Get active-physical-education-physical-activity and sport for children and young people a guiding framework

Physical Education,
Physical Activity and Sport
for Children and Young People
A Guiding Framework

Get Active! Physical Education, Physical Activity and Sport
for Children and Young People: A Guiding Framework
Published by The Professional Development Service for
Teachers and funded by The Teacher Education Section of
the Department of Education and Skills
© Department of Education and Skills, 2012
Reproduction authorised for non-commercial purposes
provided the source is acknowledged

Contents
Foreword 1
Acknowledgements 2
p 3
Introduction to the Get Active Guide
Why was this Guide Developed? 4
Who should Use this Guide? 5
What are our Definitions? 5
What does this Guide Entail? 6
Time Frame 6
Notes: 6
Section 1: Get Active 1
Physical Education, Physical Activity
and Sport for Children and Young People
Agreeing a vision for all to work towards 9
1 Introduction to Get Active 1 10
1.1 Desired Outcomes of Physical Education, Physical Activity
and Sport for Children 11
1.2 Desired Outcomes of Physical Education, Physical Activity
and Sport for Young People 19
Developing a plan to achieve our vision 27
2 Introduction to Get Active 2 28
2.1 How does the Get Active Guide Relate to Other
School Schemes? 30
Developing a plan to achieve our vision: the process at a glance 32
2.2 The Process at a Glance 32
2.3 The Co-ordinating Team 34
2.4 The Planning Cycle in Context 36
2.4.1 In School: In Class 36
2.4.2 In School: Co-Curricular Activities 42
2.4.3 In Community 48
Stakeholder Involvement 53
2.5 School Leaders and Teachers 53
2.6 Children and Young People 56
2.7 Parents and Families 56

2.8 Community-based Organisations and Groups 57
2.9 Other Sources of Information 60
Evaluating our progress 61
3. Introduction to Get Active 3 62
3.1 Self-Evaluation: The What and Why 63
3.2 Self-Evaluation: Getting Started 64
3.3 Self-Evaluation: The Process 66
3.4 Light-Touch Evaluation 73
3.5 Other Sources of Information 74
3.6 Appendix 1 76

Foreword
This government is committed to the promotion of physical education, physical activity
and sport in recognition of the educational, social, health and cultural benefits that can
be gained through participation.
A series of measures has already been adopted to promote awareness and action
related to the cultivation of a more active, physically educated and healthier society.
These measures include the development of a national physical activity plan, the creation
of physical activity guidelines and the establishment of the Active School Flag.
This guide is intended as an enabling framework which opens the way to further
developments involving a deeper level of cooperation across agencies, in the interest of
children and young people. It is a framework which organisations and individuals involved
in the promotion of physical education, physical activity or sport can use according to
their needs. The guide is not prescriptive or exhaustive in detail as its purpose is more
about encouraging dialogue and generating new ideas which act as a catalyst for action.
I hope this guide will inform debate about the links between education and other
sectors involved in the provision of sport and physical activity, in the belief that a
collaborative approach is the most effective in cultivating an active healthy society,
now and into the future.
p 1
Enda Kenny TD
An Taoiseach

p 2 Acknowledgements
This guide is a joint initiative by the Department of Education
and Skills, the Department of Health, the Department of
Children and the Department of Transport, Tourism and Sport.
Advisory Group (2008-2010)
Dr. Alan Wall (Chairperson), Principal
Officer, Teacher Education Section,
Department of Education and Skills
Mr. Tony Weir, Senior Inspector,
Mr. Sean McGrath, Inspector, Department
of Education and Skills
Ms. Rita Nic Amhlaoibh, Divisional Inspector,
Mr. Brendan Doody, Divisional Inspector,
Mr. Donagh Morgan, Assistant Secretary,
Department of Tourism, Culture and Sport
Mr. John Treacy, Chief Executive, Irish
Sports Council
Ms. Patricia Lee, Assistant Principal Officer,
Health Promotion Policy Unit,
Department of Health and Children
Ms. Biddy O’Neill, Health Promotion Manager,
Programmes, Health Service Executive
Mr. Dave Fadden, Principal Officer, Strategic
Planning and Policy Division, Department
of Transport
Dr. Sinéad Breathnach, National
Co-ordinator (NCO), School Development
Planning Initiative
Ms. Sharon McGrath, National
Co-ordinator (NCO), Social, Personal
& Health Education Support Service
Dr. Mary O’Flaherty, National
Co-ordinator (NCO), Junior Cycle Physical
Education Support Service
Get Active 1: Children
The desired outcomes in reference to
children were developed in consultation
with the following: Ms. Caitriona Cosgrave,
Coláiste Mhuire, Marino Institute of
Education; and Ms. Susan Marron, St.
Patrick’s College, Drumcondra. The
outcomes were then reviewed by
members of the Irish Primary Physical
Education Association (IPPEA) and the
Colleges of Education Physical Education
Consortium (CEPEC).
Get Active 1: Young People
The desired outcomes in reference
to young people were developed in
consultation with the following: Ms.
Margo Jackson, Mercy Secondary School,
Waterford; Ms. Marian Carey, Presentation
Brothers’ College, The Mardyke, Cork; and

p 3
Mr. Michael Carey, Glanmire Community
College, Glanmire, Co. Cork. This work
was carried out under the direction of Dr.
Mary O’ Flaherty, National Co-ordinator,
Junior Cycle Physical Education Support
Service.
Consultation Process
The following groups were consulted
during the drafting of this guide
•• Association of Community &
Comprehensive Schools
•• CARA Adapted Physical Activity
Centre, Institute of Technology, Tralee
•• Catholic Primary School Management
Association
•• Church of Ireland College of Education
•• Church of Ireland Managerial Bodies
•• Coláiste Mhuire, Marino Institute of
Education
•• Department of Health & Leisure
Studies, Institute of Technology, Tralee
•• Educate Together
•• Froebel College of Education
•• Health Promotion Officers - Physical
Activity
•• Health Promotion Policy Unit,
Department of Health & Children
•• Health Service Executive
•• Irish Heart Foundation
•• Irish Primary Physical Education
Association
•• Irish Second-Level Students’ Union
•• Irish Vocational Education Association
•• Joint Managerial Body for Voluntary
Secondary Schools
•• Mary Immaculate College, Limerick
•• National Association of Principals &
Deputy Principals
•• National Council for Curriculum &
Assessment
•• National Parents Council, Primary
•• National Parents Council, Post Primary
•• National Youth Council of Ireland
•• Network of Local Sports Partnerships
•• Outdoor Education Department,
Galway Mayo Institute of Technology,
Castlebar
•• Outdoor Education, Ireland
•• Physical Education & Sports Science
Department, University of Limerick
•• Physical Education Association of Ireland
•• School of Health & Human Performance,
Dublin City University
•• Sports Studies & Physical Education
Department, University College Cork
•• Sports National Governing Bodies
Athletics Ireland
Badminton Ireland
Basketball Ireland
Cumann Camógaíochta na nGael
Football Association of Ireland
Gaelic Athletic Association
Irish Gymnastics
Irish Rugby Football Union
Ladies Gaelic Football
Swim Ireland
Tennis Ireland
Volleyball Association of Ireland
•• St. Patrick’s College, Drumcondra
Thanks to all of those who provided oral
and written submissions. A special thanks to
Kathy Campbell, Programme Administrator
(JCPESS), for her role in co-ordinating the
consultation process and collating feedback.
A special thanks also, to Gráinne McConnell
for her contribution to the development of
the document.

p 4 Introduction to the
Get Active Guide
Why was this Guide Developed?
Physical activity plays an important role in the lives
of children and young people:
•• as a medium for education
•• as a basis for healthy living
•• as a vehicle for social inclusion1
In recognition of the potential within this role, this guide sets out to create the
framework for a co-ordinated approach to physical education, physical activity and
sport in school and community settings for children and young people2. It draws on
the National Guidelines on Physical Activity for Ireland (2009), which outline the nature,
frequency and intensity of physical activity to be engaged in for health benefits. Those
guidelines form the foundation for this and related documents which seek to clarify the
desired outcomes, in terms of knowledge, competencies and attitudes, of quality physical
education, physical activity and sport.
The formulation of this guide reflects the commitment of the Department of Education
and Skills; the Department of Health; the Department of Children; and the Department
of Transport, Tourism and Sport to the promotion of children’s well-being and interests.
More specifically, this guide is an effort to realise the strengths that can be gained in
terms of quality provision and experiences if common goals are promoted and pursued
across a range of physical activity contexts3.
It is envisaged that experiences across the three settings in this framework would
support and reinforce each other. In this way, all children are provided with a clear
accessible pathway for progression so that they can achieve their potential and live an
active, healthy lifestyle. Reference is made to ‘play’ in the document, in recognition of the
fact that young children often participate in physical activity in this way.
These contexts are:
1. In Class: Physical education and related programmes, taught as part of the curriculum;
2. In Co-curricular Activities: School-related physical activity and sport outside of
curriculum time;
3. In Community: Physical activity and sport outside of school hours in the
community setting, including walking or cycling for everyday travel needs.

Who should Use this Guide?
The guide is targeted at:
•• Young people and those who work directly with children and young people in
physical activity settings in schools. This includes teachers and external providers
(EPs)4 at primary level, and physical education teachers and teachers involved in
organising co-curricular activity at post-primary level, and sports leaders5.
•• Those who influence the nature of physical education, physical activity and sports
experiences, such as: school leaders; Boards of Management; and Parent
Associations of all schools; after-school childcare providers at primary level; and
Student Councils at post-primary level.
•• Those involved in co-ordinating and providing physical activity and sport in
community contexts, such as the Co-ordinator attached to Local Sports
partnerships; Sports National Governing Bodies; and Physical Activity Co-ordinators.
Additionally, it is aimed at parents / guardians and Parent Associations at primary
level as they play an important role in the provision of co-curricular and
community-based physical activity and sport.
What are our Definitions?
In this guide:
•• The term physical education refers to activities taught as part of the curriculum
within class time where the emphasis is on learning.
•• Physical activity is an all-encompassing term which includes physical education,
sport, play and activity undertaken for enjoyment or health or performance
enhancing purposes.
•• Sport refers to those activities that are organised in a structured way and have a
p 5
focus on competition.

p 6 What does this Guide Entail?
The guide entails a suite of three documents - Get Active 1,
Get Active 2 and Get Active 3 which are briefly described
below. While they can be read on a stand-alone basis, they are
best considered together.
Get Active 1, Agreeing a vision for all to work towards, outlines the desired
outcomes of children’s and young people’s participation in physical education and
physical activity, and should be considered in line with the school’s or club’s mission and
vision. These desired outcomes are intended to help users review the current position,
as a basis for further action.
Get Active 2, Developing a plan to achieve our vision, addresses the process of
implementation, and guides users in terms of setting down targets, tasks, time frames,
roles and responsibilities. This element of the guide is intended to help those involved in
planning and delivering programmes to work together more effectively. Ideally, a school
should develop its physical education and co-curricular physical activity programmes
within the framework of its school plan as guided by its vision and aims.
Get Active 3, Evaluating our progress, is intended to guide users in relation to the
monitoring and evaluation of those programmes that are in place. Some of its elements
may form the basis of an ongoing review process within the school and community,
carried out in a systematic way, in order to improve programme effectiveness.
Alternatively, it can help schools prepare for accreditation schemes such as the Active
School Flag6 and Health Promoting Schools7.
Time Frame
A time frame of approximately three to five years is envisaged for the completion of
the planning cycle (i.e. review, design, implementation and evaluation process) associated
with the guide.
Notes:
1 Education: Commission of the European Communities (2007) White Paper on
Sport, Brussels. Online at: http://ec.europa.eu/sport/white-paper/index_en.htm
Department of Education and Science and the National Council for Curriculum
and Assessment (1999) Primary School Curriculum, Physical Education, Dublin: The
Stationery Office.

Department of Education and Science and the National Council for Curriculum
and Assessment (2003) Junior Cycle Physical Education, Dublin: The Stationery Office.
National Council for Curriculum and Assessment (2009) Aistear: the Early
Childhood Curriculum Framework. Online at: http://www.ncca.ie/en/Curriculum_and_
Assessment/Early_Childhood_and_Primary_Education/Early_Childhood_Education/
Healthy Living: Department of Health and Children, Health Service Executive
(2009) Get Ireland Active: The National Guidelines on Physical Activity for Ireland.
Online at: http://www.getirelandactive.ie/
Higgins, C., Lavin, T. and Metcalfe, O. (2008) Health Impacts of Education: A review,
Dublin: Institute of Public Health in Ireland.
The Report of the National Taskforce on Obesity (2005) Obesity: The policy
challenges, Department of Health and Children, Ireland.
Social Inclusion: Fahey, T., Delaney, L., and Gannon, B. (2005) School Children
and Sport in Ireland, Dublin: Economic and Social Research Institute.
Lunn, P. (2007) Fair Play? Sport and Social Disadvantage in Ireland, Dublin: Economic
and Social Research Institute.
2 For the purpose of this guide, ‘children’ refers to those in the primary education
system, generally aged between 4 and 12 years and ‘young people’ refers to those
in post primary education, generally aged between 12 and 18 years.
3 These contexts are consistent with the ‘three pillars’ identified in the ESRI (2005)
publication School Children and Sport in Ireland.
4 For the purpose of this guide, ‘external provider (EP), refers to those who support
the primary teacher in the implementation of their PE programme during curriculum
time’ e.g. a qualified second level PE teacher, national governing body coach or
another qualified coach / teacher. Ref: IPPEA (2010.) Online at:
www.irishprimarype.com
5 See Irish Sports Council and Sports Council Northern Ireland (2003) Code of
Ethics and Good Practice for Children’s Sport p.6.
6 Active School Flag. Online at: http://www.activeschoolflag.ie/
7 World Health Organisation (2008) School Policy Framework: Implementation of the
WHO global strategy on diet, physical activity and health, Geneva: World Health
Organisation. Online at: http://www.who.int/dietphysicalactivity/schools/en/
p 7

Desired Outcomes of
Physical Education,
for Children and Young People:
Agreeing a vision for all
to work towards

p 10 1. Introduction to Get Active 1
Agreeing a vision for all to work towards
This first document is intended to clarify what might be expected of children and young
people when engaged in physical activity in a range of contexts. It provides direction
and a basis for communication for those involved. These expectations are expressed
as desired outcomes in the following section. As a participant, teacher, provider or
administrator, it is important that you are familiar with these desired outcomes and
that you use them as a measure of the current position. It is important also, that you
share them with others for whom they are relevant, such as colleagues, other providers,
parents and the children or young people themselves.
The outcomes are not intended to be used as a checklist or rigid format of evaluation.
Rather, they are intended as indicators of good practice within which the scope of
children’s and young people’s participation can be acknowledged.

1.1 Desired Outcomes of Physical Education,
Physical Activity and Sport for Children
What are the desired outcomes of quality physical education,
physical activity and sport?
p 11
Children who…
1. are committed to regular participation in physical education, physical activity
and sport, including walking or cycling for everyday travel needs
2. possess knowledge and understanding of the role of physical education, physical
activity and sport as part of an active, healthy lifestyle
3. have the confidence to get involved in physical education, physical activity and sport
4. have the physical, social and emotional competencies to participate in physical
education, physical activity and sport
5. are able to make informed decisions with the support of their parents or guardians
regarding their participation in physical education, physical activity and sport
6. strive to maximise their personal potential in physical education, physical
activity and sport, and to recognise and respect the potential of others
7. enjoy and appreciate the benefits of physical education, physical activity
and sport

Outcome 1
p 12 Children are committed to regular participation in physical
education, physical activity and sport, including walking or
cycling for everyday travel needs
In Class
Children:
•• display effort in physical education lessons
•• wear appropriate clothing for physical education lessons
•• move safely to and from the play areas and use equipment safely
•• are aware, and their parents or guardians are advised, of co-curricular
opportunities to engage in physical activities outside of curriculum time
•• engage in incidental physical activity opportunities during the school day
In Co-curricular Activities
Children:
•• participate in a range of developmentally appropriate physical activities
with an emphasis on play
•• experience an appropriate level of competition relevant to their age
and stage of development
•• are appropriately equipped and dressed for participation in activities
•• help organise equipment and co-operate with the teacher or leader
•• choose co-curricular activities with the assistance of their parents or
guardians to develop their competencies
In Community
Children:
•• engage daily in physically active outdoor play
•• walk or cycle when and where possible
•• participate regularly in local physical activity settings such as the home,
playgrounds, after-school care settings and community settings
•• co-operate with friends when playing in physical activity settings

Outcome 2
Children possess knowledge and understanding of the role of
physical education, physical activity and sport as part of an
active, healthy lifestyle
p 13
In Class
Children:
•• identify benefits resulting from regular participation in different forms of play,
movement and physical activity
•• experience and recognise the links between physical education, social,
personal and health education and other curricular areas
•• can suggest ways they can practise what they learn in physical education, and
other physical activity settings
•• can recognise the benefits of sport and physical activity in promoting health
Children:
•• apply what they have learned in physical education to a variety of play,
physical activity and sport settings
•• participate in a broad range of activities incorporating skill and
health-related components of fitness
•• experience the positive effects that result from participation in
co-curricular play, physical activity and sport
In Community
Children:
•• are aware of links between knowledge learned in class and
activities experienced in community settings
•• know how to participate appropriately in play, physical activity and
sport with family members and other children

Outcome 3
p 14 Children have the confidence to get involved in physical
In Class
Children:
•• are willing to try out new activities across the six strands
of physical education
•• show enthusiasm when learning new skills
•• are happy to work individually, in pairs and in small groups
•• are willing to take turns and help less able pupils
•• have confidence in their abilities and experience personal success
Children:
•• avail of opportunities to engage in a range of physical activities
•• ask questions to help their understanding
•• can demonstrate to others without displaying fear of failure
•• engage in practice to experience success and increase self-confidence
In Community
Children:
•• engage in physical activity outside of organised sport, including
walking or cycling for everyday travel needs
•• are happy to try out new activities
•• get involved in different aspects of sports club life with their
parents / guardians or independently
•• are aware when others need help and encouragement and provide
as appropriate

Outcome 4
Children have the physical, social and emotional competencies to
participate in physical education, physical activity and sport
p 15
In Class
Children:
•• develop their physical skills through appropriate movement experiences
•• experience achievement in and build positive attitudes towards activities
•• demonstrate an understanding and appreciation of the value of physical
education and physical activity
•• develop their capacity to assess their own and others’ performance and
apply the correct techniques to improve
•• communicate well with other children during the lesson
•• appreciate the feelings of winning and losing and understand fair play
Children:
•• can competently engage in a variety of sports and physical activities
including break-time activities
•• negotiate rules for activities created by themselves and cope with winning and losing
•• are happy to talk to others involved in their physical activity
•• can experience a positive emotional connection with their peers
•• begin to demonstrate awareness and respect for those less or more
skilful than themselves
•• develop the qualities necessary to work as part of a team
In Community
Children:
•• further develop their physical competencies through participation in
activities outside of school
•• have the confidence and interpersonal skills to engage in physical
activities as an individual or as part of a group
•• have the self-confidence to initiate, sustain and manage constructive
social relationships in physical activity settings
•• develop positive thinking and coping skills which would form a basis for
lifelong involvement in sport and physical activity

Outcome 5
p 16 Children are able to make informed decisions with the support
of their parents or guardians regarding their participation in
physical education, physical activity and sport
In Class
Children:
•• can work responsibly and independently with or without the support
of the teacher
•• are able to organise tasks as directed by the teacher
•• develop their ability to understand concepts and to problem solve
•• consider the abilities of others and adapt what they do accordingly
Children:
•• can choose the activities in which they wish to be involved with the
support of their parents / guardians if necessary
•• develop the ability to make decisions with the support of leaders or coaches
•• develop their understanding of how to improve at the activity and practise
accordingly
•• vary and adapt their actions in response to changing circumstances
In Community
Children:
•• recognise the personal and familial benefits of participating in sport and
physical activities in their personal time
•• take responsibility for improving their abilities in their chosen activities
as appropriate
•• adapt their performance in response to changing situations

Outcome 6
Children strive to maximise their personal potential in
physical education, physical activity and sport, and to recognise
and respect the potential of others
p 17
In Class
Children:
•• do their best when participating in physical education lessons
•• experience quality opportunities to practise and apply skills
•• begin to analyse their own performance
•• provide appropriate feedback to others on their performance
•• support other children who are trying to improve
Children:
•• experience enjoyment and success in a variety of activities of their choice
•• practice skills and activities during free play at break time
•• believe that with practise improvement is possible
•• help and play with others who may not be as competent
In Community
Children:
•• with the support of parents / guardians, participate in appropriate activities
for their stage of development
•• participate in physically active family outings and local activities
•• talk to their parents / guardians and leaders for advice on further
challenging activities
•• experience challenging physical activities which allow them to develop
their talents
•• participate with others to help them improve

Outcome 7
p 18 Children enjoy and appreciate the benefits of physical
In Class
Children:
•• are happy in physical education lessons and interact with their classmates
in a positive way
•• share what they experience during physical education lessons with family
and friends
•• identify what they have learnt in their physical education lessons
Children:
•• participate in a variety of co-curricular activities of their choice
•• show commitment to chosen activities by attending on a regular basis
•• accept and respect decisions made by game officials, teachers and
parents / guardians
•• show an interest in the school’s physical activities and clubs by bringing
notices home and by viewing the school noticeboard
In Community
Children:
•• avail of opportunities to engage in physical activity at home for personal
enjoyment
•• show commitment to chosen activities with parent / guardian support
as appropriate
•• are happy to talk about their positive experiences at chosen activities
•• enjoy regular participation in their chosen activities

1.2 Desired Outcomes of Physical Education, Physical
Activity and Sport for Young People
What are the desired outcomes of quality physical education,
physical activity and sport?
p 19
Young people who…
1. are committed to regular participation in physical education, physical activity
2. possess knowledge and understanding of the role of physical education,
physical activity and sport as part of an active, healthy lifestyle
3. have the confidence to get involved in physical education, physical activity and sport
4. have the physical, social and emotional competencies to participate in physical
5. are able to make informed decisions about their participation in physical
education, sport and physical activity
6. strive to maximise their personal potential in physical education, physical
7. enjoy and appreciate the benefits of physical education, physical activity and sport

Outcome 1
p 20 Young people are committed to regular participation in
physical education, physical activity and sport including
walking or cycling for everyday travel needs
In Class
Young people:
•• participate fully in physical education lessons
•• take responsibility for their own kit and equipment
•• are prepared for multiple roles within the physical education class
•• contribute to the smooth running of the lesson
Young people:
•• participate in a range of physical activities, including non-competitive
and individual pursuits, where possible
•• attend training sessions and competitions
•• are appropriately equipped and dressed for participation in activities
•• help organise activities and support the coach or team leader
•• are able to identify ways they can develop their competence in physical
activities in and outside school
In Community
Young people:
•• assign personal time to physical activity
•• take responsibility for themselves and others while engaged in activities
•• join a sports club or group and participate on a regular basis
•• walk or cycle when and where possible
•• are involved in the broader activities of the club or group, such as committee
meetings and social and fundraising events
•• source information about their chosen physical activities
•• take responsibility for leading, organising and encouraging others to engage in
physical activity
w

Outcome 2
Young people possess knowledge and understanding of the
role of physical education, physical activity and sport as part of
an active healthy lifestyle
p 21
In Class
Young people:
•• recognise the links between physical education and social, personal
and health education
•• are willing to learn the basic components of fitness and principles of training
•• can suggest ways of applying knowledge learned to out-of-school activities
•• can recognise the benefits of sport and physical activity in promoting health
•• can identify the negative aspects of sport and physical activity, and how these
impact on health
Young people:
•• apply what they have learned in physical education to a variety of sporting
and physical activity situations
•• can identify the difference between skill-related and health-related
components of fitness
•• recognise the positive effects that result from participation in co-curricular
sport and physical activities
In Community
Young people:
•• are willing to share knowledge learned in class with their club / group outside
of school
•• know the difference between training to maximum potential and overtraining
•• are open to including members of the wider community in sports club or
physical activity groups
•• develop an informed and positive approach to active living as a basis for
lifelong involvement in sport and physical activity

Outcome 3
p 22 Young people have the confidence to get involved in physical
In Class
Young people:
•• are willing to try out new activities
•• show initiative when learning new skills
•• are willing to undertake a range of roles (team leader, referee, coach) within
the class
•• are willing to help less able students
•• are happy to work on their own or as a member of a group
Young people:
•• avail of opportunities to engage in a range of physical activities
•• avail of opportunities to adopt different roles related to the activity
•• show initiative when participating in an activity
•• are not afraid to ask questions
•• can demonstrate to others without displaying fear of failure
•• are open to constructive criticism
In Community
Young people:
•• can independently engage in a physical activity outside organised sport,
including walking or cycling for everyday travel needs
•• are not afraid to try out new approaches to the activity
•• can adopt a variety of different roles if involved in a sports club
•• volunteer ideas and thoughts when trying to promote the club
•• actively engage with club coaches and leaders
•• are aware when others need help and encouragement, and provide
as appropriate
w

Outcome 4
Young people have the physical, social and emotional
competencies to participate in physical education, physical
activity and sport
p 23
In Class
Young people:
•• demonstrate an understanding and appreciation of the value of lifelong
participation in sport and physical activity
•• develop their competence in a range of physical activities
•• develop their capacity to analyse their own and others’ performance, and
apply the correct techniques to improve
•• communicate well with classmates
Young people:
•• can competently engage in a variety of sports and physical activities
•• develop the social and emotional competencies to cope with both winning
and losing when engaging in competition
•• are happy to talk and cooperate with others involved in their sport and / or
physical activities
•• can experience a positive emotional connection with their peers
•• demonstrate awareness and respect for those with abilities lesser or greater
than theirs
•• demonstrate leadership qualities when participating in sport and physical
activity, where appropriate
In Community
Young people:
•• further develop their physical competencies through participation in activities
outside of school
•• have the confidence and interpersonal skills to engage in physical activities on
an individual basis or as part of a group or team
•• possess a wide range of technical skills and can apply these skills using speed
and power
•• have the self-confidence to initiate, sustain and manage constructive social
relationships in a sport and physical activity setting
•• can demonstrate positive thinking habits and coping skills which would
form a basis for lifelong involvement in sport and physical activity

Outcome 5
p 24 Young people are able to make informed decisions about their
participation in physical education, physical activity and sport
In Class
Young people:
•• can work responsibly and independently, without constantly relying on
the teacher
•• become organised in an effort to make progress
•• develop their ability to understand concepts and to problem solve
•• consider the abilities of others, and adapt what they do accordingly
•• develop their decision-making ability when in game or performance situations
Young people:
•• are able to choose the activities and level, both competitive and
non-competitive, at which they wish to be involved
•• have the ability to make decisions with conviction, without relying constantly
on direction from the coach / leader
•• identify ways in which they can improve at the activity and practise accordingly
•• vary and adapt their actions in response to changing circumstances
In Community
Young people:
•• recognise the personal and societal benefits of participating in sport and
physical activities in their personal time
•• are proactive about developing their ability in their chosen activities
•• are able to make decisions with self-assurance, without continuously needing
guidance from the group leader or coach
•• adapt their performance in response to changing situations
w

Outcome 6
Young people strive to maximise their personal potential in
physical education, physical activity and sport, and to recognise
and respect the potential of others
p 25
In Class
Young people:
•• do their best when participating in physical education lessons
•• can compare their performance with that of others
•• seek guidance on what they need to do in order to improve
•• support others in their class who are trying to improve
Young people:
•• are interested in reaching their potential in sport and physical activities of their
choice, while not limiting the range of activities in which they are engaged
•• devote personal time to extra practice, without overtraining
•• believe that they have the potential to further improve on their
accomplishments
•• show interest in the efforts of others who are engaging in sport and physical
activity and provide support as appropriate
In Community
Young people:
•• are determined to fulfil their potential in sports and physical activities of
their choice
•• assign personal time to training and preparation
•• ask for advice on how to progress
•• facilitate others in their efforts to improve by helping to organise activities
w

Outcome 7
Young people enjoy and appreciate the benefits of physical
p 26
In Class
Young people:
•• are happy in the physical education lesson and interact with their classmates
in a positive way
•• come to class on time, with kit and ready to take part in activities
•• recognise the importance of what they can learn in physical education
•• share what they do in physical education with family and friends
Young people:
•• show their commitment to their sports club or physical activity group by
attending training sessions and competitions / events
•• show an interest in the school’s clubs and physical activities by viewing
noticeboards on a regular basis
•• contribute to the running of the sports club or physical activity
•• are happy to demonstrate their affiliation to their school’s sport or
physical activities
•• assign personal time to physical activities outside of organised sport
In Community
Young people:
•• take part in club activities or activity of their choice, on an independent basis
•• are committed to their club or group and are interested in its development
•• are happy to commit fully to each session
•• talk about what they are doing in their club or group with enthusiasm
•• keep up-to-date on developments within their sport or physical activity
•• develop and value a lifestyle which accommodates participation in sport and
physical activity on a regular basis
w

Physical Education,
Developing a plan to
achieve our vision

2.Introduction to Get Active 2
The National Guidelines on Physical Activity for Ireland state that
all children and young people should be active, at a moderate-to-vigorous
level, for at least 60 minutes every day.
The Get Active series provides a planning framework which facilitates the achievement
of this goal, along with the development of skilled performance and the knowledge and
attitudes which will support and sustain lifelong active lifestyles.
Get Active 1 sets out the desired outcomes of children’s and young people’s
participation in physical education, physical activity and sport. These desired outcomes
create a common vision, language and understanding of what children and young people
should be working towards, along with their teachers, coaches or sports leaders across
school and community contexts. They also serve as criteria for reviewing the current
position in order to identify priorities for action.
Get Active 2 aims to guide users in working towards these desired outcomes through
the formulation and implementation of a plan. The processes involved are similar to
other planning frameworks in place across education and community settings and as such
should be familiar to users. The purpose of the guide is to raise awareness of the range
of physical activity experiences to which children and young people are exposed and to
promote co-operation among providers in forging school-community links. The intention
in this is to ensure that practices within schools and in community contexts are symbiotic,
mutually supportive and essentially child-centred or young-person-centred.
p 28

More specifically, this guide is intended to assist users in:
•• setting tangible achievable objectives to chart progress towards realising the
desired outcomes set out in Get Active 1
•• planning measures or initiatives to improve the level of engagement in physical
education, physical activity and sport (to be known hereafter as PEPAS)
•• implementing initiatives
•• evaluating the effectiveness of initiatives in cultivating a positive culture to support
physically active lifestyles (further information on evaluation will be provided in
Get Active 3)
Get Active 2 refers to both children (with particular reference to those attending
primary school) and young people (with particular reference to those attending post-primary
school). The guide is of relevance to all who work with children or young
people, whether in school or community contexts.
Section 2 of this document outlines the planning cycle for PEPAS, and it applies the cycle
to the three settings that are identified in Get Active 1: in class, in co-curricular activities,
and in community. Thus, while it is important that each is aware of the efforts of the
other, school and community groups are addressed independently, as follows:
•• Sections 2.4.1 and 2.4.2 refer to planning and implementation in schools
•• Section 2.4.3 refers to planning and implementation in community settings.
Finally, in recognition of the level of multi-stakeholder collaboration required in the
design and implementation of an effective PEPAS plan, details of the individual roles and
responsibilities of the various stakeholders are provided in this section.
p 29
Stakeholders include:
•• School leaders and teachers
•• Children and young people
•• Parents and families
•• Community based organisations and groups including:-
-- Local Sports Partnership (LSP) Sports Officers
-- Sport’s National Governing Bodies (NGBs)
-- Health Service Executive (HSE) Physical Activity Co-ordinators
Government is also a stakeholder, in view of its responsibilities in the area of health
and well-being.

2.1 How does the Get Active Guide Relate to
Other School Schemes?
There are a number of other initiatives that are designed to promote healthy active
lifestyles through good practice and quality programmes. Among them are the Health
Promoting School, the Active School Flag and An Taisce’s Green Flag. The Get Active guide
is not intended to replace or duplicate those initiatives. Rather, it augments or supports
what they might provide. All of these schemes can reinforce and complement one
another.
The Health Promoting School (HPS) is part of a Europe-wide network – the
Schools for Health in Europe (SHE) Network–which aims to support schools in the
promotion of health. A large number of Irish schools are currently working through
the HPS process supported by local Health Promotion Departments. The PEPAS
guidelines are aligned with those of the HPS in recognising the influence of context or
setting, the role of stakeholders, and the importance of a systematic approach to the
development of policy influenced by the needs of the school and its students and to the
evaluation of its implementation. Working towards a HPS involves a structured process
entailing a needs audit, as with a PEPAS plan. This audit is used to determine priority
areas for action. Physical activity is often identified as a key area for action and in these
circumstances, schools that follow the Get Active guidelines will be meeting the physical
activity requirements of the Health Promoting School.
The Active School Flag (ASF) involves schools in a process of self-evaluation around
provision. It focuses on: curriculum planning; co-curricular activities; additional promotion
of physical activity and health-related exercise; links with community; and qualifications,
training and resources. The Active School Flag provides a mechanism which acts both as
an incentive and as a guide for schools interested in promoting quality physical education,
physical activity and sport. Steps 4, 5 and 6 of the process outlined in Get Active 2 (In
school) relate directly to the measures required to seek ASF accreditation. Schools
following the Get Active process can refer to the Active School Flag website for guidance
around provision and specific examples of what works.
An Taisce’s Green Flag Award incorporates a physical activity dimension in its
travel theme which refers to walking and cycling to schools. As well as benefiting the
environment, walking and cycling to school can increase daily physical activity, and thus
can serve as a means of addressing some of the desired outcomes set out in Get Active
1. While the award scheme is school-focused, these forms of activity occur in the
community and therefore represent a school-community link. Walking and cycling are
also encouraged through the Active School Flag.
p 30

The Get Active guide speaks to a public health and physical activity agenda in attending
to school and community physical activity and sport. It fills a gap in school policy terms,
in addressing co-curricular physical activity and sport, and encourages both school and
community-based providers to consider the implications of their combined influences
and actions on the child and young person.
p 31

Developing a Plan to Achieve Our
Vision: The process at a glance
This chapter outlines a six-step process for developing a plan to achieve our vision.
Section 2.2 gives an overview of the process. Section 2.3 considers the role and
composition of a co-ordinating team. The rest of the section falls into three parts, dealing
in turn with the three contexts identified in Get Active 1:
•• In Class
•• In Co-Curricular Activities
•• In Community
2.2 The Process at a Glance
Figure 1 presents the basic planning framework for PEPAS. It is a six-step
process:
Step 1: Establish a representative team to organise and co-ordinate the
p 32
development of the plan
Step 2: Review the current situation, to determine where the school or
organisation is at in relation to PEPAS and how well it is achieving the
desired outcomes set out in Get Active 1
Step 3: Identify priorities for development or improvement
Step 4: Prepare action plans to address the priorities, setting out targets or desired
outcomes and specifying who will do what, when and with what resources in
order to achieve them
Step 5: Implement the action plans, monitoring progress so that the plans can be
adjusted in the light of experience if necessary
Step 6: Evaluate the success of the action plans in reaching the targets or desired
outcomes

As the diagram shows, Steps 2 to 6 form a Planning Cycle that revolves around the core
mission, vision and aims of the school or organisation.
Fig. 1 Basic planning framework for PEPAS
Step 1
Establish
Co-ordinating Team
Step 2
Review
Step 6
Evaluate Mission
p 33
Step 3
Identify
Priorities
Step 4
Action Plan
Step 5
Implement
Vision
Aims

2.3 The Co-ordinating Team
Step 1: Establish a Co-ordinating Team
Step 1 in the proposed planning process is to establish a Co-ordinating Team. In general
terms, the role of this team is to organise and co-ordinate the planning process. It is
recognised, however, that every school and community organisation is a unique blend
of context factors, with its own distinct set of strengths and challenges. Accordingly,
the specifics of the role of a Co-ordinating Team will be determined by the individual
circumstances and particular needs of the school or community. The Co-ordinating
Team may:
1 facilitate the development and implementation of the PEPAS plan and its
component action plans, including the organisation and acquisition of resources
required to ensure the realisation of the objectives
2 liaise with other groups or stakeholders in order to communicate and advocate for
the plan and garner support for its implementation
3 align the implementation of the plan with the activities of other
schools and community-based groups in the area, as appropriate
4 ensure that developments at national and local level are reflected in the plan and its
implementation, in order to maintain good practice
The Co-ordinating Team should be representative of the various stakeholders in the
school or community organisation. Figure 2 identifies the relevant stakeholders and
outlines the suggested composition of the team.
The Co-ordinating Team should be transparent and accountable in its work. The team
should take care to communicate and consult appropriately with all relevant parties in
order to maintain confidence and foster co-operation.
Arrangements for the leadership of the Co-ordinating Team should be agreed to ensure
that the team operates effectively. Leadership may be shared or rotated among members
if required.
p 34

Fig. 2 Suggested composition of Co-ordinating Team
p 35
School
Management
• A representative of the Board
of Management or
• A representative of the
Trustees or
• Principal or Deputy Principal
Parents
• A parent nominee on the
Board of Management or
Parents’ Association or
• A parent who has physical
activity experience or expertise
Students
Student Council
Teachers
• Physical Education teacher
and/or teacher with some
expertise and experience in
physical activity
External Providers
• The school may call upon
expertise from other
organisations as appropriate.
See Section 2.8 for details.
Community
Group
Management
• A representative of the club’s
management committee or
• The relevant sport’s governing
body or
• The Community Council or
• Foróige or others
Parents
• A parent who has physical
activity experience
or expertise
Young People
• A representative of those
involved in the activity in their
community
Physical Activity
or Sports Leaders
• A representative of those who
support and lead physical
activity (formal or informal)
in the community
Other
• Community groups may call
upon expertise or support
from other organisations.
See Section 2.8 for details.

2.4 The Planning Cycle in Context
Get Active 1 identified three settings for physical education, physical activity and sport
in the lives of children and young people: in class, in co-curricular activities, and in
community. This section applies the planning cycle to each of these contexts in turn.
The first two contexts – in class and in co-curricular activities – involve planning by the
school. While they are addressed separately in this document for the sake of clarity, they
should be considered together by the school. It is strongly recommended that there be a
clear link between them, with opportunities for practice and progression.
p 36
2.4.1 In School: In Class
This PEPAS context refers to what is taught in class time as part of the school
curriculum. It refers principally to physical education and social, personal and health
education but may also include other subjects that can support or enhance the quality
of the PEPAS outcomes. School situations vary widely, and the actual curriculum taught
in any school is inevitably shaped by a range of factors. Such factors might include the
people involved, the location of the school, the community within which it is set, and
the resources and facilities available. The planning challenge for the school is to ensure
that the curriculum makes the best possible provision for PEPAS, in the light of school
circumstances, so that quality outcomes are achieved for all students.
The sets of questions and pointers that follow are intended to guide the process
of planning for in-class PEPAS through the stages of the planning cycle: review,
prioritisation, action planning, implementation, and evaluation (steps 2-6 of the

framework presented in Figure 1). These lists of prompts should not be regarded as
comprehensive: the school may amend them or add to them to ensure an appropriate
focus on its own particular circumstances.
Step 2: Review
The purpose of the review process is to establish ‘where the school is at’ now, regarding
provision for physical education, underpinning values, and performance in relation to the
desired outcomes set out in Get Active 1.
The review should consider both the hard data concerning PEPAS in the school (such
as the number of timetabled hours of physical education per week for each class group,
or the range of activities provided for in physical education classes) and the views of the
different parties in the school community.
Provision
•• What PEPAS activities are provided for in the school curriculum, and at what level?
•• Are these activities meaningful and relevant to the lives of children or young people?
•• Are these activities in keeping with good practice recommendations from
p 37
relevant bodies?
•• Are these activities conducted in accordance with health and safety and child
protection requirements?
•• How much curricular time is allotted to physical education and related subject
areas for each class group? Does the time allotted allow the desired learning
outcomes to be achieved? Is the time allotted in line with the recommendations of
the Department of Education and Skills?
•• Are those teaching physical education appropriately qualified to do so?
•• Are there adequate resources and appropriate facilities in place to deliver the
physical education and social personal and health education programmes?
•• Do management and staff support and facilitate quality programmes in physical
education and social personal health education?
•• How do the PEPAS activities that take place in class time relate to what goes on in
co-curricular time and in the community?
Values
•• What are the values that underpin the physical education and social, personal and
health programmes?
•• How do these values relate to the school mission?
•• In the context of PEPAS, is there consistency between the values professed by the
school in its statement of mission, vision and aims and the values reflected in the
reality of school life?

Performance regarding Desired Outcomes
Get Active 1 set out the desired outcomes of quality physical education, physical activity
and sport as follows:
p 38
Children and young people who…
1 are committed to regular participation in physical education, physical
activity and sport, including walking or cycling for everyday travel needs
2 possess knowledge and understanding of the role of physical education,
3 have the confidence to get involved in physical education, physical activity and sport
4 have the physical, social and emotional competencies to participate in
5 are able to make informed decisions (with the support of their parents or
guardians as appropriate) regarding their participation in physical education,
physical activity and sport
6 strive to maximise their personal potential in physical education, physical
7 enjoy and appreciate the benefits of physical education, physical
activity and sport
Criteria regarding the in-class context are provided for each desired outcome.
In relation to each of these desired outcomes in turn, and taking account of the criteria
for the in-class context in each case:
•• Overall, how well is this outcome achieved in the school?
•• Are there particular groups within the student body who do not achieve this
outcome? Do these groups have particular needs that should be taken into account?
How well does the school’s curricular provision for PEPAS cater for their needs?
•• Which criteria for this outcome is the school most successful in meeting? Which
criteria is it least successful in meeting?

p 39
Step 3: Identify Priorities
Step 3 involves:
•• analysing the data gathered in the review process to establish the school’s strengths
and weaknesses with regard to in-class PEPAS
•• identifying aspects of in-class PEPAS that are working well and that should be
continued
•• identifying needs that must be addressed and possibilities for development
•• identifying factors that must be taken into account in planning for in-class PEPAS in
the school
•• in the light of the foregoing, selecting the priorities that will form the basis for
action planning
The choice of priorities should focus on improving outcomes for students, giving due
consideration to good practice recommendations, health and safety and child protection
requirements, and recognising the extent and limitations of the school’s resources and
facilities. The views of the school community should be taken into account. The choice
of priorities should balance the continuity of existing good practice, the consolidation of
recent innovations, and the introduction of new developments.
Step 4: Action Plan
In Step 4, the priorities are translated into specific objectives or targets, and action plans
are devised to achieve those targets.
An action plan usually focuses on a particular priority. In relation to that
priority, it specifies:
•• Targets: what is to be achieved; the improvement objectives
•• Tasks: what is to be done to attain the targets; the actions or measures that are
to be taken to effect improvement
•• Resources: the human, financial, organisational, and physical resources needed for
implementation
•• Remits: who is to do what
•• Time frames: when the actual tasks will be done; the deadline by which actions
or measures will be accomplished
•• Success criteria: the outcomes that will indicate that the plan is achieving or has
achieved its objectives
•• Monitoring and evaluation procedures
When setting targets for in-class PEPAS, it is important to start from ‘where
the school is at’. The targets should be realistic, taking account of the school’s
baseline or starting position, and achievable with the resources, personnel and

time available. Nevertheless, they should be challenging enough to give impetus
to improvement. When deciding on targets, consideration should be given to the
desired outcomes and criteria set out in Get Active 1, especially those that the
school is currently least successful in meeting.
The choice of actions or measures to achieve the targets may be influenced by:
•• existing good practice measures that are working well in the school
•• good practice measures that are working well in similar situations in other schools
•• advice from support services or educational experts
•• external evaluation
•• findings of educational research
•• feedback from students or parents
•• innovative suggestions from teachers
•• resource considerations (including staff professional development needs)
The success criteria should be derived from the targets and tasks. They are statements
of how things should be if the actions or measures are successfully implemented and the
targets or objectives are achieved.
In relation to Step 4, it is important to consider at the outset:
•• how the stakeholders in the school community will be involved or consulted in the
p 40
process of action planning
•• how the completed action plans will be shared with the different parties in the school
community when they have been approved by the school’s Board of Management
Step 5: Implement
Step 5 involves the implementation of the action plans and the monitoring of progress
to keep the plans on track. Monitoring should be carried out in accordance with the
decisions made at Step 4 regarding who should have overall responsibility for monitoring,
who should be involved in the process, what strategies should be used, and how often
progress should be checked.
The following questions may prove helpful in the monitoring process:
•• How well is focus being maintained on the targets specified in the action plans?
•• Are the proposed actions or measures being carried out?
•• Are the proposed time frames being adhered to?
•• Is there evidence of progress towards the attainment of the targets?
•• Are there difficulties that need to be addressed? Are there adjustments that need
to be made to the action plans?

•• Are the desired learning outcomes and expected standards of performance shared
with the children / young people? How?
•• What teaching styles are employed? Are they appropriate for promoting the
p 41
desired learning outcomes?
•• Are the children or young people encouraged to take responsibility for their own
learning? How?
•• Are measures in place to ensure an inclusive approach to teaching and learning in
the physical education lesson?
Step 6: Evaluate
Step 6 takes place at the end of an agreed period of implementation. It involves a
systematic examination of the outcomes of the actions or measures that have been
implemented, in order to ascertain the extent to which the targets specified in the
action plans have been achieved. In Step 4, success criteria were developed for each
action plan, specifying its desired outcomes. In Step 6, evidence of the actual outcomes
is collected, and the actual outcomes are measured against the desired outcomes, thus
revealing the level of success that has been achieved. The findings of the evaluation feed
into future planning.
The main focus of Step 6 should be on evaluating the outcomes for children or young
people, and the impact on their learning.
The following questions may prove helpful in the evaluation process,
procedures for which will have been decided at Step 4:
•• On the basis of the success criteria, what evidence do we need to collect?
•• From whom or from where do we need to get information?
•• What methods will we use to collect the information we need?
•• What time scale will be involved in collecting the information?
•• To what extent will children or young people be involved in the measurement
of outcomes?
•• When we have completed the evaluation, who will be informed of the findings? How?
•• How will progress and attainment be recognised and achievement acknowledged?
•• How will the findings inform planning for future learning?

2.4.2 In School: Co-Curricular Activities
Co-curricular activities are school-related activities that complement the curriculum,
but that take place outside of timetabled class time. As with the curriculum, the co-curricular
programme offered by a school is shaped by its unique combination of
context factors. The range of co-curricular activities may be influenced by factors such
as the needs and interests of the children and young people; the activity / sporting
culture in the locality; the expertise within the school staff and the local community; and
the nature of the resources and facilities available. A major planning challenge for the
school is to ensure that the range of co-curricular PEPAS activities on offer provides
opportunities for widespread participation.
The sets of questions and pointers that follow are intended to guide the process
of planning for co-curricular PEPAS through the stages of the planning cycle: review,
prioritisation, action planning, implementation, and evaluation (steps 2-6 of the
framework presented in Figure 1). These lists of prompts should not be regarded as
comprehensive: the school may amend them or add to them to ensure an appropriate
focus on its own particular circumstances.
Step 2: Review
The questions below are intended to guide the review process in order to establish
‘where the school is at’ now in relation to co-curricular physical activity and sport.
Provision
•• What range of activities is provided and at what level? Does the range cater for
a varied spectrum of interests, skills and capacities? Is the range broad and
balanced, offering opportunities for both competitive and non-competitive activity,
on both an individual and a group basis?
•• What rate of participation by children or young people do the various activities
attract? How enduring is the participation of children or young people? What
proportion of the children or young people in the school never participate in
co-curricular physical activity or sport?
p 42

•• Are there adequate resources and appropriate facilities in place to sustain the co-curricular
p 43
programme?
•• How do management and staff support and facilitate the co-curricular programme?
•• How do the activities relate to curriculum and community-based activities?
•• Are those involved in organising and running co-curricular physical activities appropriately
experienced and / or qualified? What measures are in place to support them?
•• Are co-curricular physical activities conducted in accordance with health and safety
and child protection requirements?
•• Has the school established a scheme to promote walking and cycling to school?
•• Has the school established a healthy eating policy?
Values
•• What are the values that underpin the co-curricular programme?
•• How do these values relate to the school mission?
•• How are these values shared with the school community and others?
•• What measures are in place to ensure that external providers respect the school’s
mission and philosophy, and that what they provide is in response to the needs of
the children and young people?
1 are committed to regular participation in physical education, physical
activity and sport, including walking or cycling for everyday travel needs
7 enjoy and appreciate the benefits of physical education, physical activity and sport

Criteria regarding the co-curricular context are provided for each desired outcome.
In relation to each of these desired outcomes in turn, and taking account of the criteria
for the co-curricular context in each case:
•• Overall, how well is this outcome achieved in the school? How well does the co-curricular
programme of physical activities support the achievement of this outcome?
•• Are there particular groups within the student body who do not achieve this outcome?
Have these groups particular needs that should be taken into account? How well
does the school’s co-curricular programme of physical activities cater for their needs?
•• Which criteria for this outcome is the school’s co-curricular programme most
successful in meeting? Which criteria is it least successful in meeting?
p 44
Step 3 involves:
•• analysing the data gathered in the review process to establish the strengths and
weaknesses of the school’s co-curricular programme of physical activity and sport
•• identifying aspects of the co-curricular programme that are working well and that
should be continued
•• identifying factors that must be taken into account in planning for co-curricular
physical activity and sport in the school
action planning
The choice or priorities should focus on improving outcomes for students, giving due
consideration to good practice recommendations, health and safety and child protection
requirements, and recognising the extent and limitations of the resources and facilities
that are available to the school. The views of the school community and of external
providers should be taken into account. The choice of priorities should balance the
continuity of existing good practice, the consolidation of recent innovations, and the
introduction of new developments.

p 45
Step 4: Action Plan
In Step 4, the priorities are translated into specific objectives or targets, and action plans
are devised to achieve those targets.
An action plan usually focuses on a particular priority. In relation to that
priority, it specifies:
to be taken to effect improvement
implementation
When setting targets for co-curricular physical activity and sport, it is important to
start from ‘where the school is at’. The targets should be realistic, taking account of
the school’s baseline or starting position, and achievable with the resources, personnel
and time available. Nevertheless, they should be challenging enough to give impetus to
improvement. When deciding on targets, consideration should be given to the desired
outcomes and criteria set out in Get Active 1, especially those that the school’s co-curricular
programme is currently least successful in meeting.
•• existing good practice measures that are working well in the school
•• good practice measures that are working well in similar situations in other schools
•• advice from support services or from those with expertise in the area of PEPAS
•• external evaluation
•• findings of educational research
•• feedback from students or parents
•• innovative suggestions from teachers
•• innovative suggestions from external providers
•• resource considerations (including staff professional development needs)

•• How will the stakeholders in the school community be involved or consulted in the
process of action planning? How will external providers be involved or consulted?
•• How will the completed action plans be shared with the different parties in the
school community when they have been approved by the school’s Board of
Management? How will they be shared with external providers?
p 46
Step 5: Implement
•• Are the children or young people being enabled to take part in the co-curricular
activities? How?
•• Are the desired learning outcomes and expected standards of performance shared
with the children / young people? Is it clear to them what they are expected to
know and to be able to do?
•• Are the children or young people supported in adopting a range of roles and
responsibilities in the co-curricular programme (activity organiser or leader,
assistant coach, referee)?
•• Are measures in place to ensure an inclusive approach to co-curricular PEPAS?
•• Is there a common approach across activities when involving parents, guardians or
carers?
•• Are measures in place to ensure that involvement in co-curricular activities does
not compromise learning during curricular time?
•• Are measures in place to ensure that children or young people understand how
their experiences in school and community complement each other?

Step 6: Evaluate
implemented, in order to ascertain the extent to which the targets specified in the
action plans have been achieved. In Step 4, success criteria were developed for each
action plan, specifying its desired outcomes. In Step 6, evidence of the actual outcomes
is collected, and the actual outcomes are measured against the desired outcomes, thus
revealing the level of success that has been achieved. The findings of the evaluation feed
into future planning.
The main focus of Step 6 should be on evaluating the outcomes for children or young
people, the impact on their learning.
•• To what extent will children or young people be involved in the measurement of
p 47
outcomes?
•• To what extent will external providers be involved in the measurement of outcomes?
•• How will progress and attainment be recognised? How will success be
acknowledged or celebrated in the school community?
•• How will the findings inform planning for the future?

p 48
2.4.3 In Community
Community-based activities are those which take place outside of school. They
may include organised activities undertaken in a club, informal activities undertaken
individually or as part of a group, in addition to walking or cycling as part of everyday
travel needs. The focus in the Get Active guide is on the promotion and support of these
activities by community-based organisations and groups.
The sets of questions that follow are intended to guide the process of planning for
community-based PEPAS through the stages of the planning cycle: review, prioritisation,
action planning, implementation, and evaluation (steps 2-6 of the framework presented
in Figure 1). These lists of prompts should not be regarded as comprehensive. The
organisation or group may amend them or add to them to ensure an appropriate focus
on its own particular circumstances.
Step 2: Review
The questions below are intended to guide the review process in order to establish ‘where the
organisation or group is at’ now in relation to community-based physical activity and sport.
Provision
•• What activities are provided? What is the purpose of the activities?
•• How do these activities relate to what goes on in school?
•• What level of participation by children or young people in the community do these
activities attract?
•• Do the children or young people have an opportunity to engage in the activities at
a range of levels?
•• Are there adequate resources and appropriate facilities for the activities in place?
•• Is there co-operation with schools and other relevant organisations in the planning
of activities?
•• Are those involved in the activities appropriately experienced and / or qualified?
What measures are in place to support them?
•• Are the activities conducted in accordance with health and safety and child
protection requirements?

p 49
Values
•• What are the values that underpin the organisation / group?
•• How are these values shared with the children or young people, parents / guardians,
school community and others?
1 are committed to regular participation in physical education, physical activity
7 enjoy and appreciate the benefits of physical education, physical activity
and sport
Criteria regarding the community context are provided for each desired outcome.
In relation to each of these desired outcomes in turn, and taking account of
the criteria for the community context in each case:
•• Overall, how well is this outcome achieved by the organisation?
•• Are there particular groups of children or young people who do not achieve this
outcome? Have these groups particular needs that should be taken into account?
How well does the organisation’s provision for physical activity and sport cater for
their needs?
•• Which criteria for this outcome is the organisation most successful in meeting?
Which criteria is it least successful in meeting?

p 50
Step 3 involves:
•• analysing the data gathered in the review process to establish the organisation’s
strengths and weaknesses with regard to community-based physical activity and sport
•• identifying aspects of the organisation’s programme that are working well and that
should be continued
•• identifying factors that must be taken into account by the organisation in planning
for community-based physical activity and sport
action planning
The choice of priorities should focus on improving outcomes for children and young
people, giving due consideration to good practice recommendations, health and safety
and child protection requirements, and recognising the extent and limitations of the
organisation’s resources and facilities. The views of relevant parties in the community
should be taken into account, especially those of the children or young people and their
parents or guardians. The choice of priorities should balance the continuity of existing
good practice, the consolidation of recent innovations, and the introduction of new
developments.
Step 4: Action Plan
In Step 4, the priorities for improvement are translated into specific objectives or
targets, and action plans are devised to achieve those targets.
An action plan usually focuses on a particular priority. In relation to that priority,
it specifies:
to be taken to achieve the desired outcomes
implementation

When setting targets for community-based physical activity and sport, it is important to
start from ‘where the organisation is at’. The targets should be realistic, taking account
of the organisation’s baseline or starting position, and achievable with the resources,
personnel and time available. Nevertheless, they should be challenging enough to give
impetus to improvement. When deciding on targets, consideration should be given to
the desired outcomes and criteria set out in Get Active 1, especially those that the
organisation’s programme is currently least successful in meeting.
•• existing good practice measures that are working well in the organisation
•• good practice measures that are working well in similar situations in other
p 51
community organisations
•• advice from those with expertise in physical activity or sport, especially in
community settings
•• findings of relevant research
•• feedback from children or young people or parents / guardians
•• innovative suggestions from members of the organisation
•• resource considerations
•• How will the stakeholders in the community be involved or consulted in the
process of action planning?
•• How will the completed action plans be shared with members of the organisation
and with the community? How will they be shared with other relevant organisations?
Step 5: Implement

p 52
•• Are expectations and goals agreed with the children / young people taking part in
the activities promoted by the organisation? How?
•• Are the children or young people supported in adopting a range of roles and
responsibilities in the activities (activity organiser or leader, assistant coach, referee)?
•• Are structures in place to guide and support young people in their efforts to
continue to develop as a player or athlete?
•• Are parents or guardians or carers involved in the organisation’s activities? If so, on
what basis?
•• Are measures in place to ensure an inclusive approach to the activities?
•• Are measures in place to ensure that the interests of the children or young people
are paramount?
•• Are measures in place to ensure that children or young people understand how
their experiences in school and community complement each other?
Step 6: Evaluate
implemented, in order to ascertain the extent to which the targets specified in the action
plans have been achieved. In Step 4, success criteria were developed for each action plan,
specifying its desired outcomes. In Step 6, evidence of the actual outcomes is collected, and
the actual outcomes are measured against the desired outcomes, thus revealing the level of
success that has been achieved. The findings of the evaluation feed into future planning.
The main focus of Step 6 should be on evaluating the outcomes for children or young people.
•• To what extent will children or young people be involved in the measurement
of outcomes?
•• How will progress and attainment be recognised? How will success be acknowledged
or celebrated within the group / team, in the organisation and in the community?
•• How will the findings inform planning for the future?

Stakeholder Involvement
The World Health Organisation defines stakeholders as those ‘who have important
information about an issue or policy area, who will be affected by a decision, or who may
be able to affect a decision’ 1(WHO, 2008 p.25). The design and implementation of PEPAS
plans may involve a range of stakeholders, including government departments, teachers and
other school staff, children and young people, parents and families, and community-based
organisations. In this section, the roles and responsibilities of a number of key stakeholders
in meeting the child’s or young person’s physical activity interests and needs are outlined.
2.5 School Leaders and Teachers
Boards of Management
The board of management of a school has responsibility for arranging the preparation
of the school plan and for ensuring that it is implemented. The board is responsible for
ensuring that the school provides for the educational needs of its students. Accordingly,
the board should ensure that the school plan includes a PEPAS plan and that school
partners (including the trustees / patron, parents and young people) are consulted about
its content.
Principal
The principal has a key role in leading and managing the development of the school and
in devising school policy. The principal can support the preparation and implementation
of an effective PEPAS programme through a range of measures, including:
•• allocating adequate time on the timetable to allow a quality experience of physical
education (the Department of Education and Skills recommends one hour per
week at primary level and two hours per week at post-primary level)
•• ensuring adequate resources are in place to support a quality experience of physical
education and co-curricular physical activity and sport
•• ensuring that co-curricular activities are provided by personnel with appropriate
p 53
qualifications and experience

•• ensuring that arrangements are made for the co-ordination and promotion of co-curricular
•• encouraging teachers, coaches and sports leaders to engage in ongoing professional
p 54
development
•• liaising with outside organisations to gain access to a broader range of activities
and facilities
•• publicly supporting the promotion of a physical activity culture in the school
through initiatives such as the Health Promoting School and the Active School Flag
and acknowledging those who contribute to it
Primary School Teacher
Physical education is one of the eleven mandatory curriculum subjects at primary
level and is taught by the class teacher. The class teacher has a unique and important
relationship with the children and he or she is often best placed to design and
implement a programme that is appropriate to their learning needs and context, while
adhering to the requirements of the curriculum. In some cases, the class teacher may
call upon others (e.g. colleagues, external providers as appropriate) for support in the
implementation of the programme, if this is in the best interest of the children. The class
teacher may:
1 contribute to the PEPAS plan as a member of the co-ordinating committee
2 become directly involved in co-curricular physical activity and sport programme in
a coaching / organising capacity, if appropriate
3 support the school’s co-curricular programme by acknowledging participation and
celebrating success through their interactions with the children
For further information see
Irish Primary Physical Education Association. Online at: http://www.irishprimarype.com/
Post-Primary Physical Education Teacher
The physical education teacher is responsible for the teaching and learning that takes
place during class time. In working within the framework of prescribed syllabi and
programmes, the physical education teacher aims to promote learning outcomes,
support the physical and mental well-being of students, and guide students in the
development of pathways for lifelong participation in physical activity.
Physical education teachers have the potential to act as a key reference point in the
development and implementation of the PEPAS plan. They may choose to adopt a
number of roles within the school, as appropriate to the context.

For example, the physical education teacher may:
1 utilise their expertise to guide and support the development and implementation of the
school’s PEPAS plan, in consultation with other members of the co-ordinating team
2 support the planning and organisation of the school’s co-curricular activities in an
p 55
advisory capacity
3 be directly involved in some elements of the co-curricular physical activity and
sport programme in a coaching / organising capacity
For further information see Physical Education Association of Ireland. Online at:
http://www.peai.org/home.html
Teachers and Staff
All teachers and staff have a role in the promotion of a physical activity culture within
the school. Some teachers and ancillary staff are directly involved in coaching, leading
physical activity or sport and make an enormous contribution to school life and the life
experiences of children and young people in so doing. Such stakeholders may be:
1 consulted or directly involved in the formulation of the school’s PEPAS plan
2 encouraged to examine how their contribution relates to the school’s mission and
plan on PEPAS
3 facilitated and supported in their efforts
4 encouraged to develop their capacities in their chosen activity
The school may prioritise the area of PEPAS through the allocation of a post of responsibility
for the co-ordination and promotion of school physical activity and sport. Other teachers
can support the school’s co-curricular programme by acknowledging participation and
celebrating success through their interactions with children or young people.

2.6 Children and Young People
Children and young people should be encouraged to be active agents in their own
learning2 when involved in physical education, co-curricular or community-based physical
activities or sport. Their duty is to participate in a responsible, respectful, fair and safe
manner3 in their own interest and that of others. It is important that children and
young people enjoy their experience of physical activity, particularly in the early years4.
As they get older, young people should take responsibility for the nature and extent of
their participation in physical activity and begin to make choices that will enable them
to engage in active, healthy lifestyles. These choices may refer to the types of activity
in which they engage; the skills, knowledge, and understanding they should have; or
qualifications they may need in order to pursue these activities.
There are a number of other ways children and young people can contribute to the
development of their own and others’ capacities in physical education, physical activity
and sport. They can:
•• work towards achieving the outcomes set out in Get Active 1
•• seek the support and assistance of others such as parents, guardians, teachers,
coaches and sports leaders in an effort to meet objectives they cannot achieve
independently
•• become engaged in the development and implementation of the school’s PEPAS
policy when consulted or through their student council if in post-primary school
•• develop their qualifications and experience in their chosen activities so that they
can contribute to the promotion of the activity as a leader or coach
2.7 Parents and Families
Parental or guardian support and interest can positively influence the nature and extent
of a child’s or young person’s participation in physical activity and sport. This influence is
most effective where parents or guardians pursue an active lifestyle themselves. Valuable
information for parents and guardians can be found on:
•• Get Ireland Active Children’s Fact Sheet (HSE)
•• Get Kids on the Go (Irish Heart Foundation)
Online at: http://www.getirelandactive.ie/index.php?p=publications
p 56

Other ways parents / guardians can promote active lifestyles among children
and young people include:
•• Getting involved in the school’s Parents’ Association. The association is the
structure through which parents in a school can work with the principal, staff and
the board of management to create a physical activity culture in the school.
•• Volunteering in a local club or group on a coaching / leading basis. Alternatively, they
might assist in other aspects of running the club or group.
•• Encouraging their son or daughter to walk or cycle to school, where possible and
safe to do so. For an example of good practice see online at: http://www.adamstown.
ie/index.php?option=com_content&task=view&id=360&Itemid=329
•• Regularly arranging physical activities in which all members of the family can
p 57
participate together.
2.8 Community-based Organisations and Groups
Many organisations have a role to play in creating, promoting and sustaining physical
activity and sport in schools and communities. These include Local Sports Partnership
Officers, Sport’s National Governing Bodies and Health Service Executive Physical
Activity Co-ordinators.
Local Sports Partnership Sports Officers
Sports Officers working within the framework of the Local Sports Partnerships offer
recreational sport to local people. Key tasks in which the partnerships are involved
include: the creation and implementation of plans for long-term local sports development;
the establishment of a sustainable structure to assist all those involved in local sports
development to face the associated challenges; the delivery of projects and programmes
particularly for target groups; establishing networks and sports forums at local level.
The role of the Local Sports Partnerships is to work toward developing a sustainable
local sporting infrastructure which promotes increased opportunities for children and
young people to participate in sport and physical activity. This involves:
•• initiating, supporting and delivering participation programmes
•• providing quality training for volunteers and officials involved in the organisation of
sport for young people
•• enhancing local coach deployment
•• supporting the adoption of child welfare and protection policies and procedures

For more information on LSPs contact:
Irish Sports Council, Top Floor Block A, West End Business Park, Blanchardstown, Dublin 15
Tel: 01-8608800
Email: info@irishsportscouncil.ie
Website: www.irishsportscouncil.ie
Sport’s National Governing Bodies
With their member clubs and affiliates, sport’s national governing bodies (NGBs)
organise and administer most of the organised sport in Ireland; they train and
deploy coaches; they organise representative-level sport; and they provide sporting
opportunities and pathways leading from local sport to national and international
competition.
There are in excess of 60 NGBs of sport in Ireland ranging from large, well-resourced,
widely-recognised organisations engaging daily with children and young people, to
smaller NGBs that operate on a more limited basis. The role of the NGBs in young
people’s lives is varied.
In Schools: In co-curricular contexts
Some NGBs provide children and young people with opportunities for active
participation both recreationally and competitively. A number also provide opportunities
for young people to develop as coaches and officials.
Where schools engage NGB personnel for the purpose of co-curricular sport provision,
it is important that they consider whether or how such a contribution is in line with the
school’s mission and PEPAS plan.
p 58
In Community
Many NGBs provide opportunities for children and young people to take part in a
wide range of different activities across the sporting spectrum in a safe and secure
environment. The range includes opportunities to participate actively at recreational,
competitive or high-performance levels, along with opportunities to participate as
a coach, administrator or official. NGBs also provide social opportunities through
membership of sports clubs and attendance at sporting fixtures and events. All NGBs
have adopted and implemented the Code of Ethics and Good Practice for Children’s
Sport to ensure that young people are safeguarded in their participation in sport.

Health Service Executive (HSE) Physical Activity Co-ordinators
Physical Activity Co-ordinators, within Health Promotion, aim to promote and support
participation in physical activity among priority populations across all settings, including
education, community and the health services. A key role is to work in partnership with
other sectors involved in physical activity, such as local authorities, national organisations,
local sports partnerships, and community groups, to promote the national ‘Get Ireland
Active’ guidelines and to address the determinants of physical inactivity. Physical
Activity Co-ordinators aim to support schools through the Health Promoting Schools
Framework. Other programmes that work well through this integrated process include
the Active School Flag, Smarter Travel initiatives, and the Green Flag. The Physical Activity
Co-ordinator can support the school by:
-- acting as an advisor to the school’s Co-ordinating Team
-- providing links to physical activity / sports groups in the community
-- providing information on what physical activity materials and resources are
p 59
available
-- providing information on the Health Promoting School Framework
-- implementing programmes that focus on increasing participation in physical
activity
For HSE Dublin Mid-Leinster
contact
For HSE Dublin North East
contact:
Physical Activity Co-ordinator
HSE Dublin Mid-Leinster
Block B Civic Centre
Main St.
Bray
Co. Wicklow
01-2744200
HSE Dublin North East
Health Promotion Dept
Railway Street
Navan
046-9076400
For HSE South contact: For HSE West contact:
Health Promotion Department
Dean Street
Kilkenny
Co. Kilkenny
056-7761400
West City Centre
Seamus Quirke Road
Galway City
091-548321

2.9 Other Sources of Information
•• Education Centre Network. Online at: http://www.ateci.ie/
•• Irish Heart Foundation. Online at: http://www.irishheart.ie/iopen24/
•• Outdoor Education Ireland: The National Network of VEC Outdoor Education
Centres. Online at:http://www.oei.ie/index.php
•• Youth Work Ireland. Online at: http://www.youthworkireland.ie/home_lys.asp
•• School Completion Programme Ireland. Online at: http://www.education.ie/home/
home.jsp?pcategory=17216&ecategory=34299&language=EN
p 60
Notes:
1: World Health Organisation (2008) School Policy Framework: Implementation of the
WHO global strategy on diet, physical activity and health, Geneva: World Health
Organisation. Online at: http://www.who.int/dietphysicalactivity/schools/en/
2: Department of Education and Science & National Council for Curriculum and
Assessment (1999) Primary School Curriculum, The Stationery Office, Dublin.
Online at:http://www.curriculumonline.ie/en/Primary_School_Curriculum/
3: Sports Council Northern Ireland & The Irish Sports Council (2003) Code of Ethics
& Good Practice for Children’s Sport. Online at: http://www.instituteofsport.ie/
Participation/Code_of_Ethics/Code_of_Ethics_Manual/Content_PDF_/
4: The Irish Sports Council & National Coaching and Training Centre, Lifelong Involvement
in Sport and Physical Activity: The LISPA Model: Consultation Document.
Online at: http://www.coachingireland.com/files/The%20LIPSA%20Model.pdf

Physical Education,
Evaluating our progress

p 62 3. Introduction to Get Active 3
Get Active 1 set out the vision in terms of the desired outcomes of physical education,
physical activity and sport for children and young people. Get Active 2 outlined the
process of developing and implementing a plan in order to achieve that vision. This
section of the document, Get Active 3, is intended to guide users in relation to the
evaluation of those programmes that are in place. It seeks to ensure that evaluation is
carried out in a systematic way, in order to improve programme effectiveness. Some
of its elements may form the basis of an ongoing review process within the school and
community setting. It may also be usefully employed where schools are seeking the
Active School Flag (in relation to physical education and co-curriculum physical activity
and sport provision), the Health Promoting School Award (in relation to physical activity)
or the Green Flag Award (in relation to its travel theme).

3.1 Self-Evaluation: The What and Why
Self-evaluation, in the context of these guidelines, is a process whereby a school
or community group or club might reflect in a systematic way on how things are
in the organisation and measure that against how they should be. It is a process of
judging actual outcomes of a plan or programme of activity against intended or desired
outcomes, actual practice against accepted standards of good practice.
The success criteria identified during the action-planning process (Step 4 of the basic
planning framework outlined in Get Active 2) serve as indicators of how things should
be if plans and programmes are achieving their objectives. The desired outcomes of
quality PEPAS that are set out in Get Active 1 can also serve as indicators of how things
should be.
How things are is ascertained by the evidence gathered to test whether the success
criteria have been met, whether the intended or desired outcomes have been achieved,
and whether things are how they should be.
Self-evaluation helps an organisation or group consider:
p 63
•• How are we doing?
•• How do we know?
•• What are we going to do now?
Self-evaluation can be useful for schools, clubs or other physical activity groups as it
provides a means by which they can monitor their actions against their mission or aims
or improvement objectives. It can help individuals or organisations consider whether
they are effective in meeting the physical activity needs of children and young people,
whether the PEPAS activities they provide are of a quality that can create competent
participants or performers, and whether these activities are accessible to and inclusive of
all those who seek to engage in them.
The findings of the self-evaluation process guide decision-making about future action.
Thus, they feed into the next cycle of planning for PEPAS.

p 64 3.2 Self-Evaluation: Getting Started
Ideally, the evaluation of PEPAS takes place within the context of a coherent
planning process focused on achieving the optimum outcomes for children
and young people. Where this is the case, the evaluation will have been
prepared for at earlier stages in the planning cycle. Thus, the priorities
selected in Step 3 of the framework outlined in Get Active 2 will help to
focus the evaluation. The action plans developed in Step 4 will specify:
•• the success criteria in relation to which evidence will be collected and against
which actual outcomes will be measured, and
•• the evaluation procedures that will be followed
Where these matters have not been determined in advance, it is important that they be
addressed at the start of the evaluation process.
So, when preparing for the evaluation, it is helpful to ensure that there is
clarity about the following:
•• the values that underlie the evaluation process
•• the procedures that will be followed in conducting the evaluation
•• the criteria that will be used to measure success
•• the evidence that will be needed, based on the criteria
Figure 3 presents a summary of what should be considered.

Fig. 3 What to consider. (Adapted from School Development Planning: Guidelines
and Resources for Post-Primary Schools, Unit 5)
VALUES
Ensure that the following beliefs are
shared by all involved:
- The focus must be on the interests of
the child / young person
- Feedback is necessary for ongoing
improvement
- People are committed to what they
freely engage in
- Meaningful change and development
occur from within
p 65
EVIDENCE
Consider what you need to measure
success:
- The information that will tell you how
you’re doing
- The means to gather and organise such
information
- The capacity to analyse and interpret it
PROCEDURES
Establish procedures for conducting the
evaluation, bearing in mind the following:
- Aims : What is its purpose and whose
interests does it serve?
- Culture: Consider how to make
self-evaluation, reflection on findings
and follow-up action integral to what
you do
- Confidentiality: Ensure that the
findings are used appropriately and
solely by those within the organisation
- Critical Friend: Consider the benefits
of having a Critical Friend to add
objectivity, ask the important questions,
and offer advice and support
CRITERIA
Know and share what success is:
- Establish criteria derived from priorities,
targets & tasks
- Adapt desired outcomes from Get
Active 1 to your context
- Adopt criteria for success and agree
with stakeholders
- Circulate criteria to relevant others
SELF-EVALUATION
4 sets of
considerations

p 66 3.3 Self-Evaluation: The Process
There is no single right way of carrying out a self-evaluation; decisions on how to
approach it will be influenced by the particular situation of the school, club or group and
by what is wanted from the process.
The following key questions may prove helpful in planning an evaluation:
What will be the focus of the evaluation?
Will the focus be on:
•• the whole PEPAS programme of the school, club or organisation?
•• a particular action plan or set of action plans within the PEPAS programme?
•• an area or areas of practice within PEPAS in the school, club or organisation?
•• the performance of the school, club, or organisation in relation to one or
more of the desired outcomes of PEPAS, as outlined in Get Active 1? (See
Appendix 1)
•• levels of competence or skill achieved by the children / young people in
particular physical activities or sports?
•• other?
At what point will the evaluation be conducted?
The timing of an evaluation will depend on its focus and scope. Monitoring of progress
should be ongoing while plans and programmes are being implemented (see Get Active
2, Step 5). The evaluation of individual elements within the overall PEPAS programme
may take place at different times, as appropriate to their respective time frames. A
large-scale evaluation of the success of the overall PEPAS programme might take place
only towards the end of the period of a planning cycle (3-5 years) in order to inform
the next cycle of planning.

p 67
Who will conduct the evaluation?
This will be determined to some extent by the focus and scope of the evaluation and by
the nature and size of the organisation concerned. While the Co-ordinating Team (see
Get Active 2, Step 1) are probably best placed to undertake a larger-scale self-evaluation
process, those in the organisation who have research skills or experience might be
encouraged to contribute. Post-primary school students might be involved in conducting
the evaluation as part of a Transition Year project or a Leaving Certificate Applied task. It
might prove helpful to appoint a Critical Friend with relevant expertise to assist in the
process.
What success criteria will be used?
Again, the choice of success criteria will be related to the focus of the evaluation.
•• As stated previously, where the focus is on the PEPAS programme action
plans, the success criteria should already have been established at an earlier
stage in the planning process (see Get Active 2, Step 4). They derive from the
targets and tasks set out in the action plans.
•• Where the focus of the evaluation is on an area of practice, the task for the
evaluators is to determine what good practice is in that area. This may involve
consulting with experienced practitioners and exploring the relevant research
literature in order to arrive at an agreed set of indicators of good practice
against which actual practice can be measured.
•• Where the focus of the evaluation is on performance in relation to the desired
outcomes specified in Get Active 1, the criteria for each outcome set out in that
document serve as a basis for developing more detailed success criteria for use in
the evaluation process. The task for the evaluators is to identify the criteria from
Get Active 1 that are relevant to the focus of the evaluation and to adapt them to
the particular context, making them specific enough to focus the gathering of
evidence. This may involve discussions with colleagues.
•• Where the focus of the evaluation in on the levels of competence or skill
achieved by children / young people in a particular physical activity or sport,
the success criteria will relate to the standards of performance that can
reasonably be expected of the children / young people, given their age,
physical development, and prior level of skill. As indicated in Get Active 2,
Step 5, these standards should have been shared with them in the course of the
activity to give them performance targets to aim for. It may be helpful
to express the standards not only through verbal description but also through
demonstration or through use of visual imagery (for example, pictures or
video clips from YouTube or NGB educational material).

p 68 What evidence will need to be gathered?
Evidence is the information that reveals the reality on the ground in relation to the area
being evaluated: the actual outcomes of a course of action as opposed to the intended
outcomes; the standard of actual practice as opposed to recommended standards of
good practice; the actual levels of skill being achieved as opposed to the levels aspired to.
Thus, the evidence required will be determined by the success criteria. In general, it will
be of two kinds, quantitative and qualitative. Some of the success criteria may be readily
measured by means of quantitative data, such as levels of attendance and participation,
performance records, and so on. Other criteria may necessitate the gathering of qualitative
data – the views and perspectives of the children or young people and their parents, for
example. Video evidence may be appropriate where the focus is on levels of skill.
From whom or from where will the information that is needed be obtained?
Some of the information needed will already be available in the school or organisation
and can be abstracted from records such as attendance or membership lists, timetables,
training schedules, scores in performance tests, results in competitive events, and so on.
Other information will need to be specially collected for the purposes of the evaluation.
A task for the evaluators is to identify the relevant sources of qualitative information
– whose views, perceptions and perspectives should be sought, and in relation to what
issues? Particular care should be taken to ensure that the children and young people
themselves have the opportunity to contribute their views.
What methods will be used to collect the information that is needed?
Information can be gathered by means of evaluation tools (or instruments). The choice
of tools is guided by the nature of the information needed, which is guided by the
success criteria that are being tested.
There is a wide variety of tools that can be considered (see Section 3.5 for exemplars).
Means of gathering quantitative information include desk research (analysing existing
records and documents), checklists, standard forms, logs, evaluation grids, and
performance tests. Means of gathering qualitative information include SWOT (Strengths,
Weaknesses, Opportunities, Threats) analysis, questionnaires, interviews, focus group
discussions, and self-assessment profiles.
Much information can be gathered by simply observing and taking notes. Observation
records can then be triangulated with information from other sources to ensure that a
balanced, accurate picture is arrived at.
Care should be taken to ensure that, whatever methods are used, only information that
is relevant to the focus of the evaluation is collected. Collecting surplus information can
slow down the evaluation process and distract from the core issues.

What time scale will be involved in collecting the information?
The time scale will depend to an extent on the focus and scope of the evaluation and on
the amount of information that has to be specially collected in order to test the success
criteria. The nature and size of the organisation will also be a factor. It is advisable that
a realistic timetable for the collection of information be established, taking into account
the availability of those who will be involved in it.
How will the information be analysed and interpreted?
Analysis and interpretation are crucial aspects of the evaluation process. The task for
the evaluators is to examine the evidence that has been collected to see what it reveals
about how things are and to ascertain whether or to what extent the success criteria
have been met. So, the analysis is focused by the criteria.
The choice of methods for conducting the analysis will be influenced by the
nature of the information in question and the nature of the tools used to gather
it. The following approaches may prove helpful, depending on the context:
•• scan the information to look for meaningful patterns, groupings, and items of
p 69
particular significance
•• set up categories for analysing qualitative information such as responses to
interview questions and questionnaires
•• use charts, graphs or tables to deal with numerical data
•• prepare summary sheets on which to record the key points that emerge from
each strand of the information in relation to each success criterion
•• develop a summative tool to draw together the main points uncovered by
each individual tool
•• triangulate information from different sources to ensure that a balanced,
accurate picture can be arrived at
In a large-scale evaluation, computer software can be an invaluable aid in managing and
analysing data.
In interpreting the evidence, the core questions to consider are:
•• What does the evidence reveal about the actual situation, actual outcomes,
actual practice, actual competencies and skills?
•• How does this compare with the desired or intended outcomes, the standards
of good practice, the target levels of competence and skill?

p 70 The challenge for the evaluators is to reach valid conclusions that are fully
supported by the evidence. The following simple framework may prove
helpful in focusing deliberations:
What does the evidence indicate?
In relation to Implementation Did we do what we set out to do?
In relation to Outcome Did we achieve what we set out to achieve?
In relation to Impact Is there evidence of a positive impact
on the development of the children or
young people in terms of their attitudes
and values, competencies and skills, or
knowledge and understanding in the area
of PEPAS?
In relation to Surprises Were there unexpected occurrences or
outcomes?
Reflect on the ‘Whys’
It is important to allow sufficient time for analysis and interpretation in the evaluation
process. It is advisable to decide at the outset who will be responsible for the various
tasks involved and who will have overall responsibility.
What use will be made of the findings?
The findings of the self-evaluation process are intended to guide decision-making about
future action. Accordingly, steps should be taken to enable this to happen. The choice
of approach will depend on the focus and scope of the evaluation, the nature and size of
the organisation, and the range of stakeholders to whom the findings are relevant.
It is often the case that those who conduct an evaluation are asked to make
recommendations on the basis of their findings. Where warranted by the scale of the
evaluation, a formal report may be prepared, outlining the focus of the evaluation,
the methods and tools used, the analysis of evidence, the conclusions, and the
recommendations. In other contexts, an oral report to the relevant audience, followed
by discussion, may be more appropriate. Sometimes, in a small-scale evaluation exercise,
there are no formal recommendations; suggestions as what should happen as a result of
the findings emerge from dialogue among those concerned.

Whatever the context, the relevant members and stakeholders of the
group or organisation need to reflect on the findings and consider their
implications. The following prompts may prove helpful:
What are the implications of the findings for future action?
p 71
•• What should we continue…?
•• What should we adjust or modify…?
•• What should we radically revise…?
•• What should we stop…?
•• What should we start…?
The challenge then will be for those concerned to decide on the follow-up, and plan for it.
Who will be informed of the findings? By what means?
The answers to these questions will be determined by the context. In general terms,
those to whom the conclusions are relevant should be informed of them, by whatever
means are appropriate.
With a larger-scale evaluation in particular, it may be appropriate and worthwhile to
present the findings to the type of audience that has the capacity to effect change. In a
school setting, this may involve reporting on the findings to school leaders and staff, the
board of management, the parents association, and the student council. For a community
group or club, the findings might be relevant to the Local Sport Partnership committee,
the club management committee, the community council or others.
When presenting the findings to an audience, it is worthwhile to:
•• acknowledge what is working well, the outcomes that are being achieved, and
the positive impact on the children or young people
•• identify the limitations of provision and the challenges that the organisation
faces
•• state what challenges can be addressed and propose priorities
Adequate time should then be allowed for reflection, discussion, and debate around
issues that emerge. Opinions expressed about future options should be taken into
account when decisions are being made about follow-up action.

p 72 What resources will be needed for the evaluation process?
The main resource needed is likely to be the time, effort and expertise of those involved
in conducting the evaluation.
The services of a Critical Friend may need to be sought. Advice and support from a
relevant external agency may also prove helpful.
Depending on the methods chosen, resources may be required for the collection and
analysis of information and for the presentation and dissemination of findings.
When the evaluation is completed, how will progress and achievement be
acknowledged?
Consideration should be given as to how positive findings from the evaluation process
will be recognised. The school magazine or website, the club handbook or newsletter
could be used to acknowledge progress and achievement.
How will follow-through be ensured?
The major challenge for any group or organisation that has undertaken an evaluation is
to ensure that the findings are reflected on, the implications are considered, appropriate
decisions are made, and those decisions are acted on. Consideration should be given
as to what steps can be taken to keep the findings ‘live’ until the follow-up process has
been completed.

3.4 Light-Touch Evaluation
In the previous section, an outline was given of a very formal, systematic approach
to self-evaluation. In some contexts, however, a more informal, light-touch approach
may be appropriate. For example, immediately after an event or activity or small-scale
intervention, such as a sports day or training camp or adventure activity, it may be helpful
for those involved to reflect together on the experience to see what lessons should be
learnt for the next time.
The following prompts are a guide to a collaborative reflection of this kind:
1 Did it happen according to plan?
2 What worked well? What is the evidence?
3 What did not work well? What is the evidence?
4 Did it achieve the desired outcomes? What is the evidence?
5 Were there any unintended outcomes?
6 Should we a) Continue? b) Change? c) Stop?
7 What changes should we make for the next time?
p 73

p 74 3.5 Other Sources of Information
Information for Schools
Department of Education and Skills. Online at http://www.education.ie/
•• Department of Education and Skills (2010) Circular 0022/2010: Social, Personal
and Health Education (SPHE) and Relationships and Sexuality Education (RSE): Best
Practice Guidelines for Primary Schools. See online at:
http://www.education.ie/en/Advanced-Search/?q=22/2010
•• Department of Education and Skills (2010) Circular 0023/2010: Social, Personal and
Health Education (SPHE) and Relationships and Sexuality Education (RSE): Best Practice
Guidelines for Post-Primary Schools. See online at:
•• Department of Education and Skills (2011) Circular 0065/2011: Child Protection
Procedures for Primary and Post-Primary Schools. See online at:
•• Department of Education and Skills (2012) School Self-Evaluation Guidelines for
Primary Schools: Inspectorate Guidelines for Schools. Online at: http://www.education.
ie/en/Publications/Inspection-Reports-Publications/Evaluation-Reports-Guidelines/
sse_guidelines_primary.pdf
•• Department of Education and Skills (2012) School Self-Evaluation Guidelines for Post-
Primary Schools: Inspectorate Guidelines for Schools. Online at http://www.education.
ie/en/Publications/Inspection-Reports-Publications/Evaluation-Reports-Guidelines/
sse_guidelines_post_primary.pdf
•• Department of Education and Skills, Health Service Executive; Department of
Health (2013) Well-Being in Post-Primary Schools: Guidelines for Mental Health
Promotion and Suicide Prevention. Online at: http://www.education.ie/en/
Publications/Education-Reports/Well_Being_PP_Schools_Guidelines.pdf

National Council for Curriculum and Assessment. Online at: http://www.ncca.ie/en/
Professional Development Service for Teachers. Online at: http://www.pdst.ie/
p 75
Accreditation Scheme Information
Active School Flag. Online at: http://www.activeschoolflag.ie/index.html
Green Schools. Online at:
http://www.greenschoolsireland.org/Index.aspx?Site_ID=1&Item_ID=28
Health Promoting School, Health Services Executive (2011) Health Promoting Schools Co-ordinator’s
Handbook. For details contact: Health Promoting Schools Team, Health Promotion
Department, Eye, Ear and Throat Hospital, Western Road, Cork. Email: hpd.south@hse.ie;
Telephone: 021-4921641.
Other Planning and Evaluation Resources
Barnekow, V., Buijs, G., Clift, S., Jensen, B.B., Paulus, P., Rivett, D and Young, I. (2006)
Health Promoting Schools: A resource for developing indicators. International Planning
Committee (IPC), of the European Network of Health Promoting Schools: European
Commission. Online at: http://www.nepes.eu/?q=node/418
Department for Education and Skills (2005) Do you have high quality PE and sport in
your school? A guide to self-evaluating and improving the quality of PE and school sport DfES
Publications: Nottinghamshire. Online at: http://www.teachernet.gov.uk/_doc/8126/
Self%20Evaluation%20Guide%20Jan2005.pdf
Directorate – General for Education and Culture (2011) European Guide of Healthy
Physical Activity Programs: Methodology and compilation of best practices: European
Commission. Online at: http://www.eurosporthealth.eu/en/guiabonespractiques_en.asp
Centre for Disease Control and Prevention, The School Health Index (SHI): Self-
Assessment & Planning Guide. Online at: http://www.cdc.gov/healthyyouth/shi/index.htm
World Health Organisation (2008) School Policy Framework: Implementation of the WHO
global strategy on diet, physical activity and health, Geneva: World Health Organisation.
Online at: http://www.who.int/dietphysicalactivity/schools/en/

3.6 Appendix 1
p 76 The desired outcomes set out in Get Active 1 remain at the heart of the planning,
implementation and evaluation process for physical education, physical activity and sport.
They ensure a child-centred approach and a common focus, language and understanding
which can be shared by different organisations or groups involved in PEPAS provision.
As was indicated in Section 3.2, these desired outcomes can serve as the focus of
an evaluation process and as the basis for the development of success criteria. For
evaluation purposes, these outcomes can be examined:
Individually:- A single desired outcome from Get Active 1 may be examined within
an organisation. Or it may be examined across the three contexts (class, co-curricular
and community) by a partnership of schools and community-based agencies (NGBs, LSP,
PACs) or groups. For example, participation rates might be monitored across physical
education, co-curricular and community settings in order to evaluate Outcome 1 (Young
people who are committed to regular participation in physical education, physical activity
and sport, including walking or cycling for everyday travel needs).
In groups:- The outcomes identified in Get Active 1 can be grouped according to
attitudes and values, competencies and abilities, knowledge and understanding, if this aids
the identification of success criteria. For example,
•• attitudes and values might focus on commitment, confidence and enjoyment
(Outcomes 1, 3, 6 and 7)
•• competencies might focus on personal, physical, social and emotional competencies
and decision-making ability (Outcomes 4, 5 and 6)
•• knowledge and understanding might also incorporate the ability to make informed
decisions (Outcomes 2 and 5)
Collectively:- All of the desired outcomes identified in Get Active 1 might be examined
together, using criteria that might apply across all seven.

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