Britain has seen a sharp decline in the number of PE teachers since hosting the 2012 Olympics and Paralympics, with 7,000 fewer in schools today. At the same time, physical activity levels among children have dropped significantly, with 30% of them now doing less than 30 minutes of movement daily, including simple activities like walking.
These concerning statistics were presented during an inquiry into the challenges facing sport provision for children and young people. Experts warned that this decline could have long-term consequences for children’s physical and cognitive development, and called for urgent action to address the issue.
It was highlighted that in the last academic year alone, there were 41,000 fewer hours of PE taught in schools compared to the 2011-12 period. Additionally, children today have, on average, 20 minutes less playtime per day than they did three decades ago.
One major concern raised was the lack of adequate PE training for primary school teachers. On average, these teachers receive just four to six hours of training in the subject, which has been described as completely insufficient. Experts argued that making PE a core subject would help improve both the quality and quantity of physical education in schools. A higher status for PE would lead to increased accountability, better standards, and stronger commitments from schools.
Another issue raised was the concept of physical literacy having the basic movement skills necessary for an active life. It was suggested that physical literacy should be valued in schools in the same way as reading and writing. Children should be expected to develop basic motor skills, such as catching a ball at a certain age, just as they are expected to reach certain literacy milestones.
Calls were made for a shift in how sport is introduced to young people. Instead of viewing it as just a school subject, sport and movement should be promoted as a lifelong passion and an essential skill. Encouraging participation in physical activity from a young age could help children develop healthier habits that carry into adulthood.
Competitive sports in schools were also discussed, with concerns that some schools have watered down competitive elements in an effort to protect children from failure. While there is an understanding of the desire to prevent discouragement, it was pointed out that learning to deal with both success and failure is an essential life skill. Experiencing competition in a supportive environment can help children develop resilience and confidence.
The discussion reinforced the need for urgent action to improve PE provision in schools, ensure children receive adequate opportunities for physical activity, and integrate movement into everyday life. Without intervention, the decline in activity levels could have serious consequences for the health and well-being of future generations.
