A new study from the University of Manchester, in collaboration with the Youth Sport Trust, has highlighted the transformative potential of physical education (PE), school sports, and physical activity (PESSPA) in shaping healthier, happier, and more resilient young people.
Published in Policy@Manchester, the research provides a comprehensive look at how PESSPA can address the physical, emotional, and social challenges faced by children and young people today. Authored by Dr Sarah MacQuarrie and Dr Alexandra Hennessey, the study examined five schools – two secondary, two primary, and one alternative provision – each of which was the subject of an in-depth case study.
The study revealed that while factors like inadequate facilities, socio-economic barriers, and gender disparities continue to limit participation in physical activity, schools have demonstrated considerable creativity in overcoming these obstacles. Tailored programmes, community partnerships, and student-centred approaches have proven effective in encouraging engagement, despite these challenges.
The researchers also found that children with special educational needs and disabilities (SEND) face unique barriers, such as limited access to suitable facilities and resources. However, the study also showcased how inclusive practices, such as adapting sports to accommodate varying abilities, can help address these inequalities and create a more inclusive environment for all.
One of the key findings of the research was the worrying rise in sedentary behaviour among pupils. According to the study, 43% of students reported spending more than four hours a day on screens, and 23% engaged in prolonged periods of sedentary activity. Additionally, 7.2% of pupils reported feeling lonely either often or all of the time, a figure notably higher than the national average of 5.5%. Pupil happiness was also lower than national averages, with students rating their happiness at 6.4 out of 10, compared to the national average of 7.7.
The authors argue that physical activity can counter these trends, offering a powerful tool to improve mood and reduce feelings of loneliness. They advocate for schools to incorporate more engaging, movement-based activities into daily routines, focusing on making physical activity fun, accessible, and socially engaging. These efforts, they suggest, can foster healthier lifestyle patterns and contribute to overall wellbeing.
In their article, MacQuarrie and Hennessey have also made a series of recommendations for policymakers and educators. They urge the Department for Education to prioritise the development of safe, versatile, and inclusive facilities in schools, suggesting that a consultation process with educators, school leaders, and practitioners would help identify how such infrastructure can be expanded and maintained.
Further recommendations include integrating PESSPA across both the curriculum and extracurricular activities, strengthening partnerships with local sports organisations, and promoting tailored programmes for underrepresented groups, including girls and children with SEND.
The authors also call for more awareness around sedentary behaviour and for policies that encourage active lifestyles. As the Children’s Wellbeing and Schools Bill progresses, they stress that now is the time to embed these principles into legislation.
“Our research, in partnership with Youth Sport Trust, shows that by making physical activity a central part of school life, we can help inspire a generation to thrive physically, mentally, and socially,” the authors conclude.
