The United Kingdom’s government’s PE, School Sport and Club Links (PESSCL) strategy was launched in October 2002 by the department of children, Schools and Families (DCSF) and the Department for Culture, Media and Sport. Its guide was however published in the year 2003. This…
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ports and Culture called upon the citizens and the local authorities to be united so as to realize and maximize the benefits of the programmes to young people. The plan was focused mainly the school. This is because in school the different categories of children meet from different communities. Therefore when the programme is in school, the children after their studies will expand the skills to the communities. It was very to united pupils and students in schools than in communities. This is because it had a focus in developing and nurturing the talents of the individuals both in school and community (Barbieri 2011, pg.133).
To establish a National Infrastructure for PE and School sports by creating about 400 Specialist Sports Colleges, subject to sufficient high quality applications, by 2005 and 400 School Sport Coordinator partnerships by 2006
It was believed that this would enhance the pupil’s concentration, commitment in their studies and high level of self – esteem thereby improving overall performance in class. To ensure this, the government created a wide network scope of about 450 School Sport Partnerships across the entire country. The Partnership Development Manager (PDM), School Sport Co-ordinator (SSCo) in every Secondary school and the Primary Link Teacher (PLT) acted as the main stakeholders of the plan and were mandated with the responsibility of ensuring the strategy succeeded in schools.
According to the results of the PE & Sport Survey by TNS-BMRM, 2010, it showed that most of the aims were achieved to higher percentage. It was realized that by the academic year 2009/2010, about 84% of the pupils were spending about 120 minutes per week in PE. This was an increase from the results obtained in the 2003/2004 academic year.
It is important to highlight that this trend has been maintained from the academic year of 2003/2004 to the academic year 2009/2010 among all the children in most of the schools in the UK. I therefore state that the
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