This Action Planning Toolkit will enable a shared understanding of goals and priorities between sports organisations and schools. The toolkit should be used during a conversation with relevant school staff such as heads of physical education or head teachers. It will help to align the priorities of the school and the sports organisation and give them a clear plan for success. The toolkit was developed by the partners of the EU Erasmus+-supported Active School Communities project, BG BeActive (lead), Youth Sport Trust, International Sport and Culture Association (ISCA), Hungarian School Sport Federation (HSSF), DGI, South Lanarkshire Leisure and Culture, Sport and Citizenship, UISP, Sports Union of Slovenia and Willibald Gebhardt Institute. The toolkit supports the NowWeMOVE campaign and #BeActive event European School Sport Day, established by HSSF and scaled up by partners including ISCA and BG BeActive.

1. ASC – ACTION PLANNING TOOL 1
ACTION PLANNING TOOL
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WGI-Newsletter3·Mai2012
Newsletter
Number 3 · May 2012
WILLIBALD GEBHARDT
INSTITUTE
Revitalizing Health & Physical Education Through Community Based Networking
wsl. 3 gofpep_Newsl A 3 quer 26.04.12 08:41 Seite 1
positive and white
logo

2. ASC – ACTION PLANNING TOOL 2
THE ACTION PLANNING TOOL
COMPLETE THE SELF
ASSESSMENT TOOL
STRUCTURE A
CONVERSATION BETWEEN
SPORTS ORGANISATION
AND SCHOOL
JOINTLY DEVELOP AND
DELIVER A PROGRAMME
TO INCREASE PHYSICAL
ACTIVITY
This will help you to determine your capacity and commitment to partnering with
schools to increase physical activity in all young people.
This will enable a shared understanding of goals and priorities between sports
organisations and schools. The Action Planning Tool should be used during a
conversation with relevant school staff such as heads of physical education or
head teachers. This tool will help to align the priorities of the school and the sports
organisation and give them a clear plan for success
Use this toolkit to develop, plan and deliver a programme in partnership. This toolkit
will help you to ensure that you think about:
• Priorities for all parties
• Identifying and recruiting all young people, including the least active
• Ensuring that monitoring and evaluation are built in from the start of the process
Children who are more
aerobically fit have
improved brain function...
higher academic achievement scores and superior
cognitive performance compared with less fit children

3. ASC – ACTION PLANNING TOOL 3
THE ACTION PLANNING PROCESS
This eight step process will structure your conversation effectively.
At each stage of the process, ensure that all parties have agreed a
shared understanding of what will happen and who is responsible
for what actions.
SCHOOL
AND SPORTS
ORGANISATION
PRIORITIES
HOW CAN PHYSICAL
ACTIVITY HELP?
IDENTIFY A COHORT AGREE OBJECTIVES
THE FOUR SETTINGS
OF PHYSICAL
ACTIVITY
DEVELOP THE
INTERVENTION
MONITORING AND
EVALUATION
WHERE NEXT?

4. ASC – ACTION PLANNING TOOL 4
AGREE SHARED PRIORITIES
Attendance
Student motivation and
engagement
Vulnerable groups
Physical, emotional and mental
wellbeing
Parental engagement
Behaviour
PROGRESS
ATTAINMENT
ACHIEVEMENT
LIFE SKILLS
WHAT ARE THE PRIORITIES OF YOUR
PARTNER SCHOOL?
CHALLENGES CHALLENGES
HOW WELL DO THEY FIT WITH THE PRIORITIES OF
YOUR SPORTS ORGANISATION?
CLICK TO VIEW
CASE STUDY 1

5. ASC – ACTION PLANNING TOOL 5
ATTAINMENT
VULNERABLE
GROUPSACHIEVEMENT
BEHAVIOUR
LIFE SKILLS
PARENTAL
ENGAGEMENTATTENDANCE
PHYSICAL,
MENTAL AND
EMOTIONAL
WELLBEING
MOTIVATION
AND
ENGAGEMENT
How well a young person performs in
formal academic outcomes, especially
external qualifications.
Are there particular groups of young people
who are ‘falling behind’ their peers? Could a
targeted activity help build their confidence
or self esteem?
How well a young person performs in a
wider range of outcomes (including sport).
Is poor behaviour a major issue in the
school and could increased physical activity
give some poorly behaved students an
outlet?
How well prepared a young person is to
move to the next phase in education or
employment.
Could ‘hard to reach’ parents be attracted
into school by the right physical activity
offer?
Are there groups of young people whose
attendance is poor? Could the right activity
encourage them to come to school more
regularly?
How can we use increased physical activity
to improve the wellbeing of at risk young
people?
Could the right activity help some young
people to feel a greater sense of belonging?
physical activity at age 11
predicted increased science
scores at 11 and 16 years
The percentage of time girls spent in moderate to vigorous
AGREE SHARED PRIORITIES

6. ASC – ACTION PLANNING TOOL 6
PHYSICAL ACTIVITY CAN SUPPORT
SHARED PRIORITIES

7. ASC – ACTION PLANNING TOOL 7
IDENTIFY A COHORT
USE SCHOOL
DATA AND
INFORMATION
FIND A COHORT
WHO WILL
BENEFIT FROM
INCREASED
PHYSICAL
ACTIVITY
IDENTIFY
UNDER
PERFORMING
OR
VULNERABLE
STUDENTS
ESTABLISH
A STARTING
POINT
CROSS
REFERENCE
WITH ACTIVITY
LEVELS
TRACK
PHYSICAL
ACTIVITY
LEVELS AND
EDUCATIONAL
OBJECTIVES
All schools collect data on the progress and
attainment of their pupils. They will use this
data to identify those who are falling behind
their peers, or who are not making the
progress they are capable of.
Work with the school and the pupils
themselves to track all three outcomes
if you can.
If the right people in school work together,
they can identify under performing pupils
who are also physically inactive. This would
be the ideal group of students to work with
– you will definitely increase their physical
activity, you will probably improve their
physical fitness and you may well start to
have an impact on their performance in
school.
CLICK TO VIEW
CASE STUDY 2

8. ASC – ACTION PLANNING TOOL 8
AGREE OBJECTIVES
What will we focus on during
our sessions?
How can we explicitly target
these outcomes?
What changes do we expect
to see over time?
ACTIVITY PLANNED OUTCOMES SUCCESS MEASURES
Participation in
extra-curricular activities
has a positive effect on
attainment

9. ASC – ACTION PLANNING TOOL 9
INCREASED PHYSICAL ACTIVITY IMPROVED LEVELS OF WELLBEING IMPROVED EDUCATIONAL OUTCOMES
PRIMARY OBJECTIVES SECONDARY OBJECTIVES TERTIARY OBJECTIVES
• Physical competence
• Physical fitness
• Physical
• Emotional
• Social (psycho-social development)
• Mental (cognitive growth)
What can we do to plan for improvements
in wellbeing?
Can we plan for improvements in more
than just physical wellbeing by focussing
on developing different characteristics
such as resilience, teamwork, leadership,
self confidence and self esteem?
• Attendance
• Behaviour
• Engagement
• Aspirations
• Motivation
• Attainment
Can we see an improvement over a
sustained period of time?
How will we measure these
improvements?
This is an area of expertise for the school,
rather than the sports organisation,
but what part can both partners play in
observing and tracking improvements?
AGREE OBJECTIVES

10. ASC – ACTION PLANNING TOOL 10
PHYSICAL ACTIVITY IN SCHOOL
WHERE CAN YOUR ORGANISATION SUPPORT MOST EFFECTIVELY AND HOW?
PHYSICAL EDUCATION
AND SCHOOL SPORT
PHYSICAL ACTIVITY
IN BREAK TIMES AND
BEFORE SCHOOL
AFTER SCHOOL
PROGRAMMES
PHYSICALLY ACTIVE
LEARNING ACROSS
THE CURRICULUM
CLICK TO VIEW
CASE STUDY 3–4

11. ASC – ACTION PLANNING TOOL 11
WE KNOW...
By this point, both partners
will have gathered and
shared enough information
about their priorities and
objectives to start to plan
the specific programme.
They know who to target,
when in the school day
it is planned and what
outcomes they are
looking for.
Knowing all of this, what
will your activity consist
of? The following section
will help you to plan this in
more detail.
Why our offer exists
What outcomes we are
looking for
Who we will offer it to
How we will engage all
young people, including
the least active
When we will offer it
WHAT WILL
OUR ACTIVITY
LOOK LIKE?
10-20%
better examination results
Pupils engaging in self-development
activities achieved

12. ASC – ACTION PLANNING TOOL 12
HOT TIPS SCHOOLS ON THE MOVE
Exploration and play are okay – physical activity is not just
competitive games.
Make sure everyone is involved – rotate roles so everyone
stays active.
Hot Tips – Active Schools, New Zealand
Schools on the Move – Schools on the Move, Finland
Provide opportunities for children to develop their own games
that are no exclusive.
Provide alternative equipment. For example, throwing and
catching scarves rather than balls builds on fun and eliminates
the ‘I’m no good at that’ factor.
Provide appropriate modified equipment for children
with disabilities.
Encourage clothes and footwear that enable daily
physical activity.
Foster an atmosphere where participation is rewarded and
success is not just about achievement.
Challenge students to come up with fun activities for
school breaks.
Recess activators: students organise activities for their peers.
Add a long activity-based school break to your school schedule
Facilities and school yards encourage physical activity
Standard workstations, gym balls instead of chairs
Active school commutes
Utilise activity-based methods during classes

13. ASC – ACTION PLANNING TOOL 13
WHAT WILL OUR ACTIVITY LOOK LIKE?
What non traditional activities
might you offer?
Healthier, happier, more productive
individuals
How will you offer a welcoming
and Inclusive environment?
A more effective school
What steps can you take to
create a less competitive
atmosphere?
What steps can you take to
create a less competitive
atmosphere?
A club contributing to its community
WHAT WILL OUR ACTIVITY LOOK LIKE?
POSITIVE OUTCOMES FOR INDIVIDUALS, SCHOOL AND CLUB
What skills, behaviours and attributes will result from
participation in this activity?
Can you adopt and education through sport approach to teaching
wider behaviours and activity specific skills at the same time?
SECONDARY OBJECTIVES TARGETING WELLBEING

14. ASC – ACTION PLANNING TOOL 14
MONITORING AND EVALUATION
What did we want to achieve?
What impact did you want to have, and
on which young people?
What was our starting point?
What qualitative and quantitative data did
you collect before the programme started?
What are our sources of evidence?
What different methods will you use to
make sure you get a rounded picture of the
impact of your programme?
What changes should we make?
Are there specific groups who are still not
engaged? What potential improvements can
you see?
What does the evidence tell us?
Have you seen an increase in participation
and physical activity levels, but what about
the impact on specific groups or individuals?

15. ASC – ACTION PLANNING TOOL 15
WHERE NEXT?
MAINTAIN CHANGE MOVE ON
The project is generally working well and it
has continued potential. We can make some
small improvements and we think we need
more time working with the same young
people in order to have the most impact.
The evidence tells us that the project has not
yet had as much impact as we hoped. It may
be that the activity is not attractive to the
least active, or that the environment is not yet
right, or that we are working with the wrong
young people. We will take the lessons we
have learned and develop a new project.
The project has had a significant impact on
activity levels and other outcomes. We can
take what we have learned and create other
successful projects using a similar model,
possibly with different young people, or on a
larger scale, or in different schools.
• Has the project worked well?
• Is there still room for our cohort to
make more progress?
• How do we prevent our project from
losing momentum?
• Has the project shown some potential,
but little real impact?
• Have we learnt things during the
project that we can apply to a new
project?
• How will our approach be different?
• Has the project been very successful?
• Can we move on to another cohort or
another priority?
• How can we apply what we have
learnt to our new project?
Brief classroom physical activity
breaks of 5-10 minutes
are associated with improved
cognitive performance
(e.g. attention, concentration)