Dr. Lorna Goodwin Academic Director: Physical Education [2007-2013] School of Education

1. “The growing importance of Technical and Vocational Training to support industry growth” St Mary’s University College Engaging with the Physical Activity and School Sport Agenda Dr. Lorna Goodwin Academic Director: Physical Education [2007-2013] School of Education

2. The context for St Mary’s University College. Why Us? • ‘Strawberry Hill’ synonymous with Physical Education. • St Mary’s University College – one of only thirteen Outstanding Primary and Secondary Providers of ITE. • Engaging with learners throughout all levels of development – preparing students for flourishing lives, successful careers and social commitment. • John Paul II Foundation for Sport – 2012 Legacy • Social justice and the faith based mission of the University

3. Industry Growth Physical Activity and School Sport • This growing industry embraces private, public and charitable organisations employing tens of thousands of individuals in a range of environments, including schools, child-care provision, health and fitness clubs and leisure centres. • In the UK, coaching has developed from an almost entirely volunteer-based workforce to one that has become the second fastest growing ‘employer’ in terms of job creation across the UK economy (estimated to be in excess of 23,000 in 2010 – Skills Active). • Context- The total number of existing PE and Sport delivery staff working in schools is estimated to be over 80,000 each week [Academy for Active Learning, 2012].

4. Industry Growth Physical Activity and School Sport • Context - The role of the coach is no longer to merely lead an activity session and now necessitates a much more complex skill set. • Employability – a ‘set of achievements’ – skills, understanding and personal attributes, including social responsibility and citizenship as distinctive parts of the student experience [*Yorke, 2004]. • Accreditation - Skills can be acquired through a variety of mechanisms (short or long courses, classroom or work based, etc.) and may not necessarily lead to a qualification [**HERDA – SW {now Universities South West}, 2010]. *Yorke, M. 2004. Employability and higher education: what it is – what it is not. Learning and Employability Series 1. Higher Education Academy **Universities South West. 2013. Regional Educational Legacy for Art and Youth Sport [RELAYS] EVALUATION REPORT

5. Responding to Industry GrowthSt Mary’s University College Higher Education Provider • St Mary’s commitment to developing every learner’s potential for employment through engagement with key educational and industry proficiencies: • Professional Standards [Ofsted and industry driven] for Physical and Sport Education • DfE / Teaching Agency - Qualified Teacher Status Standards • Learning provision from Foundation Degrees through to Masters’ in Physical Education / Physical Activity / Sport • Coaching Centre – School of Education • Communities of Practice - sharing and developing a research rich learning environment: • Teaching Games For Understanding • Sport Education Methodologies • Research and Scholarship Group of the JP2foundation4sport

7. Bespoke Provision

8. Teachers and Adults Supporting Learning

9. Testimony The paraprofessional course was a fantastic opportunity to stay ahead of the game in sport, highlighting the importance of delivering high quality PE meeting the attainment targets of the curriculum as opposed to rugby specific. Gareth Cook, Leeds Rhinos Rugby League Club. @PhysEd_SportPed Physicalsported "Studying the Physical and Sport Education degree programme facilitated my personal and professional development. The variety of the modules and individuals who I interacted with through the duration of the course provided me with the confidence and skill sets to pursue a career in Physical Education".Michael Hobson, 2010 Graduate Physsporteducation

10. As a Key Community Provider We seek to provide accredited training that is fit-for-purpose and bespoke to the specific environments in which staff will deliver and relevant to the specific skills and knowledge that students will require. • Apprenticeships:Target groups for apprenticeships will include ‘NEET’s’, graduates of Sports Leader’s Community Sports Leader Assistant course and 16-18 year olds looking at vocational qualifications. • Students: CPD and NGB courses will be particularly relevant to students undertaking sport education, coaching and PE teaching degrees.  • Industry Workforce: With the imminent introduction of a professional register [COMPASS], the existing coaching and teaching workforce will become an immediate focus for CPD. • Teacher Training: Since the withdrawal of funding from the school sports partnership network, the need for teacher CPD (whether CPD or in specific sports) has re-emerged. [University Business Plan - Academy for Active Learning, 2012]