This ‘redefining what success looks like in sport’ they

This essay will discuss two key issues that have been causeby government policies. the essay will outline what these issues are and howthey affect organisations in sport as well as were the future is within sport.The Government polices that are being discussed are DCMSsporting future (2015) and DFE Academies act 2010.Firstly, Department for Digital, Culture, Media and Sport(DCMS) (2015) have created a policy called Sporting future for life. The aim ofthis policy is to ‘redefining what success looks like in sport’ they plan to dothis by focusing on physical wellbeing, mental wellbeing, individualdevelopment, social and community development and economic development ratherthan participation levels in sport. They also state that funding will befocused on those underrepresented groups that do not participate in sport(DCMS, 2015). The second policy to discuss is produced by Department ofEducation (DfE) (2010) called Academies act 2010.

This policy was to encourageall school to apply to become an academy, to then again more financialindependence as well as freedom of the curriculum. Academies are different toother types of schools as local organisations publicly fund them as well directlyfrom the government.Youth Sport andEducation IssuesGovernment policies have produced issues, these issues are;the increase of outsourcing non-traditional organisation due to the requirementfor Primary schools to provide PE and the sport premium activities, as well asthe issues of schools changing into academies caused by the governments policyto encourage school to take charge of their own resources, resulting in turninginto academies. OutsourcingThe first issue to discuss is ‘The requirement for PrimarySchools to provide PE and Sport Premium activities’. To outline and understandoutsourcing organisations must be defined, outsourcing is the method of payingexternal coaches to teach physical activity within schools (Williams and Macdonald,2015).  Before the school sports premiumonly 40% of primary schools outsourced using non-traditional organisations.After the school sports premium the use of outsourcing physical education roseto 78% (Department of education, 2015).

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This shows that the government’s policyof the school sport premium is working as direct schools to spend the fundingon a variety of resources such as; sports coaches, CPD, sports equipment andfacilities (Cope, Baily and Parnel 2015). Due to this increase in outsourcingcaused by the school sports premium the future for physical education jobs canbe compromised through no longer needing physical education departments andonly ensuring a leadership position to quality control sport coaches.To discuss this issue further it is important to identifythe positive impact of the school sports premium.

With the introduction of thispolicy in 2013 school head teachers were relived of pressure with finances, asthey were given more money to then invest into the provision of youth sport andeducation. Therefore, this enabled schools to provided better-quality teachingthrough CPD training of existing teachers, as well as being able to provide thecorrect equipment to provide quality physical education.  (Department for Education, 2014). Due to the demand for schools to hit their targets withinyouth sport and education they are encouraged to outsource non-traditionalorganisations to provide physical activity but without the historical expertiseor networks in the industry (Sam, 2016).Another positive of the school sport premium is taking thepressure off primary school teachers in delivering physical education if theyhave very limited knowledge of doing so. Then providing more opportunities inyouth school sports due to the increase of outsourcing from non-traditionalorganisations.

This provides the learners with qualified sports coaches to thenhelp skills within sports, therefore encouraging sports specific trainingtowards elite levels. (Harris, Cale, and Musson, 2012). However, the issues caused by outsourcing youth sport andeducation has been identified as coaches being able to provide schools withteaching ‘physical education’ and ‘true’ teaching of the national curriculum,rather than coaching sport specific skills and aiming to achieve improvedperformance (Cope, Baily and Parnel,2015). This can then impact schools as thelearners are unable to pick up key skills which are important within physicaleducation. There is also concern on the experience and qualificationsthat sport coaches have over qualified teachers as coaches do not have the samelevel of qualification resulting in a lack of knowledge of good qualityteaching over a qualified teacher with a degree and QTS (Blair and Capel, 2011;Parnell, Stratton, Drust, and Richardson, 2013).

Following the discussion of issues with outsourcing inphysical education and school sports the future is still focusing on outsourcingwithin primary education in the United Kingdom as shown previously there asalready been a big increase since the school sports premium in 2013. Which hasa direct impact on organisations involved in sport. For example, School PEdepartment are no longer need, resulting in a loss of jobs to physicaleducators.

This then impacts the universities as they will have less studentsstudying sport and physical educations courses. Also, National Governing Bodies will become affected as theywill have an increase of coaches needing qualifications as well as many coachespracticing are not qualified. Which again impacts the leaners within the schoolas they will not gain the correct development through physical education.Although, the increase of outsourcing does have positives toorganisations such as the non-traditional sports coaching company’s and theschool which have decided to employ the outsourcing method.

This is due to therelief pressure off school therefore providing physical education with coachesthat only focus on ensuring the physical education development of the child. AcademiesThe second issue to discuss is ‘The move to many schoolbecoming academies’.  This results in animpact of no longer a needing to employ qualified teachers and no longer arequirement to deliver physical education. The effect of the academies act 2010has since changed the educational landscape in England due to nearly two-thirdsof secondary schools and over a fifth pf primary school making the move toacademisation (Eyles, Machin and McNally, 2017)With schools turning into academies impacts youth sport andeducation as academies have free choices of their curriculum meaning that theydo not have to follow the governments national curriculum.

A result of this isthat academies no longer must provide physical education as they have no need.Meaning that they can focus on hitting Mathematic, English and Science targetsfor ofsted. (Wilson, 2017)To evaluate the issue caused by the academies act 2010 apositive of this move is that the schools move to academies is to encouragelower achieving schools to change to therefore improve the overall qualitylevel of teaching. This impacts the learners as the students will gain betterquality teaching and in correlation improved grades. (Chapman, Muijs, andMacAllister, 2011)Another positive is that academies have more freedom overwhat they teach, therefore can ensure that they focus on the much-neededimprovement on mathematics, science, and English lesson. However, this doesaffect the physical education organisations as the academies may decide toeither remove PE from their curriculum or further decide to outsourcenon-traditional organisations. ()Academies also have full control over their budgets meaningthat they can pay staff the wages they feel suit as well as putting money intoareas of the school that may have been rejected in the past.

A negative impact of schools converting into academies isthat the school no longer needs to employ fully qualified teaching staff,resulting in lower qualified professionals teaching subjects that the schoolfeels no need for.  (Wilson, 2017)Another negative is that academies can decide to completelystop providing physical education as a subject to then focus on more ‘academicsubjects’ that make the school more desirable for parents who focus on ensuringhigh grades for their children. ()With schools converting into academies does not affect youthsport and physical education too much due to the schools having decisions overtheir curriculum most tend to include physical education as well as providemoney towards the subject as they see benefits of the student’s behaviour anddevelopment throughout their learning experience.

()Academies has an impact in youth sport and education as it becomesthe school’s decision to promote the sector through either delivering physicaleducation sessions or by simply encouraging physical activity for life. This affectsorganisations within this sector as they must focus on enraging schools toallow the strategies for promoting physical activity for life. In terms of the future it seems to be that most academiesare still encouraging physical activity due to the funding provided by thesector especially the school sports premium for primary schools.

Therefore, interms of the future the youth sport and education sector is still growing andcausing and influence.