2. Developing a manual that enables teaching staff to deliver an evidence-based programme of children's motor skills activities (The Alps)

Introduction

We know that poor fundamental motor skills have a profound impact on children's life chances. Poor motor skills affect children's physical, emotional, social, psychological and educational development, and children are more likely to grow up to experience drug and alcohol abuse, trouble with the police and mental health difficulties. There is a relationship between poor motor skills and physical fitness, body weight and physical activity, suggesting that the rising epidemic of obesity in the UK could be reduced by improving children's motor ability.

What can be done?

I have developed a programme of physiotherapy activities called Towards Healthy Education: Accelerated Learning of Playground Skills (The Alps). The activities have strong evidence for producing large improvements in children’s motor skills. The programme is designed for Key Stage 1 children with poor fundamental motor skills. However, it could be used for the whole class although it will take more staff to supervise each session, as each child needs to undertake the appropriate level of difficulty for each activity. 

What's this about a manual?

In the research studies that showed how the activities were good for children's motor skills, the activities were delivered by physiotherapists and occupational therapists, and other experienced professionals. My aim is that The Alps will be delivered in schools by teaching assistants (TA), and so TAs have been developing an Alps manual that will enable TAs to deliver the activities effectively. More help from TAs would be welcome, if possible. Please do get in touch if you can contribute. The process will be taking place up until the end of October 2019. I can be reached on 0113 392 2647 or email nickphysio(at)gmail(dot)com.

How are teaching assistants helping develop the manual?

The role of each TA will be to read through a few of the manual's activities. If the descriptions of the activities are confusing, and the assistant can’t be sure that they could deliver an activity accurately, they should make notes and add comments to explain what is unclear, or why it can't be delivered. Once the activity descriptions have been amended based on TAs' feedback, each set of activity descriptions will be passed to a different TA to read through. In this way, each TA will always receive a different set of activities that have been amended based on feedback from other TAs. I anticipate that the manual will be clear and easy to understand after two or three amendments.

Example of balancing activity from original (first draft) manual

And then what?

Teaching staff will pilot test The Alps manual in schools to finalise its development. Teaching assistants who have not yet seen any descriptions of the activities will use the manual to deliver The Alps. Experienced researchers and physiotherapists will observe these sessions to ensure that the manual is effective in helping TAs to deliver the activities in the way that evidence suggests will benefit the children. This will identify whether there are any obstacles or difficulties with delivery of any activities, after which the manual will be modified for a final time before professional printing.

Will The Alps activities still benefit children when delivered by teaching assistants?

The final stage of producing The Alps programme will be a scientific trial, in which schools will be randomly allocated either to use The Alps or to carry on with their usual physical activity and PE programmes. We will evaluate outcomes in a number of key areas, including motor skill performance, academic progress and levels of physical activity.

Schools whose TAs have helped to develop the manual will be welcome to adodpt he Alps as a physical activity programme if they so desired, but it would not be possible for them to participate in the randomised controlled trial, as their prior knowledge and experience would bias any results.