? |responsible for the |required to put the |strategy has worked well? How|
|changes in the | | |action? |action into practice? |will you measure this? |
|action areas? | | | | | |
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|Increase the |Create a whole school PA one |Term 2 2018 |Term 2 2019 |Jay Wright |Nil |We will gather baseline data |
|frequency and |pager for the school | | | | |on active brain breaks across|
|intensity of active |illustrating what we all | | | | |the school and then compare |
|brain breaks across |implement across the school. | | | | |that to data captured after |
|all year levels. |In the process of creating | | | | |implementation. |
| |this document we will have | | | | | |
| |discussion with teachers in | | | | | |
| |order to come to a consensus | | | | | |
| |on a uniform approach. | | | | | |
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| |Share the PALS with teachers | | | | |We will gather baseline data |
|Increase the number |as a teaching strategy at a |Term 2 2018 |Term 2 2019 | | |on active teaching strategies|
|of physically active|staff meeting along with | | |Jay Wright |Nil |across the school and then |
|teaching strategies.|relevant research. | | | | |compare that to data captured|
|Share some of the | | | | | |after implementation. |
|PALS. | | | | | | |
|Action Area 2: SCHOOL ORGANISATION, CULTURE and ENVIRONMENT |
|Create a one page |Have discussions with |Term 2 2018 |Term 4 2018 |Jay Wright |Nil |I will present our whole |
|whole school |teachers and the principal | | | | |school approach “one pager” |
|physical activity |about strategies and programs| | | | |to staff before the end of |
|plan illustrating |that we use across the | | | | |the year to implement in |
|the Vale View way |school. This will then be | | | | |2018. |
|across the school. |communicated on a “one pager”| | | | | |
|Action Area 3: COMMUNITY LINKS AND PARTNERSHIPS |
|Continuing and |Present 100km participation |Term 2 2018 |Term 4 2018 |Jay Wright |Nil |Our 100km club attendance |
|increasing the |data on school parade, | | | | |data should show an increase |
|parent involvement |through the newsletter and on| | | | |in parent involvement. |
|in 100km club. |our iAIM communication board | | | | | |
| |to encourage and acknowledge | | | | | |
| |parent involvement. | | | | | |
Draft endorsed by Principal, Mr Mark Hooson, May 2018 – Final version in progress
SECTION 3: PLANNING RESOURCES
Our iAIM Strategy reflects the HPS framework and process. We used the following support resources to develop our iAIM Strategy. (*Please note schools are not required to complete every planning resource but are encouraged to follow the steps involved to ensure a comprehensive and consistent approach).
But first, a note about iAIM Champions in Schools!
An iAIM Champion is a positive role model within the school community e.g. teaching or non-teaching staff member, who inspires and motivates others to provide or get involved in opportunities to increase physical activity and reduce sedentary behaviour for students and staff. Schools can have one or more iAIM Champions. An iAIM Champion is responsible for implementing an iAIM program at their school. These resources will provide iAIM Champions with a 6 step process to support their iAIM program implementation.
|STEPS |Questions to Explore |Ideas/Tools to help |Checklist |
|Prepare |What is the definition of Physical |Go through the “Prepare Checklist” |Have we done some initial research |
| |Activity? |Use the “Get to know your stakeholders” |about the positive impact of |
|Gain the support of the |What could it look like in a school?|resource. |physical activity on student health|
|principal and other key |Is physical activity valued at our |Look at the iAIM edStudio/iAIM website to see|and education outcomes? |
|people |school? Why? Why not? |what resources could help this process. | |
| |What are the benefits of physical |Become familiar with the iAIM presentation |Have key people in Curriculum, |
|Have a small working |activity? |“Why we should make physical activity a |Teaching and Learning been |
|group and coordinator to|What is Health Promoting Schools and|priority on our agenda” to help advocate for |identified? |
|manage the process. |how could its framework and process |the program with key people. | |
| |support us? |Read “Growing evidence linking physical |Have key people in School |
| |Which key people need to support the|activity and academic performance” |organisation, culture and |
| |approach before introducing the |Identify where the iAIM program fits with |environment been identified? |
| |process to the wider school |your School Operational Plan, school | |
| |community? |improvement agenda, pedagogical framework and|Have key people in Community Links |
| | |Regional Charter of Expectations. |and Partnerships been identified? |
| | |Identify different groups who make up your | |
| | |school community. |Has an iAIM Coordinator been |
| | |Read the iAIM action research projects for |selected and a working group been |
| | |initial ideas to discuss. |identified? |
| | |Establish a small working group and | |
| | |coordinator |Has a record of the activities |
| | |Consider resources available e.g. |undertaken in this phase been kept?|
| | |photocopier, time, equipment, materials. | |
|Create a shared vision |What does physical activity mean to |Share various advocacy tools from the iAIM |Have ideas been communicated in a |
| |different people? |edStudio/website with staff and the wider |variety of ways? |
|Develop a shared vision |How will physical activity affect |community e.g. presentations, infographics, | |
|of your ‘ideal iAIM |the work of students, teachers and |evidence. |Have members representing all parts|
|Action School’; |other school members? |Use the iAIM Action School – Creating a |of the school community been |
| |How does the school affect people’s |shared vision activity to collate various |invited to share their vision of an|
|Identify the current |health and wellbeing? |groups’ ideas about the ideal iAIM Action |ideal iAIM Action School? |
|needs of your school |What are the characteristics of an |School | |
|community. |ideal iAIM Action School |Use the iAIM Action School Surveys to survey |Has a record of the activities |
| |What are the health needs of |students and school community about their |undertaken in this phase been kept?|
| |students and staff? |thoughts on physical activity. | |
| |What initial ideas exist for |Use the iAIM Action School Review Tool to see| |
| |physical activity across the school |how physical activity is incorporated in the | |
| |community? |school day and determine areas for action. | |
| |Why should our school become an iAIM|Keep the school community informed about the | |
| |Action School? |iAIM Action School program. | |
|Select priority areas |What areas are of the greatest |Establish the iAIM Action School working |Does the working group represent the |
| |concern in the school? |group |broader school community? |
|Decide which of the |What are the current practices to |Review all of the information collected |Have all issues been considered when |
|issues/ideas identified |address issues? Solutions? |Use the iAIM Action School – Select priority|determining priorities? |
|in the previous phase |Are there any policies in place |areas document to help you prioritise areas |Has a record of the activities |
|are |already? |for action. |undertaken in this phase been kept? |
|to be given priority. |Which activity/strategy has the |Decide on the priority areas for action | |
|Consider all of the |greatest potential for improvement?|Communicate the top three priority areas for| |
|factors that may impact |What would be the results in long |action. | |
|on the success of |or short term? | | |
|potential activities. |Are resources available? | | |
| |Should one or more activities be | | |
| |initiated? | | |
|Develop an action plan |What resources already exist that |Use the iAIM Action School – Action Plan to |Are members of the working group |
| |we can tap into? |map out your action plan. |representative of the whole school |
|To develop an action |Have we considered the following |Look at examples of action plans from other |community? |
|plan, specify what |headings on our Action plan? Goal, |iAIM Action Schools on the iAIM edStudio |Has consideration been given to |
|changes or |Outcomes, Strategies and actions, |Visit the iAIM edStudio to look at existing |inviting experts from the community |
|improvements are desired|Expected timelines, Resource |good practice and resources you can tap into|to join the working group? |
|and develop a plan to |requirements, Roles and |Research ideas from the iAIM edStudio and |Have strategies related to the |
|achieve |responsibilities, Recoding and |look at Physical Activity Resources and |following components been considered |
|them. |monitoring procedures |Organisations (see Appendix B) |when developing your action plan? |
| |Do our areas for action link to the|Be open to a wide and creative range of |Curriculum, teaching and learning; |
| |everyday work of students and |strategies |School organisation, ethos and |
| |staff? |Investigate a range of possible funding |environment; and |
| |Do our areas for action correspond |sources |Partnerships and services |
| |to the issues we need to address? |Keep the school community involved in the |Have key personnel e.g. Principal and|
| |What is the school community likely|planning process including announcements at |Parents and Citizens Association and |
| |to support? |staff meeting, in newsletters, on parades, |Student Council approved the action |
| |Are the outcomes in the action plan|on notice boards etc. |plan? |
| |SMART (Specific, Measurable, | |Has a record of the activities |
| |Achievable, Relevant and Time | |undertaken in this phase been kept? |
| |specific)? | | |
| |Do we have appropriate funds to | | |
| |resource the initiative? | | |
| |Who will be the key people | | |
| |involved? | | |
| |Do people have the skills or do | | |
| |they require support? | | |
| |How will we know if we have reached| | |
| |our goals? | | |
|Put the plan into action|Are people clear of their roles and |Use the iAIM Action School – Put the plan in |Is the school community aware of |
|Take action to do what |responsibilities to deliver the |action document which includes ideas such as: |the iAIM activities that are being |
|has been planned. Check |action plan? |Hold a launch |implemented? |
|that what |Have any new opportunities arisen to|Document all activities |Has the school community been |
|was planned is being |profile the activities or strengthen|Record how many people are involved |encouraged to participate in the |
|achieved. Be prepared to|the strategies planned? |Conduct regular meetings |iAIM activities being implemented? |
|adjust or alter |Are people recording what they are |Give regular feedback- support |Are all activities being |
|the plan if it is |doing? |Invite the school community |monitored/recorded and given |
|needed. It is unlikely |Are people monitoring what they are |Show appreciation |feedback? |
|that everything will |doing? |Hold special days |Has a record of the activities |
|work out the way you |Are there any delays? |Celebrate successes |undertaken in this phase been kept?|
|initially intended. Be |Do you need to make adjustments? | | |
|flexible. | | | |
|Review, reflect and plan|How have things been going? |Conduct surveys |Is the school community aware of |
|for the future |Were participants satisfied? |Use the iAIM Action School – Review, reflect |the achievements from the iAIM |
|Talk about how well the |Were the actions planned strategies |and plan for the future document to support |action plan? |
|iAIM Action School |implement as intended? |you in this phase. |How can we improve our performance |
|Action Plan has gone |Was it good quality? |Use the iAIM Action School – Certificate of |in the future? |
|including the impact it |Have changes or improvements been |Participation and Appreciation to thank people|What do we keep and what do we |
|has had on the school |noted? |who have helped implement the action plan. |adjust? |
|community. You may need|Are people following policy? | | |
|to collect information |Quality of resources for people | | |
|before and after the |being monitored? | | |
|action plan is |Did you achieve your stated | | |
|implemented to see if |outcomes? | | |
|change has occurred. | | | |
STEP 1 - PREPARE
A. Checklist
|☐ Stakeholders |☐ School data |
|Gain the support of key stakeholders including: |Scan and assess school data to see where problems of practice lie |
| |and where improvement could occur e.g. |
|School Principal and Admin/Leadership | |
|School Staff |Behaviour data |
|School community |Achievement data |
|Wider community |Attendance data |
| |School Opinion Survey |
| |Other? |
|☐ Alignment |☐ Good practice |
|Establish the reason for initiating an iAIM program at your school e.g. |Identify good practice on the iAIM edStudio/website from other |
|to address health issues such as physical inactivity, sedentary |schools including iAIM Action Schools e.g.: |
|behaviour and obesity; and education issues such as behaviour, | |
|attendance, achievement. |iAIM Teacher Action Research Reports |
| |100KM Club |
|School improvement, inquiry cycle and standards of evidence |Active Learning Spaces |
|Department of Education Student Learning and Wellbeing Framework |Active Curriculum |
|DoE Staff Wellbeing Framework |Active Lesson Warm Ups |
|My health, Queenslanders’ future: Advancing health 2026 – Queensland |Active Brain Breaks |
|Health |Active Classroom Furniture |
|Physical activity in state schools – Education Queensland |Active Lunchtime Leaders |
|Australia’s Physical Activity and Sedentary Behaviour Guidelines | |
|☐ Research and Advocacy |
|Examine evidence showing positive correlations between physical activity, learning, health and wellbeing including: |
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|Active Education: Growing evidence on physical activity and academic performance (Active Living Research, January 2015) |
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|Smith J, (2015) Brain boost: How sport and physical activity enhance children’s learning and what the research is telling us Centre for |
|Sport and Recreation Research, Curtin University. |
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|Bangsbo J, Krustrup P, Duda J, et al, The Copenhagen Consensus 2016: Children, youth and physical activity in schools and during leisure |
|time), Br J Sports Med 2016;50:1177-1178. |
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|Blueprint for an Active Australia |
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|Report Cards (2014-2016) – Active Healthy Kids Australia |
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|The Toronto Charter for Physical Activity: A Global Call for Action |
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|The Bangkok Declaration on Physical Activity for Global Health and Sustainable Development |
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|Non-Communicable Disease Prevention: Investments that Work for Physical Activity |
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B. Get to know your stakeholders
In the “Prepare” phase, you need to gain the support of your stakeholders and establish a small working group. How do you know which people to engage? Use this tool to help you engage the right people in the right way.
Acknowledgement
This process is adapted from MindTools – Stakeholder Analysis – Winning support for your projects (, viewed on 6 February, 2016)
Step One – Identify your stakeholders
Brainstorm who your stakeholders are from:
- Curriculum, teaching and learning e.g. students, teachers, Head of Curriculum, Head of Department, Principal, Deputy/Assistant Principal, Teacher Professional Associations, Regional Director, Assistant Regional Directors, Principal Associations
- School organisation, ethos and environment e.g. Principal, Deputy/Assistant Principal, Head of Department, Administrative Staff, Social Club, Student Council, Grounds person, Cleaners,
- Partnerships and services e.g. Parents and Citizens/Friends Associations, Parent Jury website, Local Council, State Government, State and National Sporting Organisations, Sporting Goods companies, Health Funds, Banks, Mining Companies, Adopt-a-Cop, Emergency services etc.
[pic]
Remember that you need to talk with your stakeholders so you may have to find out the best person to contact from a stakeholder organisation.
Step Two – Prioritise your stakeholders
Now that you have a list of stakeholders you need to think about the power they have over your work and the interest they have in your work. This will determine how you manage your relationship with them.
Map out your stakeholders below and classify them by:
a) Their POWER (or influence) over your work; and
b) Their INTEREST in your work.
[pic]
Source: pages/article/newPPM_07.htm, viewed on 6 February, 2016
A stakeholder’s position on the grid shows you the actions you should take with them.
- High power, interested people: Make the greatest effort to keep them satisfied.
- High power, less interested people: Keep them satisfied but don’t bore them with excessive emails/other communications.
- Low power, interested people: Keep these people informed. They can be allies in helping with the detail of your work.
- Low power, less interested people: Minimum effort needs to be applied and certainly don’t bore them with excessive information.
Step Three – Understand your stakeholders
Now you need to know more about your stakeholders e.g. how they are likely to feel about and react to your project and how best to engage them and communicate with them.
Key questions that can help you understand your stakeholders are:
1. What motivates them most of all? E.g. School data shifts, Healthy children, effective teaching practices, money, case studies, reassurance?
2. What information do they want from you? E.g. Numbers of students getting active, effective teaching practices, stories, testimonials?
3. How do they want you to communicate with them? In person, telephone, email, other?
4. If they are not likely to be positive, what will win them around and how will you manage their opposition? Evidence, case studies?
Don’t be afraid to ask your stakeholders’ opinions as this can often be the first step in building an effective relationship with them.
5. STEP 2 – CREATE A SHARED VISION
A. Discuss what physical activity currently looks like at your school. Use the three domains from the HPS framework to group your physical activity offerings i.e. Curriculum, teaching and learning; School organisation, ethos (culture) and environment, and Community Links and Partnerships.
See Figure 4.
[pic]
Figure 4. Possible physical activity offerings grouped by the HPS framework.
B. Draw Your Vision
Adapted from: , viewed 7 February 2016.
When this could this be used?
This method could be used at a Student Council meeting, Staff meeting or Parents and Citizens/Friends Meeting. It could also be used within an individual class. At least 10 minutes should be given to this activity, but preferably longer!
Resources needed
• One blank sheet of flipchart / butcher’s paper for each group
• A range of coloured markers / felt pens for each group
• Wall space
• Blue tac to stick completed sheets on wall
• Extras of each item
Step 1. Imagine an ideal iAIM Action School
• Work in teams of four to six people
• Ask everyone to close their eyes and imagine an ideal iAIM Action School – one which was a happy and healthy place to work, learn and play.
• Give everyone 10-30 seconds to share their ideas,
Step 2. Prepare one drawing per team
• Ask each team to prepare one large drawing on either a sheet of flipchart, butcher’s paper or a whiteboard that reflects the collective vision of the members in their team.
• Encourage everyone to draw, even those who are hesitant to do artwork.
Step 3. Present team drawings
• Ask each team to put their drawing up on the wall.
• Get all teams to take a gallery walk to look at all team drawings.
• Ask each time to provide a verbal overview of their drawings.
• While the teams present their drawings, write down the elements and concepts that the drawings portray.
Step 4. Review the elements and concepts represented in the drawings
• When all the teams have completed their presentations, review the main elements of each vision and write them down in words.
Step 5. Wrap up and plan next steps
• Ask the group as a whole to transform the elements of each team vision into a written summary.
• Keep all of the original team sheets to reflect on throughout the year.
• Use the findings from this activity and the school review of physical activity to select the priority areas for action in your school.
C. Complete Section 2 - A REVIEW of our Current Physical Activity Good Practice and use the one page or three page expanded version (as follows) to state your current physical activity good practice.
OUR CURRENT PHYSICAL ACTIVITY GOOD PRACTICE (Three Page Expanded Version)
|CURRICULUM, TEACHING AND LEARNING |
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|Our school’s curriculum, teaching and learning practices reflect neuroscience and research linking physical activity and student learning,|
|health and wellbeing. |
|Achieved and embedded |
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|SCHOOL ORGANISATION, CULTURE AND ENVIRONMENT |
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|Our school organisation, culture and environment reflect the importance of increased physical activity opportunities for student learning |
|and staff and student health and wellbeing. |
|Achieved and embedded |
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|COMMUNITY LINKS AND PARTNERSHIPS |
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|Our school nurtures partnerships with and between students, teachers, parents and carers, support staff and community groups to grow our |
|knowledge, skills and resources so that we can expand our capacity to deliver increased physical activity opportunities for all students. |
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STEP 3 – SELECT THE PRIORITY AREAS
Introduction
After reviewing the information from your “Create a shared vision” activities, you will be in a position to consider which areas you might focus on. In order to decide which of the issues / areas for are to be given priority, you need to consider a number of factors to ensure you focus on areas for action that are going to be relevant and successful for your school. Use the following table to work through your options.
Physical Activity Initiative being considered: ______________________________________________________________________________________________
|FACTOR |DESCRIPTION |YES |NO |NOTES |
|SCHOOL IMPROVEMENT AGENDA |The physical activity initiative aligns to our school focus areas and | | | |
| |overall school improvement agenda e.g. achievement, engagement, | | | |
| |behaviour, attendance, PACE, health and wellbeing as well as the | | | |
| |region’s Charter of Expectations. | | | |
|NEED |The school community has indicated that there is a great need for this| | | |
| |physical activity initiative. | | | |
|OUTCOMES |There is evidence to suggest that the physical activity initiative | | | |
| |would have a positive impact on student education and/or health | | | |
| |outcomes. | | | |
|IMPACT |The physical activity initiative has the potential to have a | | | |
| |large-scale impact for the school and/or wider community. | | | |
|TIMEFRAME |The physical activity initiative is likely to achieve success in the | | | |
| |short-term, and then continue to have benefits in the long-term. | | | |
|SIZE |The size of the physical activity initiative is manageable and | | | |
| |realistic. | | | |
|RESOURCES |There is an appropriate amount of resourcing for this physical | | | |
| |activity initiative including: | | | |
| |Time to plan, implement, monitor and evaluate | | | |
| |Staff with appropriate level of expertise | | | |
| |Energy from staff, students and parents to implement | | | |
| |Funds to make it happen | | | |
| |Equipment and/or materials for it to happen | | | |
|SAFETY |The physical activity initiative should be able to meet criteria | | | |
| |within a curriculum risk assessment to ensure the safety of everyone | | | |
| |involved. | | | |
|PROMOTION |The physical activity initiative provides an opportunity to showcase | | | |
| |the school within the community, cluster, region, state, and or | | | |
| |nation. | | | |
|CURRICULUM |There is an opportunity to align the physical activity initiative with| | | |
| |curriculum, teaching and learning e.g. literacy, numeracy, learning | | | |
| |areas, pedagogical practices etc. | | | |
|CULTURE |The physical activity initiative would enhance the ethos and culture | | | |
| |of the school. | | | |
|PARTNERSHPIS |The physical activity initiative could provide an opportunity to build| | | |
| |strong partnerships with local, state and/or national organisations. | | | |
|COLLABORATION |The physical activity initiative could provide an opportunity for | | | |
| |professional learning, including professional development and sharing | | | |
| |of information and findings with colleagues. | | | |
|SUSTAINABILITY |The physical activity initiative is likely to be able to continue into| | | |
| |the future. | | | |
STEP 4 – DEVELOP AN ACTION PLAN
Use the “AN ACTION PLAN about our Future Physical Activity Goals and Actions” in Section 2 to map out your school’s action plan.
Use the EXAMPLES OF GOOD PRACTICE[xii] below to help find strategies which might suit your school’s context.
|Action Area: CURRICULUM, TEACHING & LEARNING |
|Actions and Strategies |
|Encourage all staff to incorporate physical activity as part of everyday scheduling. |
|Start the morning or afternoon with Brain gym, tai chi or yoga sequence to centre the mind. |
|Play a CD and have students choose their favourite dance moves/sequences for an action break between lessons. |
|Have older students learn chair aerobic routines to deliver in small leadership groups to younger grades. |
|Develop indoor and/or outdoor activity and playground circuits and post them in classrooms or outdoors. |
|Equip each classroom with some physical activity bins yearly to increase physical activity fun and variety. Encourage a bin in each |
|classroom. |
|Display posters promoting physical activity, healthy eating and healthy drink choices in the classroom and school. |
|Encourage students to borrow healthy eating and physical activity themed books from the library. |
|Try integrating activity (e.g. bounces) when the bell goes every day to help students build strong bones and muscles. |
|Schedule classes to share outdoor time or space for support and variety during classroom action breaks. |
|Incorporate physical activity messages into other curricular areas and utilize the hall/gym, outdoor space, and multi-purpose rooms for |
|“active” lessons in science, history, math etc. |
|Develop the great life-long habit of stretching after physical activity – perform a Head-to-Toe Stretch or dynamic stretching after recess, |
|lunch, or as an in-class action break. |
|Action Area: SCHOOL ORGANISATION, ETHOS & ENVIRONMENT |
|Actions and Strategies |
|Provide professional development opportunities – energize staff while building their physical activity repertoire. |
|Maintain and improve the permanent painted playground game markings on tarmac surfaces to promote spontaneous physical activity. |
|Place physical activity on the staff agenda to provide an opportunity to plan and coordinate, share experiences and resources, and take |
|action! |
|Distribute and post the iAIM Action Schools Update to share physical activity tips with staff, students and family members. |
|Include physical activity demonstrations by teams, clubs or classes at monthly school assemblies. |
|Post playground circuits in a window facing the playground for reference before, during and after school; or mark routes and activities |
|permanently with paint. |
|Increase accessibility to physical activity opportunities for students with disabilities – consider the types of activities/programs offered,|
|equipment, and access to facilities. |
|Coordinate school-wide healthy living challenges (e.g. active transportation to school; kilometre clubs). |
|Support fitness or active clubs in your school: designate funds to purchase yoga mats, steps, exercise bands, balance balls, pedometers. |
|Maintain or improve the permanent adventure playground. |
|Offer non-traditional activities (e.g. yoga, dance, tai chi) at break times and target the interests of inactive students and/or provide |
|single sex and co-ed activities, and leadership opportunities. |
|Create clubs that are accessible and fun for all students (e.g. skipping club, kilometre club). |
|Develop student leaders to activate your playgrounds and classrooms. Provide physical activity leadership training and equipment to students |
|to facilitate indoor and outdoor physical activities. |
|Designate outdoor equipment to support student activity before and during school, and at recess and lunch. |
|Open the school gym for Family Fun Nights (e.g. family dance, yoga class, open sport night). |
|Provide bike racks and secure storage for other active modes of transportation (scooters, skateboards, long boards, and rollerblades). |
|Celebrate International Walk to School Month in October, National Walk Safely to School in May, or integrate Active Transport Days into your |
|Action Plan throughout the school year. |
|Provide structured games and fundamental movement and basic sport skill development circuits during open gym time – some students may not |
|feel comfortable just “playing”. |
|Increase support for school sports, and ensure equity in the type, amount and resource allocation between opportunities for boys and girls. |
|Promote opportunities for coaching and officiating certification to staff, students and families. |
|Adapt the school day to include a whole school fitness break (e.g. Walking Wednesdays, Fitness Fridays). |
|Celebrate active living with whole-school walk, runs or events (e.g. Mothers’ Day Classic, International Walk to School Month, Move for |
|Health Day, sport days, bike competitions, and mini-Olympics). |
|Incorporate physical activities and games that celebrate cultural uniqueness within the community (e.g. community dances, multicultural |
|games). |
|Encourage the whole school to participate in a Physical Activity Log challenge and decorate the school yard with physical activity logs. |
|Lead or have student leaders lead the school in a fitness routine or dance sequence during an assembly. |
|Set a school goal to walk, run, cycle and roll to neighbouring city or town, across Australia or around the world. |
|Create a healthy living bulletin board to promote healthy living, celebrate successes and share information about upcoming events. |
|Coordinate a healthy school fundraiser to purchase physical activity equipment or healthy eating supplies. |
|Action Area: COMMUNITY PARTNERSHIPS & SERVICES |
|Actions and Strategies |
|Encourage adults within the school and community to be healthy living role models for students by actively commuting, participating in school|
|events, and eating healthy foods & drinks. |
|Celebrate and promote student participation in community activities and sports such as walking/running clubs, skating, skiing, swimming, |
|soccer, canoeing, kayaking, karate etc. |
|Introduce students to something new by visiting community facilities such as pools, skateboard parks, bowling greens and climbing walls; and |
|natural environments such as parks etc. |
|Invite recreation organisations, sport organizations, or community clubs to share a physical activity, an able-bodied sport, a sport for |
|people with a disability with your class or school. |
|Promote events run by parent groups/others such as community walks, mini-games; and/or fundraise to prevent cancer (Mothers’ Day Classic, |
|Relay for Life) or heart disease (Jump Rope for Heart). |
|Meet with the school’s Parents and Citizens groups and community groups about how they can support your school’s Action Plan. |
|Include healthy living information in the school newsletter. |
|Make school-owned equipment available for families to loan/rent during weekends – profits can support school healthy living activities. |
[pic]
STEP 5: PUT THE PLAN INTO ACTION
CHECKLIST
A lot of thoughtful and creative planning and organising has taken place to get your school’s iAIM Physical Activity Action Plan written. Now it is time to put the plan into action by actually doing what has been planned. While you carry out the activities, make sure you monitor how the plan is proceeding against your goals and be ready to be flexible to change the plan as needed. Be sure to keep your working party in the loop with all communications and ensure you let people know their contribution is appreciated.
Here are some suggestions for putting the plan into action at your school!
|Idea |Reason |Notes |
|Use your action plan as a |As silly as it sounds, make sure you refer to your action plan so that you | |
|guide |stay on track and effectively implement your activities. | |
|Stage a launch |Stage a launch to announce some new and exciting activities in your school. | |
| |The launch could be on parade/assembly or a stand-alone event before, during | |
| |or after school. | |
|Collect data |If you’re keen to monitor what impact your physical activity initiative has | |
| |on the school community e.g. greater physical activity, on-task behaviour, | |
| |academic performance, attendance, engagement etc., you need to collect data | |
| |before and after the physical activity initiative to compare results. | |
|Record participation |Record how many students, staff, and parents are involved in physical | |
|numbers |activity initiatives. This may be part of data collection outlined above. | |
|Stage regular meetings |Stage meetings with people involved in delivering the physical activity | |
| |initiative to update each other on progress, share any concerns and clarify | |
| |roles and responsibilities. | |
|Give regular feedback |Provide school leaders and other key stakeholders with updates about the | |
| |physical activity initiative to maintain their support and awareness. | |
|Invite school community to|Keep the school community up to date about the physical activity initiative | |
|get involved |through school newsletters, website and announcements. Invite them to get | |
| |involved as much as possible. | |
|Show your appreciation |Acknowledge the time, effort and involvement of people who are putting the | |
| |plan into action and delivering the physical activity initiative. Write a | |
| |thank-you note, give them an iAIM Certificate of Thanks, and/or make an | |
| |announcement on parade/assembly. | |
|Stage a special ceremony |Celebrate a new or completed physical activity initiative by staging a | |
| |special ceremony. | |
|Celebrate success |Maintain ongoing motivation and involvement of staff and others involved in | |
| |the physical initiative by staging a social get-together. | |
STEP 6: REVIEW, REFLECT AND PLAN FOR THE FUTURE
Review the physical activity initiatives your school undertook by using the Evidence Hub’s Standards of Evidence. The following questions could help you to write up a good practice case study for each/all of your physical activity initiatives.
The physical activity initiative: _______________________________
[pic]The [name of initiative] initiative aimed to get [target students] participating in moderate to vigorous physical activity by [outline solution].
Measurements of change included [outline the methods used to monitor change / collect data]
The initiative was based upon [List any research literature, previous case studies or resources – and where possible provide hyperlinks.
The initiative included the following elements: [If your initiative was made up of several parts, list and describe them below]
• ….
• ….
• ….
.[pic]The [name of initiative] initiative had a positive impact in many ways including:[outline each of the outcomes].
• [State the impact/outcome]. [State the method used to collect/monitor data e.g. Through teacher observations], [outline the outcome highlighting the baseline, progress and/or end data]. [Provide any additional detail].
• [State the impact/outcome]. [State the method used to collect/monitor data e.g. Through teacher observations], [outline the outcome highlighting the baseline, progress and/or end data]. [Provide any additional detail].
• [State the impact/outcome]. [State the method used to collect/monitor data e.g. Through teacher observations], [outline the outcome highlighting the baseline, progress and/or end data]. [Provide any additional detail].
In summary, [outline the impact by answering these questions if you haven’t already done so.
• How is the initiative making a difference to student outcomes?
• Outline the performance measure/s identified to monitor the success of the initiative.
• How closely do they reflect the intent of the initiative’s stated aims?
• What was the state of these measures at the initiatives inception and now?
• What measurable change has occurred?
[pic](*Scalability refers to the extent to which a practice or an initiative can be, or has been, implemented with similar or better results in other settings or with other groups.)
Success factors worth noting for replicating in other schools included: [This can also include key lessons learned]
• ……..
• ……..
• ……..
• ……..
• …….
• ……..
[In summary, your points above should answer the questions below]
• What processes and/or actions have been taken to fulfil the objectives?
• Who delivers the initiative and where is it delivered?
• If delivered by a cluster of schools, how does each school contribute to the program?
• How long has it been operating?
• Has the initiative been implemented across different groups and settings?
• How is capability being developed?
[pic][Outline in this section the resources required to deliver the initiative e.g. e.g. financial, human resources, process supports, licensing, and infrastructure]. The [name of initiative] initiative included the following investment:
Financial:
$[Amount] – [Outline what was purchased with any hyperlinks where relevant to catalogues, organisations etc.]
$[Amount] – [Outline what was purchased with any hyperlinks where relevant to catalogues, organisations etc.]
$[Amount] – [Outline what was purchased with any hyperlinks where relevant to catalogues, organisations etc.]
$[Amount] – [Outline what was purchased with any hyperlinks where relevant to catalogues, organisations etc.]
Total = $[Amount]
Human Resources:
[Number of] hours of the Project teacher’s time from [outline time frames] i.e. approximately [number of] hours per week.
Resource/s developed[Outline / name all of the resources you/others developed to deliver the initiative and ensure its sustainability. These will help other schools pick up the idea and modify to suit their context.
SOURCES
-----------------------
[i] Active Education: Growing evidence on physical activity and academic performance (Active Living Research, January 2015), Available at:
[ii] Smith J, (2015) Brain boost: How sport and physical activity enhance children’s learning and what the research is telling us Centre for Sport and Recreation Research, Curtin University.
[iii] Bangsbo J, Krustrup P, Duda J, et al, The Copenhagen Consensus 2016: Children, youth and physical activity in schools and during leisure time), Br J Sports Med 2016;50:1177-1178.
[iv] Queensland Health, Queensland Government, The health of Queenslanders, 2016 Chief Health Officer reports under Creative Commons Attribution 3.0, Available at:
[v] World Health Organization. Promoting Health Through Schools – The World Health Organization’s Global School Health Initiative. Geneva, 1996.
[vi] World Health Organization. What is a Health Promoting School? Geneva, 2011.
[vii] Deakin University and Department of Education, Employment and Training (Victoria), Health Promoting Schools in Action: A guide for schools (Melbourne: Deakin University, DEET and VicHealth, 2000)8
[viii] Health Promoting Schools Toolkit Manual, 2005, Queensland Health, Education Queensland, Brisbane Catholic Education Centre, Association of Independent Schools,
[ix] NCD Prevention: Investments that Work for Physical Activity (2011), Global Advocacy for Physical Activity (GAPA) the Advocacy Council of the International Society for Physical Activity and Health (ISPAH). .uk/investmentsthatwork
[x] Australian Council for Educational Research (2016) National School Improvement Tool, Commonwealth Department of Education, Employment and Workplace Relations
[xi] Department of Education and Training (2018) Every student succeeding – State Schools Strategy 2018-2022
xiv: Health Promoting Schools Toolbox health..au/healthyschools/toolbox.asp and Action Schools BC! Planning Guide for Schools and Teachers, Available at: actionschoolsbc.ca/key-resources-equipment
ACKNOWLEDGEMENTS
• Written by Jocelyn Elliott (iAIM Regional Project Coordinator, Darling Downs South West Region (DDSWR), Department of Education ( DoE), Based at Dalby State School), April 2018
• Contributions from Kath Kelly (Principal Advisor – Regional Improvement, DDSWR, DoE), Debbie Hails (Assistant Regional Director, DDSWR DoE), Clayton Hansen (Principal Advisor: Curriculum, Pedagogy and Learning, DDSWR DoE), Curt Draheim (Principal Education Officer, State Schools Performance, DoE) and Liz Hinder (Senior Advisor-Occupational Therapy and A/Principal Education Officer, DDSWR, DoE)
• Initial ideas based on the work by the iAIM Team 2014-2015 including Jocelyn Elliott (see above), Clinton Watts (Teacher, Crows Nest State School), Sarah Goddard (Teacher, St George State School), and Stacey Adamson (Teacher, Taroom State School); and additional work by the iAIM Team in 2017-2018 including Jocelyn Elliott, Jay Wright (Teacher, Vale View State School), Mellisa Cover (Teacher, Dalby State School) and Will MacFarlane (Teacher, Hatton Vale State School).
• Support from Mona Anau, Principal, Dalby State School, Ben Edmunds, Acting Principal, Dalby State School, Mark Hooson, Principal, Vale View State School
• Images reproduced with permission from Dalby State School and Vale View State School.
• Front Cover image – Photo by Sophie Volker / News Corp
-----------------------
DEFINITIONS
Physical activity: Any bodily movement produced by skeletal muscles that requires energy expenditure e.g. activities undertaken while working, playing, travelling, carrying out housework and engaging in recreational pursuits.
Source: World Health Organisation website, who.int/dietphysicalactivity/pa/en, viewed 14/11/17
Sedentary behaviour: Sitting or lying down (except for when you are sleeping). It is common for us to spend large amounts of time being sedentary when at school, at work, when travelling or during leisure time.
Source: The Department of Health website, .au/internet/main/publishing.nsf/Content/pasb , viewed 23/10/17.
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