Cornwall PE & School Sport Conference

‘Our role in improving emotional resilience’

Welcome

Tim Marrion Partnership Manager

Welcome

‘Our role in improving emotional resilience’

‘Our role in improving emotional resilience’

The Active Lives Survey:

Life satisfaction

“Overall, how satisfied are you with your life nowadays?”

Worthwhile

“Overall, to what extent do you feel that the things in life are worthwhile?”

Happiness

“Overall, how happy did you feel yesterday?”

Time 2 Move – Cornwall Framework for PE & School Sport

Thank you… Arena School Sports Network Antony Bude Junior Callington Camelford Coads Green Delabole Dobwalls Harrowbarrow Jacobstow Liskeard Hillfort Marhamchurch Millbrook Otterham Pensilva Quethiock Sir Robert Geffery’s South Petherwin St Breock St Catherine’s St Cleer St Mabyn St Minver

Mid-Cornwall School Sports Network Biscovey Bishop Bronscombe Carclaze Cardinham Gerrans Gorran Grampound Road Lanlivery Lerryn Luxulyan Mawgan-in-Pydar Mount Charles Nanpean Newquay Junior Perranporth Polruan Pondhu Probus

St Neot St Stephens St Teath Stoke Climsland Tintagel Torpoint Upton Cross Wadebridge Warbstow

Roselyon St Columb Minor St Mewan St Newlyn East St Tudy St Winnow Tregony Veryan

Peninsula School Sport Partnership Breage Crowan Garras Godolphin Halwin King Charles Parc Eglos Porthleven Sithney St Michaels C of E Tregolls Treleigh Treloweth Wendron

Penwith School Sport Partnership

Summary

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Active 30 mins daily inschool

Active 60 mins daily Schools providing regulartailored opportunities for

specific groups

Take part in competition Schools providing regularleadership opportunities

Regularly take part inextra-curricular clubs

Regularly take part incommunity clubs

% of pupils...

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2017/18 Primary School of the Year

bit.ly/t2maward

2017/18 Primary School of the Year

bit.ly/t2maward

2017/18 Primary School of the Year

Ambition 1 – Curriculum Delivery

Gerrans School

2017/18 Primary School of the Year

Ambition 2 – Physical Activity, Health & Wellbeing

Camelford Community Primary School

2017/18 Primary School of the Year

Ambition 3 – Diverse & Inclusive

Trevithick Learning Academy

2017/18 Primary School of the Year

Ambition 4 – Competition

Constantine Primary School

2017/18 Primary School of the Year

Ambition 5 – Leadership, Coaching & Volunteering

St. Stephens (Saltash) Community Primary School

2017/18 Primary School of the Year

Ambition 6 – Community Collaboration

St. Wenn School

2017/18 Primary School of the Year

bit.ly/t2maward 1.Ambition 1 – Gerrans

2.Ambition 2 – Camelford

3.Ambition 3 – Trevithick

4.Ambition 4 – Constantine

5.Ambition 5 – St. Stephens (Saltash)

6.Ambition 6 – St. Wenn

Dr Sarah Denford Children's Health & Exercise Research Centre,

University of Exeter

Developing Sustainable Motivation for Physical Activity Dr Sarah Denford, Research Fellow in the Children’s Health and Exercise Research Centre, University of Exeter

About me

Currently funded by the cystic fibrosis trust to explore barriers and facilitators

to physical activity

Previously funded by the school for public health to understand health

behaviours among the general public

PhD / prof doctorate exploring diet and exercise for people with poorly

controlled asthma

The recommendations

All children and young people should engage in moderate to vigorous intensity

physical activity for at least 60 minutes and

up to several hours every day

Adults should aim to be active daily. Over a week, activity should add up to at least 150

minutes (2½ hours) of moderate intensity

activity in bouts of 10 minutes or more

Physical inactivity

The 4th leading risk factor for global mortality

Kills more people than smoking – 5.3 million per year

Our children’s life expectancy is shorter than ours

The Copenhagen consensus statement

Twenty four researchers from 8 countries and multiple disciplines

Evidence based consensus about PA in youth (6-18 years)

Four themes

Fitness and health

Cognitive functioning

Engagement, motivation, psychological wellbeing

Social inclusion

Fitness and

health

Cardiorespiratory and muscular fitness levels in children and youth are strong predictors of future cardiometabolic disease

Vigorous exercise has a marked favourable impact on cardiometabolic fitness and other cardiovascular risk factors in children and youth.

Frequent moderate-intensity and, to a lesser extent, low-intensity exercise improves cardiometabolic fitness in children and youth.

Physical activity is important in the treatment of many chronic diseases in children and youth.

Children and youth participating in leisure-time sports have higher levels of physical activity, fitness and overall cardiometabolic health, and better musculoskeletal health when involved in weight-bearing sports.

Field-based testing of cardiorespiratory fitness and waist/height scores, is a valuable tool for preliminary assessment and identification of children and youth with cardiometabolic risk

Cognitive

functioning

Physical activity and cardiorespiratory fitness are beneficial to brain structure, brain function and cognition in children and youth.

Physical activity before, during and after school promotes scholastic performance in children and youth.

A single session of moderate physical activity has an acute benefit to brain function, cognition and scholastic performance in children and youth.

Mastery of fundamental movement skills is beneficial to cognition and scholastic performance in children and youth.

Time taken away from academic lessons in favour of physical activity has been shown to not come at the cost of scholastic performance in children and youth.

Engagement

and motivation

Engagement in physical activity has the potential to positively influence psychological and social outcomes for children and youth, such as self esteem and relationships with peers, parents and coaches.

An autonomy supportive, mastery focused and caring/socially supportive environment, positively influences children’s and youths’ self determined motivation, physical activity behaviour and holistic well-being.

Close friendships and peer group acceptance in physical activity are positively related to perceived competence, intrinsic motivation and participation behaviour in children and youth.

Parental attitudes and behaviours are strongly related to children’s and youths’ self perceptions, motivation and physical activity.

Systematic and deliberate training enables teachers and coaches to create a positive motivational environment for children and youth.

Physical activity-based positive youth development programmes that have an intentional curriculum and deliberate training are effective at promoting life skills and core values in children and youth.

Social

inclusion

Participation of children and youth in physical

activity and sport is influenced by socioeconomic

status, gender, ethnicity, sexual orientation, skill level

and disabilities.

Culturally and contextually relevant physical activity

opportunities help to recognise and account for the

diverse lives of children and youth, and to promote

social inclusion.

Social inclusion can be promoted by providing

equal access to opportunities within physical activity

and sports settings regardless of children and young

people’s social, cultural, physical and demographic

characteristics.

Whole school approaches and the provision of

physical activity-conducive environments such as

bike lanes, parks and playgrounds, are both

effective strategies for providing equitable access

to, and enhancing physical activity for, children and

youth.

But…

Public health

campaigns

The majority of people (90%) believe

that physical activity offers

meaningful health benefits1

Which is why campaigns that focus

on providing information and

education are not effective for

changing behavior

So why are people inactive?

“I’m quite lazy. I am properly lazy, believe it or not. Well like I said, the Chinese

is across the road from my house. Last night I could easily have walked down

the stairs and across but nup, I phoned them and got it home delivered to

me.... that is lazy.”

“Because I think if I could be bothered, I could get up and do something

myself but I just can’t be bothered”

Poobalan et al 2012

Understanding behaviour

Construct Example

Physical capability Skills needed to be active /

physical fitness

Psychological capability (capacity

to engage in necessary thought

processes)

Awareness of the impact of

exercise on health

Reflective motivation (Reflective

processes involving evaluations and

plans)

Attitudes, beliefs about what

is good /bad, Intentions,

Automatic motivation (automatic

processes involving emotions and

impulses that arise from associative

learning)

Emotions / impulses

Physical opportunity (opportunity

afforded by the environment)

Green space / gym

Social opportunity (opportunity

afforded by cultural milieu that dictates

the way we think about things)

Societal support

Interviews with young people with

chronic respiratory disease

25 people with uncontrolled asthma

12 people with CF

Interviews about their physical activity behaviour

Capability

“I would love to go to some of the classes, but I’m too unfit” 26yro wpca

“I wouldn’t know where to start with all the equipment at the gym” 32wpca

Opportunity

“I leave the house at 7 and usually get home at about 6. And then we usually

have about an hour of homework a night” (14yro wcf)

“I used to do something at lunchtimes, but a few times I ran out of time to eat

and I started to lose so much weight. And the doctor said that if I lose too

much more weight that I’d have to have a feeding tube” (14yro wcf)

“I could [do activity at lunchtime], but I would literally be the only person in the

whole school running round the field. I’d look like a right…” (22yro wpca)”

“I used to do a lot more before I got married. But [husband] is always saying

‘what do you want to join the gym for’ and I just haven’t really got round to it”

32yro wpca

Motivation

“I hate exercise. I will literally do anything to get out of PE” 16yro wcf

“I’m definitely not a sporty person. Definitely not. I just wouldn’t [get up and

exercise]. Nope” 26yro wpca

“I would quite like to be able to run a marathon one day. I cant see it

happening mind. Too lazy” (40yro wpca

“I would do more, I just, I think I would just mostly rather do something else”

12yro wcf

Predictors of PA

behaviour in

adolescents

Demographic and biological

Sex / Age / Ethnicity

SES / income / parental education

BMI / Parental BMI

Motivational

Attitudes / enjoyment

Competency / self-efficacy

Perceived barriers

Social opportunity

Parental support / Support from significant others

Parental / peer . Sibling PA levels

Physical opportunity

Access to sport/recreational facilities

Time outdoors

Facilities at school

Behavioural

Participation in community sports

Previous PA

Sedentary time

Sterdt et al., 2014

Age group Motivators Barriers

Young children Experimentation Competitive sport

Unusual activities Highly structured activities

Parental support

Safe environment

Adolescent Body shape Negative experiences at school

Weight loss Peer pressure

New social networks Identity conflict

Family support PE uniform

Peer support Competitiveness in class

Boys’ dominance

Lack of teacher support

Age group Motivators Barriers

Adults Sense of achievement Negative experiences at school

Enjoyment Anxiety of unfamiliar

Skill development Lack of social network

Social support Lack of role model

Medical sanction

Physical Education

Can contribute to the overall amount of physical activity of the school aged child (physical capability)

Can develop necessary skills (physical capability)

Can enhance confidence and self-efficacy in ability to be active (reflective motivation)

Can influence attitudes and emotional response towards physical activity (Reflective and automatic motivation)

Can lead to the development of positive healthy physical activity habits (opportunity)

Add more….

https://www.youtube.com/watch?v=ULciZ8jSgHA&t=35s

Trudeau & Shephard., 2012

Physical education in Naperville

Exercise to improve learning and academic performance

7.45am gym sessions to get heart rate increased (145-165)

Pupils who took part in the program showed significant improvements in

maths and reading compared with those who did not take part in the

program

Understanding behaviour

Capability

School represents the ideal time for young people to learn locomotor skills,

stability, and object control

These fundamental movement skills is thought to provide the foundation for

an active lifestyle

A systematic review of 21 studies found that FMS competency leads to

increased activity, fitness, and healthy BMI

Lifetime activities

Include cycling, swimming, walking, running…

Have a greater “carryover” into adulthood

Top 10 most popular activities in adults include: Walking, fitness oriented

exercises, swimming, cycling, dancing, aerobics, badminton, running /

jogging

Football featured 8th in the list for men

No team sports were found in the list for women

Understanding behaviour

Physical

opportunity

https://www.y

outube.com/w

atch?v=oGDn

nKdLwck

Social opportunity

Schools can also create a culture of physical activity

https://www.youtube.com/watch?v=jk2-cvBPlLw

Understanding behaviour

Modifiable determinants of motivation

We are more likely to be motivated toward a particular behaviour if:

we believe the advantages outweigh the disadvantages (attitudes)

Anticipate a positive emotional reaction to the behaviour

Feel social (normative) pressure

Perceive the behaviour to be consistent with our self-image

Believe we are capable of performing the behaviour (self-efficacy)

Attitudes towards physical activity

Attitudes towards physical activity significantly explains physical activity behaviour

Most young children have a very positive attitude toward physical activity. However, as they get older, this is more ambiguous.

Negative experiences of PE were the most substantial correlates of present day attitudes and intentions for PA

Burrows et al., 1999

Memories of PE

An online survey of 1028 respondents (18-45 years)

Retrospective enjoyment significantly associated with present day attitude

and intentions for PA

“Best memories” of PE – 7% not having to take the class any more

“Worst memories” of PE - 34% embarrassment, 18% lack of enjoyment, 17%

bullying, 14% social–physique anxiety, 16% injury, and 2% punishment1

1Ladwig et al., 2018

Being horrible at basketball even though everyone else was pretty good. I

was so bad it was embarrassing.”—Female, 35 years old

“I still remember being picked last for a dodgeball team and feeling really

bad about that for years. It isn't a good feeling to not be wanted.” —

Female, 30 years old

“During the physical challenge tests, we each had to perform the action

alone in front of the teacher and the rest of the class and I almost always

did horribly. Very embarrassing.”—Male, 27 years old

It was such unnecessary stress on so many kids, as the athletic kids ran laps

around those of us who weren't athletic.”—Female, 30 years old years old

A girl from my class was up with her group. After doing a few runs she

slipped and fell onto her arm. Her arm broke bone popping up and

everything. She screamed obviously but also vomited and passed out. I will

never forget that day.” —Male, 30 years old

Self determination theory

Early experiences are not the only factor that influence PA in later life

Students are more likely to want to continue with PA if it allows them to

experience “self-determination”

This is best achieved through “learner centred” teaching

Types of motivation

Amotivation

External regulation

Introjected regulation

Identified regulation

Integrated regulation

Intrinsic motivation

Extrinsic

motivation

Controlled

motivation

Autonomous

motivation

Intrinsic motivation

People who are intrinsically motivated, are motivated to partake in

behaviours without external rewards (e.g., trophies)

Behaviours are undertaken out of interest in the activity itself rather than the

outcomes of the activity

This sort of motivation is considered to be autonomous

E.g., Choosing to be active because you enjoy the activity.

Integrated regulation

The behaviour is not fully self determined (i.e., not for enjoyment), but

because the outcome of the behaviour is important

e.g., I take part in PA because health is important to me

Introjected regulation

Taking part in PE because of social pressure or self pressure

E.g., I do PE so that my friends / clinical teams approve

Or I do PA so that I don’t feel guilty / worry about my health

External regulation

Motivated by reward or punishment

E.g., taking part in PE to avoid detention

Or taking part in PA to avoid putting on weight / weight related illnesses

Amotivation

Not motivated for intrinsic or extrinsic means

They are lacking any motivation to partake in any activity because of a

lack of competency or failure to value the behaviour or the outcome.

E.g., do not enjoy activity and do not value it’s outcome on health /

appearance etc

Improving motivation: Self

Determination Theory

Three basic “needs” that we need to fulfil for wellbeing

Competence (experiencing success and mastery)

Relatedness (sense of belonging)

Autonomy (control over outcomes in ones life)

These three needs are met by certain social factors – which can be

modified in PE / school settings

Perceived

competence /

self-efficacy

Interviews with young people with

cystic fibrosis

“I am literally the worst person in the whole school when it comes to sports”

“I am shockingly awful at anything that involves a ball being thrown at my

face”

“Cross country is the least worst because no one can see how **** I am”

“I hate it when you have to do it in front of the whole class. And I’m just there

hiding at the back and dreading my turn. I’m always that one kid who can’t

do it”

Self-referenced improvement

Self-referenced improvement (improvement of individual performance)

Will reduce controlling nature of interpersonal comparison

Not being first can undermine competence and intrinsic interest in an

activity

Technology

Enhancing Autonomy

Autonomy refers to a sense of self control, and belief that ones actions

emanate from ones self. Autonomy enhancing environments include:

Opportunities to make choices

Provide rational for participating

Empathy with perceived difficulties

https://www.youtube.com/watch?v=zM14OTHnOxg

Chatzisarantis & Hagger, 2009

Autonomy dis-enhancement

No option to make decisions

No explanations

No empathy for struggles

Relatedness

Close friendships and peer

acceptance is crucial

Relatedness involves

collaboration

Not competition

https://www.youtube.com/

watch?v=dMExZl5jfAg

We are not

always rational

decision makers

Reflective system: Mindful,

conscious awareness,

goal directed. Relatively

slow, effortful volitional

Impulsive system: Mindless,

unconscious, default

system functioning in

response to external cues

without reflective initiation

(habits / automatic

evaluations)

Reflective system

Directed towards particular goals

Involves awareness of motivations and actions

Able to modify and change action if needed

Slow and effortful

Requires significant cognitive resources

Particularly wasteful with routine behaviour

Impulsive system

Requires little or no conscious though

Responding to environmental cues without reflection

Can lead to behaviour that is counter-intuitive to our goals (e.g., drive past

the gym)

Usually reward based

A balancing

act

Sometimes reflective

and impulsive systems

conflict

When this happens, the

system that drives

behavior depends on

the situation

Cue driven behaviour

Habits are the opposite of goal directed behaviour

They become established through repetition – leading to measurable

changes in brain circuits

Cues can lead to elicitation of habits in the absence of conscious desire

Cues can also control behaviour by evoking implicit attitudes

Implicit attitudes

Automatic evaluations reflect the affective experiences that arise rapidly

and involuntarily when the concept of activity is activated

Can result from direct or vicarious experience of PA

Occur rapidly and effortlessly

Can influence automatic motivation (goal pursuit without conscious

awareness) and reflective affective processes (anticipated affect)

Changing behaviours that are

regulated by the automatic system

Two broad categories of intervention:

Those that change the environment (or the cue)

Those that change automatic responses (reactions to cues)

Environmental manipulations

Ease of effort

Availability of options

Product design

Ease of effort

Availability of

options

Product

design

https://www.youtube.com

/watch?v=2lXh2n0aPyw

Changing response to cue

Activating / inhibiting existing associations

Altering or creating new associations – make activity more appealing

Priming http://uk.businessinsider.com/sport-england-says-this-girl-can-ad-made-28-million-women-more-active-2016-1?r=US&IR=T

Summary points

Create a culture of activity – in which everyone is active

Focus on providing skills to facilitate lifelong activities

Where possible, provide choice

Try to avoid competitive environments – focus on individual progress

Incorporate technology

Provide opportunities and facilities for physical activity

Focus on fun and enjoyment – these memories will stay with the child for

longer than you think

Dr Sarah Denford Children's Health & Exercise Research Centre,

University of Exeter

Ali Oliver CEO, Youth Sport Trust

How PE and Sport can improve young people’s emotional resilience

Thank you….

…with love from Hope x

“Teaching is the greatest act of optimism.” Colleen Wilcox

YST vision A future where every child enjoys the life changing benefits of play and sport YST Mission We pioneer new ways of using sport to improve children’s wellbeing and give them a brighter Future

……because……

when we play,

life get’s better

“You learn more about a man in an hour of play than a lifetime of conversation.”

Plato

Sport reveals us….

“People will forget what you have said, people will forget what you did, but people will never forget how you made them feel.”

Maya Angelou

But it’s impact is down to us….

Basic anatomy

Right here, right now…….

…. we are witnessing a generational crisis

Data and Insight in UK

Physical

Wellbeing

33% of year 6 pupils are overweight or obese

29,000 children under the age of 14 with diabetes with 4% being type 2

Vitamin D deficiency cases rose from 1,398 to 4,638 in last 3 years Life expectancy in this country has stalled….

Emotional

Wellbeing

10% of 5-16 years olds have a mental illness

33% of 11-16 year olds have poor body confidence

92% of 15-16 years olds suffer examination stress

1 in 11 children say they are unhappy

Social

Wellbeing

45% of girls feel under pressure to look good.

25% of girls 7 – 21 say they are very happy compared to 41% in 2009.

Young people who socialise largely though social media are 22% more likely to worry about

their friendships

16-24 year olds are the loneliest in society

The facts….

Emotional Resilience

• Psychological resilience is defined as an individual's ability to successfully adapt to life tasks in the face of social disadvantage or highly adverse conditions

• To be emotionally resilient means to be able to spring back emotionally after suffering through difficult and stressful times in one's life

Characteristics we need to build:

Emotionally resilient people tend to:

• Have realistic and attainable expectations and goals.

• Show good judgment and problem-solving skills.

• Be persistent and determined.

• Be responsible and thoughtful rather than impulsive.

• Be effective communicators with good people skills.

• Learn from past experience so as to not repeat mistakes.

• Be empathetic toward other people (caring how others around them are feeling).

• Have a social conscience, (caring about the welfare of others).

• Feel good about themselves as a person.

• Feel like they are in control of their lives.

• Be optimistic rather than pessimistic

Increased daily physical activity and access to

high quality PE and Sport

Improved physical,

social and emotional health and wellbeing

Increased progress,

achievement and

attainment and skills for

life

YST theory of change…..

PE: the Russian Doll effect Cognitive performance

Physical Health

Character & values

Emotional Resilience

Access to learning

PHE Evidence base

“Promoting physical and mental health in schools creates a virtuous circle reinforcing children’s attainment and achievement that in turn improves their wellbeing, enabling children to thrive and achieve their full potential.” Public Health England

DFE Evidence Base • Pupils with better emotional wellbeing at age 7

had a value-added KS2 score equivalent to one term’s progress than pupils with poorer wellbeing

• Moderate to vigorous physical activity at age 11 has been shown to have an effect on academic performance across English, Maths and Science at age 11, 13 and at final GCSE level

Department for Education

It all comes down to our intention

“Our intention creates our reality” Wayne Dyer

Re-purposing

PE & Sport

Physical ME

Thinking ME

Social

ME

Healthy

ME

Physical Education & Sport = Physical Emotional & Social wellbeing

Key Stage 1 Key Stage 2 Key Stage 3 Key Stage 4

PHYSICAL ME

THINKING ME

SOCIAL ME

HEALTHY ME

PHYSICAL ME

THINKING ME

SOCIAL ME

HEALTHY ME

PHYSICAL ME

THINKING ME

SOCIAL ME

HEALTHY ME

PHYSICAL ME

THINKING ME

SOCIAL ME

HEALTHY ME

A model of physical education across the key stages

How the Youth Sport Trust can help

How the Youth Sport Trust can help

Making the covert….. ….overt

• Intent ?

• Mission statement ?

• Curriculum ?

• Which activities ?

• Pedagogy ?

• Relationships ?

• Assessment ?

The future…..

• Childhood Obesity Plan 2

• Sec of State Announcement

• Spending Review - Primary PE & Sport Premium

• Ofsted Thematic Review

• DFE Survey & Audit

• New Ofsted framework

• Sport England Teacher Training

Ali Oliver CEO, Youth Sport Trust

Richard Head, Headstart Kernow ‘Building Resilience & Mental Wellbeing for Children

& Young People’

HeadStart Callywith College 2nd November 2018

Building resilience and mental wellbeing for children and young people

HeadStart Kernow 2016 - 2021

“The emotional wellbeing and mental health of all children and young people is improved because they can easily access the right support when they need it”

A Shared Vision…..

• HeadStart is a five-year, £56 million National Lottery funded programme set-up by the Big Lottery Fund, the largest funder of community activity in the UK. It aims to explore and test new ways to improve the mental health and wellbeing of young people aged 10 to 16 and prevent serious mental-health issues from developing.

• HeadStart enables young people to thrive by building their resilience and providing additional support when and where it is needed. It

looks at how young people’s mental wellbeing is affected by their experiences at school, their ability to access the community services they need, their home life and relationship with family members, and their interaction with digital technology.

• Six local authority led HeadStart partnerships in Blackpool, Cornwall, Hull, Kent, Newham and Wolverhampton are working with local

young people, schools, families, charities, community and public services to make young people’s mental health and wellbeing everybody’s business.

• People with first-hand experience of living with an issue are well-placed to identify and shape potential solutions. To make sure support

works, the HeadStart partnerships involve young people in the co-design, commissioning, delivery and evaluation of services.

WHY we are here

Ecological Resilience Model

Bronfenbrenner 1979

Community

Working Together

School Support Learning Online Wellbeing Workforce

Development

Programme Themes

Programme Themes

PHD level research leading to the development of training and tools What is normal?

National Evaluation with Anna Freud Centre, University of Manchester, London School of Economics, Common Room

Whole School and Practitioner training ACE’s, Neuroscience, Arts and Play, Emotionally Available Adults

Wellbeing Measurement Framework – Survey in all Cornish Secondary Schools (9000+ pupils)

Workforce Development

Online Wellbeing

Learning

£1.6m - £2.1m investment into Community Facilitation, Community Training, Building Capacity and development of YIACs model

Development of Whole School Action Plans in 33 Schools (all Secondary, Special and AP Academies) £26k investment per school, per year for 3 years

HeadStart Young People’s Board, School Boards, YOUth in Mind, HeadStart Resilience ‘mini’ festival

School Support

Community

Working Together

Programme Themes

Protect, Regulate, Relate, Reflect

KEY MESSAGE One emotionally available adult before the age of 18 interrupts the progression from childhood adversity to learning difficulties, mental and physical ill-health … for many children this person will be a teacher.

Ian Wright - A famous footballer who had severe

behavioral problems at school

Thank you Richard Head HeadStart Programme Lead Richard.Head@cornwall.gov.uk

Building resilience and mental wellbeing for children and young people

HeadStart Kernow 2016 - 2021

Richard Head, Headstart Kernow ‘Building Resilience & Mental Wellbeing for Children

& Young People’

Cornwall School Games

Principles:

1. Young Persons Motivation, Competence and Confidence is at the centre of competition

2. Focus on the process (learning and values development of YP) and not the outcome (result)

3. Volunteers, Leaders & Officials are appropriately trained and display behaviours reflective of the nature of the competition

4. The Environment created is safe and creates opportunities to learn and maximise social development

5. Facilities and Environment reflect the motivations, competence and confidence of young people

Cornwall School Games

20% of resource

60% of resource

20% of resource

The Helen Glover Champions Race

PE and Sport Premium

Key changes from September 2018: • No capital expenditure

• Updated guidance for Swimming and Active Mile

• New reporting deadline - 31 July 2019

Schools will continue to receive: • With 16 or fewer eligible pupils - £1,000 per pupil

• With 17 or more eligible pupils - £16,000 and £10 per pupil

2017/18 Primary School of the Year

And the winner is....

Visit the Marketplace in Garrow

Breathe Outdoors

Your Workshops/Lunch Arrangements

‘Our role in improving emotional resilience’