A critical analysis of the cycles of physical activity policy in England

BACKGROUND: There has been increasing focus on the importance of national policy to address population levels of physical inactivity. Components of a comprehensive national physical activity policy framework include: 1) national recommendations on physical activity levels; 2) setting population goals and targets; 3) surveillance or health monitoring systems; and 4) public education. The aim of the current paper was to analyse the policy actions which have addressed each of these elements in England and to identify areas of progress and remaining challenges.  METHODS: A literature search was undertaken to identify past and present documents relevant to physical activity policy in England. Each document was analysed to identify content relevant to the four key elements of policy which formed the focus of the current research.  RESULTS: Physical activity recommendations are an area where England has demonstrated a robust scientific approach and good practice; however, the physical activity campaigns in England have not been sufficiently sustained to achieve changes in social norms and behaviour. The setting of physical activity targets has been unrealistic and continuous changes to national surveillance measures have presented challenges for monitoring trends over time.  CONCLUSIONS: Overall, physical activity policy in England has fluctuated over the past two decades. The variations and cycles in policy reflect some of the challenges in implementing and sustaining physical activity policy in the face of political changes, changes in government direction, and changing opportunities to profile active lifestyles

Emerging school sport development policy, practice and governance in England: Big Society, autonomy and decentralisation

International interest in developing mass sports participation through systems of school and community sports development has become a growing field of public leisure policy interest. This research paper considers the policy change from School Sport Partnerships to the new 2012 School Games model of networked partnerships to establish characteristics of the changes in governance modes and implications from practice in England. The research project is based on a regional case study drawing upon indepth,face-to-face interviews with key public policy stakeholders to inform an analysis of change. Initial findings indicate that the emergent networks are characterised by more networked-based mode of governance than previous hierarchical models present under UK New Labour. The study also shows the fragility of a reliance on partnership structures and the potential implications for incongruence in delivering policy outcomes and improving access to physical activity and school sport opportunities

Children as vulnerable consumers: a first conceptualisation

© 2015 Westburn Publishers Ltd. Understandings of consumer vulnerability remain contentious and despite recent developments, models remain unsuitable when applied to children. Taxonomic models, and those favouring a ‘state’- or ‘class’-based approach have been replaced by those attempting to tackle both individual and structural antecedents. However, these are still overly individualistic and fail to progress from an artificial view that these dimensions work separately and independently. In contrast, the new sociology of childhood conceptualises childhood as a hybridised, fluid combination of structure and agency. This paper introduces this approach, new to the consumer vulnerability field, and proposes that it has considerable implications for the way that children’s consumer vulnerability is theorised and researched, and for the formulation of policy

Youth Sexual Exploitation (United Kingdom)

NoThis article highlights the importance of examining physical and psychological health in the context of youth sexual exploitation by drawing on findings from an empirical research study undertaken between 2006 and 2011. Data were drawn from interviews with 24 sexually exploited young people and 61 professionals working in agencies supporting sexually exploited young people. A sequential mixed-method approach was employed to address the research study aims using interviews and a questionnaire survey. A significant range of physical and psychological health problems were reported alongside risks to health and barriers to health support for sexually exploited young people. Intentional self-harm and substance abuse were concordant themes from phases 1 and 2. Psychosocial vulnerability factors appear to undermine health and affect health-seeking behavior. Novel themes that emerged from this study included taxonomy of risk behaviors related to health

Parents, pre-schoolers and learning with technology at home : some implications for policy

Schemes that seek to ensure that children have access to technology at home have, so far, been aimed at children over the age of 8. However, there is likely to be an increasing policy interest in extending similar schemes to pre-school children given widespread commitment to the value of early intervention in children's education and family life. We draw on three research studies conducted by the authors to discuss the range of technologies that children encounter at home, the different forms their learning takes and family support for learning. We use these findings to provide starting points for considering the implementation of similar schemes for pre-school children and their parents in the future, identifying several questions to consider when developing policy on home access to technology for pre-schoolers: which technologies are most appropriate? Will access to technology at home lead to increased use? What roles do parents play in supporting learning? Which forms of learning are most likely to be promoted

Building creative partnerships through image and text

This paper reports an Early Years Foundation Stage (EYFS) Creative Partnerships project. This comprised three stages: professional development of artists and teachers at an experimental lab; artists’ residencies in Foundation Stage classes; and evaluation of the experience by the artists, teachers and researchers of achievements made. An inspiration for the project was the Reggio Emilia approach of northern Italy that emphasises design and physical arrangements in space; valuing collaboration among all adults, the teacher (educatore), artist or art educator (atelierista) working together and pedagogue (pedagogista) who provides leadership; documentation and reflections on artistic experiences and ample support by art resources. A case study approach using multiple sites and multiple methods was adopted. Results showed relationships among creative activities, collaborative actions of artists and teachers and actions and responses of children. Multiple perspectives identified by Creative Partnership representations were seen as a means to free up the curriculum by head teachers, a form of inter-disciplinary sharing of ideas by artists and, by teachers, a complex three-way learning relationship between children, artists and teachers that was vital for children's learning. The project team created an equal partnership in negotiation, debate and reflexivity, the teacher became a learner and active participant in collaborative art practices in which children appeared to be developing autonomy and other modes of thinking. The aspiration was longer-term change in understanding of learning, knowledge and skill acquisition within the community of learners