Physical education, youth sport, and lifelong participation: The importance of early learning experiences
Abstract
The PESSCLS strategy for physical education and youth sport in England has received an unprecedented level of funding from the Blair government during its term in office. In this article, it is proposed that there are structural problems with the delivery of physical education and school sport in England that the PESSCLS strategy and associated policies such as Game Plan may not have accounted for. It is argued these problems become evident through a review of research on the importance of early learning experiences for lifelong participation in physical activity. In addition, the impact of perceptions of competency on young people's motivation to participate is discussed, prior to exploring the influence of gender, socio-economic status and sociodemographic factors on participation. Further evidence is reviewed that suggests secondary school physical education programmes have in their traditional form been ineffective in promoting lifelong physical activities. The article concludes with the identification of some alternatives to the traditional approach to PE and youth sport that could enrich some of the PESSCLS initiatives.
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A strong foundation in fundamental movement skills and fundamental sport skills will provide children and youth with opportunities to participate in a variety of activities in childhood, which will transcend into adulthood.
“A strong foundation in FMS and FSS will provide children and youth with opportunities to participate in a variety of activities in childhood, which will transcend into adulthood (Higgs et al., 2008;Kirk, 2005).”
From Developing an Intentionally Designed Physical Activity Model of Programming for Children’s Structured Recreation in Canada (2022) · cites this paper as Kirk, 2005
Cites
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- Authors
- Kirk, D.
- Affiliations
- Leeds Beckett University (GB)
- Corresponding author
- Kirk, David
- ORCID
- Kirk, David
- Venue
- European Physical Education Review
- Publisher
- SAGE Publications
- Published
- 2005-10
- Volume
- 11
- Issue
- 3
- Pages
- 239-255
- ISSN
- 1356-336X (ISSN-L)
- 1741-2749
- OpenAlex
- W2093334783
- Cited by
- 443
- References
- 2
- Citations by year
- 2026: 12 · 2025: 20 · 2024: 18 · 2023: 16 · 2022: 26 · 2021: 41 · 2020: 27 · 2019: 23 · 2018: 19 · 2017: 27 · 2016: 32 · 2015: 24 · 2014: 39 · 2013: 28 · 2012: 27
- FWCI
- 21.93
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- European Physical Education Review (publishedVersion)
- University of Bedfordshire Repository (University of Bedfordshire) (submittedVersion)
- Topics
- Health Sciences › Health Professions › Physical Therapy, Sports Therapy and Rehabilitation › Physical Education and Pedagogy
- Social Sciences › Life-span and Life-course Studies › Sports and Physical Education Studies
- Social Sciences › Sociology and Political Science › Physical Education and Sports Studies
- Keywords
- physical education, youth sports, early learning experiences, game strategy, school sports, physical education policy, perceived competence, participation motivation, gender differences, socioeconomic status, high school physical education, England
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