CYP Team member, Niall O’Brien, reflecting on the perspectives of colleagues at the Physical Literacy in School Conference May 2025
The recent conference at the Carnegie School of Sport was nothing short of dynamic—a fast-paced and (physically active) day filled with insightful discussions, deep reflections, and purposeful movement. Gathering a diverse group of researchers and practitioners, the event provided a platform for thought-provoking conversations on the future of PE, physical activity, and sport.
Setting the Stage: A Powerful Round Table Discussion
The day began with a compelling Round Table discussion, featuring influential voices from the sector:
- Kate Thornton Bousfield (Chair of AfPE) energised the room with her passion for PE, emphasising the importance of co-developing curriculums with pupils to address their needs and the realities of their communities. Kate highlighted that as a workforce, we’re not yet fully equipped to meet the growing needs and challenges within our schools. A point that resonates deeply with the systems leadership work we’re doing to build capability and capacity among partners in the PESSPA space.
- Chris Dossett (Chair of PADSIS, Experienced Director of Sport) highlighted the lifelong value of participation, advocating for the development of habits and values that extend beyond school. His use of digital tools like Strava and Park Run demonstrated how former students continue their active journeys.
- James Walker (YST Strategic Lead for Secondary PE) reinforced the importance of consultation, collaboration, and co-production, particularly in amplifying Youth Voice and ensuring feedback mechanisms translate into meaningful change.
- Dr. Anna Chalkley (Senior Research Fellow, University of Bradford) discussed thought-provoking insights on equity and inequality in education, urging us to consider the distribution of resources in an attempt to influence pupils’ access to meaningful movement experiences. Her reflections reinforced the need to challenge structural barriers and advocate for a more equitable approach to PE sport and physical activity within schools
The Importance of Context
One resounding theme was the contrast in opportunities and environments between independent schools and state-funded schools. The disparities in curriculum visibility, facility quality, and extracurricular experiences underscore the ongoing challenge of ensuring equitable access to physical education, sport and physical activity for all students.
A key focus of discussions was movement competency—viewed as a crucial foundation for lifelong participation in physical activity. Educators and practitioners alike stressed the need to prepare pupils for the transition from primary to secondary PE, ensuring that movement skills and positive experiences are embedded from an early stage.
As a former PE Teacher, I fully recognise the importance of movement competency, although for us as an Active Partnership, there are other contextual factors that we place equal emphasis on—particularly when working towards creating positive experiences of movement and physical activity in schools. Understanding the unique challenges within our places ensures that the opportunities we develop truly support pupils in ways that matter to them.
Underpinned by insight captured within the Growing Up in North Yorkshire Survey 2024
Exploring broader trends related to Physical Activity amongst children and young people in North Yorkshire and York findings from the GUNY survey shed light on emerging challenges related to emotional health and wellbeing:
- 27% of Year 6 girls and 16% of Year 6 boys expressed concern about their weight.
- There is a gender gap in physical activity levels, with 31% of Year 8 and 10 females reporting feeling too nervous or worried to engage in more sport—significantly higher than previous years (12% in 2022).
These statistics highlight the pressing need for interventions that address psychological barriers to physical activity in order to create the conditions where all young people can develop their relationship with movement.
What Physical Literacy means to us
At North Yorkshire Sport, our focus remains on reducing inequalities through sport and physical activity. The Physical Literacy framework serves as a guiding principle—where Youth Voice is embedded at each layer, playing a vital role in terms of shaping meaningful experiences.
While there is no expectation of applying the framework in a rigid sequence (we emphasise attitudes, experiences, and needs, particularly within school communities) Our responsibility in the system is to ensure that the ‘Throughout Life’ layer has equal priority, creating sustainable, positive movement experiences that support the development of the whole child amongst the communities that need it the most.
A Defining Message: Movement with Personal Meaning
One key takeaway from the conference was this insightful quote from Dr. Dave Cooke (Centre for Child and Adolescent Physical Literacy):
“It’s about creating meaningful movement experiences. It doesn’t matter what it looks like as long as it has personal significance.”
This quote really gets to the heart of what it’s all about—creating movement experiences that actually mean something to each individual and help shape a lifelong connection with physical activity.
The conference made it clear: now is the time for action. It’s going to take a collective effort, a real understanding of different contexts, and a commitment to making change. By working together, staying focused, and using what we know, we can create positive experiences that truly matter to young people.
