An analysis of physical activity as an intervention for behaviour change in students attending alternative educational provision in England

This research investigates the growing number of students that are being excluded or marginalised from secondary education (1, 2). It considers the ‘gaps’ in their learning and how specialist educators can address these and support them accessing full time education again, through programmes of physical activity. The following categories were identified: how the sessions were structured, and what benefits were obtained by the pupils during these sessions. Sessions were seen to have a positive impact on pupil behavioural patterns/decision making. This included evidence that sessions supported pupils to develop increased self-esteem and self-regulation. This outcome showed the potential to enable pupils to engage more deeply in their application of meta-cognition (3). This was achieved through: experiential learning in physically active settings; through a therapeutic approach; and making sequential improvements in pupil learning behaviours. Recommendations include teachers taking a growth mindset when supporting pupils, a greater focus on positive outcomes, and students leading in their own learning. Teachers were able to include different activities that supported the needs of the individual pupil, reflecting on therapeutic models of physical activity (4), and the impact of learning to learn for vulnerable young people.