This ‘redefining what success looks like in sport’ they

This essay will discuss two key issues that have been cause
by government policies. the essay will outline what these issues are and how
they affect organisations in sport as well as were the future is within sport.

The Government polices that are being discussed are DCMS
sporting future (2015) and DFE Academies act 2010.

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Firstly, Department for Digital, Culture, Media and Sport
(DCMS) (2015) have created a policy called Sporting future for life. The aim of
this policy is to ‘redefining what success looks like in sport’ they plan to do
this by focusing on physical wellbeing, mental wellbeing, individual
development, social and community development and economic development rather
than participation levels in sport. They also state that funding will be
focused on those underrepresented groups that do not participate in sport
(DCMS, 2015).

The second policy to discuss is produced by Department of
Education (DfE) (2010) called Academies act 2010. This policy was to encourage
all school to apply to become an academy, to then again more financial
independence as well as freedom of the curriculum. Academies are different to
other types of schools as local organisations publicly fund them as well directly
from the government.

Youth Sport and
Education Issues

Government policies have produced issues, these issues are;
the increase of outsourcing non-traditional organisation due to the requirement
for Primary schools to provide PE and the sport premium activities, as well as
the issues of schools changing into academies caused by the governments policy
to encourage school to take charge of their own resources, resulting in turning
into academies.


The first issue to discuss is ‘The requirement for Primary
Schools to provide PE and Sport Premium activities’. To outline and understand
outsourcing organisations must be defined, outsourcing is the method of paying
external coaches to teach physical activity within schools (Williams and Macdonald,
2015).  Before the school sports premium
only 40% of primary schools outsourced using non-traditional organisations.
After the school sports premium the use of outsourcing physical education rose
to 78% (Department of education, 2015). This shows that the government’s policy
of the school sport premium is working as direct schools to spend the funding
on a variety of resources such as; sports coaches, CPD, sports equipment and
facilities (Cope, Baily and Parnel 2015). Due to this increase in outsourcing
caused by the school sports premium the future for physical education jobs can
be compromised through no longer needing physical education departments and
only ensuring a leadership position to quality control sport coaches.

To discuss this issue further it is important to identify
the positive impact of the school sports premium. With the introduction of this
policy in 2013 school head teachers were relived of pressure with finances, as
they were given more money to then invest into the provision of youth sport and
education. Therefore, this enabled schools to provided better-quality teaching
through CPD training of existing teachers, as well as being able to provide the
correct equipment to provide quality physical education.  (Department for Education, 2014).

Due to the demand for schools to hit their targets within
youth sport and education they are encouraged to outsource non-traditional
organisations to provide physical activity but without the historical expertise
or networks in the industry (Sam, 2016).

Another positive of the school sport premium is taking the
pressure off primary school teachers in delivering physical education if they
have very limited knowledge of doing so. Then providing more opportunities in
youth school sports due to the increase of outsourcing from non-traditional
organisations. This provides the learners with qualified sports coaches to then
help skills within sports, therefore encouraging sports specific training
towards elite levels. (Harris, Cale, and Musson, 2012).

However, the issues caused by outsourcing youth sport and
education has been identified as coaches being able to provide schools with
teaching ‘physical education’ and ‘true’ teaching of the national curriculum,
rather than coaching sport specific skills and aiming to achieve improved
performance (Cope, Baily and Parnel,2015). This can then impact schools as the
learners are unable to pick up key skills which are important within physical

There is also concern on the experience and qualifications
that sport coaches have over qualified teachers as coaches do not have the same
level of qualification resulting in a lack of knowledge of good quality
teaching 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 in
physical education and school sports the future is still focusing on outsourcing
within primary education in the United Kingdom as shown previously there as
already been a big increase since the school sports premium in 2013. Which has
a direct impact on organisations involved in sport. For example, School PE
department are no longer need, resulting in a loss of jobs to physical
educators. This then impacts the universities as they will have less students
studying sport and physical educations courses.

Also, National Governing Bodies will become affected as they
will have an increase of coaches needing qualifications as well as many coaches
practicing are not qualified. Which again impacts the leaners within the school
as they will not gain the correct development through physical education.

Although, the increase of outsourcing does have positives to
organisations such as the non-traditional sports coaching company’s and the
school which have decided to employ the outsourcing method. This is due to the
relief pressure off school therefore providing physical education with coaches
that only focus on ensuring the physical education development of the child.


The second issue to discuss is ‘The move to many school
becoming academies’.  This results in an
impact of no longer a needing to employ qualified teachers and no longer a
requirement to deliver physical education. The effect of the academies act 2010
has since changed the educational landscape in England due to nearly two-thirds
of secondary schools and over a fifth pf primary school making the move to
academisation (Eyles, Machin and McNally, 2017)

With schools turning into academies impacts youth sport and
education as academies have free choices of their curriculum meaning that they
do not have to follow the governments national curriculum. A result of this is
that academies no longer must provide physical education as they have no need.
Meaning that they can focus on hitting Mathematic, English and Science targets
for ofsted. (Wilson, 2017)

To evaluate the issue caused by the academies act 2010 a
positive of this move is that the schools move to academies is to encourage
lower achieving schools to change to therefore improve the overall quality
level of teaching. This impacts the learners as the students will gain better
quality teaching and in correlation improved grades. (Chapman, Muijs, and
MacAllister, 2011)

Another positive is that academies have more freedom over
what they teach, therefore can ensure that they focus on the much-needed
improvement on mathematics, science, and English lesson. However, this does
affect the physical education organisations as the academies may decide to
either remove PE from their curriculum or further decide to outsource
non-traditional organisations. ()

Academies also have full control over their budgets meaning
that they can pay staff the wages they feel suit as well as putting money into
areas of the school that may have been rejected in the past.

A negative impact of schools converting into academies is
that the school no longer needs to employ fully qualified teaching staff,
resulting in lower qualified professionals teaching subjects that the school
feels no need for.  (Wilson, 2017)

Another negative is that academies can decide to completely
stop providing physical education as a subject to then focus on more ‘academic
subjects’ that make the school more desirable for parents who focus on ensuring
high grades for their children. ()

With schools converting into academies does not affect youth
sport and physical education too much due to the schools having decisions over
their curriculum most tend to include physical education as well as provide
money towards the subject as they see benefits of the student’s behaviour and
development throughout their learning experience. ()

Academies has an impact in youth sport and education as it becomes
the school’s decision to promote the sector through either delivering physical
education sessions or by simply encouraging physical activity for life. This affects
organisations within this sector as they must focus on enraging schools to
allow the strategies for promoting physical activity for life.

In terms of the future it seems to be that most academies
are still encouraging physical activity due to the funding provided by the
sector especially the school sports premium for primary schools. Therefore, in
terms of the future the youth sport and education sector is still growing and
causing and influence.