Full of words and empty promises, so often is the case when it comes to businesses and what they can offer you.
You’re promised the world and end up with merely a loss of time, money, energy and patience.
So, forget the words, we’re here with the data. Proof that what we’re offering to your school works. We’re under no illusion that we can give you the world, but what we can give you is something that does what it’s meant to and is good at it.
This is Maths on the Move (MOTM).
We evaluated the impact of MOTM during the 2018-19 academic year. This is what we found.
During each MOTM session, children complete 5 questions at the start of the lesson and 5 questions at the end of the lesson. Their scores are collected and the average results across all the schools are shown below.
The children were asked to self-assess their perceived confidence when faced with a maths question. Scale 1-10 (1 – low, 10 – high).
On average, the children increased their confidence scores by 32%. The average pre-course confidence score was 5.84 and the average post course confidence score was 7.71
Before the programme, 21% of the children gave themselves low confidence scores (1-3) and after the programme there were only 5.3% of the children giving themselves low confidence scores.
Before the programme, 29.6% of the children considered themselves to be highly confident (scores 8-10) and after the programme this had increased to 60.2%.
Promises don’t get us anywhere and they certainly don’t get you anywhere.
Proof, on the other hand, that’s a different story.
And we have heaps of the stuff.
You’ve probably heard about it by now, the idea of physically active learning. Gone are the days when pupils would spend an entire hour sat behind their desks.
Okay, we may be being bit optimistic suggesting this no longer happens, but we can dream, can’t we?
And why do we dream this to be a thing of the past? You only have to look at the facts…
Did you know that after 2 years of physically active learning, a child could be 4 months ahead in maths and spelling in comparison to seated learning?
There’s no shortage of research that supports the use of long-term physically active learning. A study looking into the effects of physical activity on academic achievement found the impact to be strongest in maths, yet all academic subjects were proven to benefit.
Physical activity has a significant impact on the focus of an individual. You may be thinking, surely getting pupils up and moving during a lesson is the opposite of keeping them on task? In fact, Introducing movement into the classroom is a way of doing just that. Research from East Carolina University found that pupils who undertook a one 10-minute Energizer physical activity break daily for 12 weeks demonstrated a higher frequency of on-task behaviours. It’s no secret that children tend to be bundles of energy, so it makes sense that if this energy is supressed behavioural problems can occur.
Childhood obesity; one of the most serious public health challenges of the 21st century as regarded by the World Health Organisation. Its increased prevalence is alarming; data from the National Child Measurement Programme shows one in five 10 – 11 year olds and one in ten reception aged children are classed as obese, the rates increase to a third and a fifth respectively if those children who are overweight are included.
With children spending so many of their waking hours at school, we need to ask ourselves, what can we do in school time to support children? One way recommended by the UK government’s recent childhood obesity strategy is active lessons. Time to get that classroom moving!
So we’ve told you why physically active learning is a phenomenon with far-reaching value. But how are you actually supposed to implement it? That’s where we can help.
We present Maths on the Move. We give your school experienced educators, learning materials, plus regular impact reports; your pupils gain confidence and increased attainment in maths.
How does this work? Click here to find out.
Contact Jon Davis on 07530045106 for more information.
You know the saying ‘It does what it says on the tin’? Well, that’s Maths on the Move. It’s doing maths whilst on the move.
Of course there’s a whole lot more to say about this innovative programme designed by teachers for teachers; but the concept is that simple.
First, some hard hitting facts
Think of a classroom. What do you picture? Teacher standing at the front and pupils sat behind desks? Yes, because so often that is the picture, shown by the 70% statistic.
But why is it? Perhaps more importantly, why does it have to be? Turns out it doesn’t.
We know because we’ve seen the alternative first-hand and the impact it can have.
Active learning is this alternative and is the basis of Maths on the Move.
Some questions you may have…
To use physical activity to enhance confidence, learning and attainment in maths.
All learning outcomes of the maths curriculum for KS1 & KS2
No pupil is the same, we get that, which is why you can tailor MOTM to suit pupils’ individual requirements. Use the programme as an intervention to support lower achieving children or extend the learning of those who are gifted and talented. The results show that, whatever the pupil’s pre programme confidence level, it is boosted upon completion of MOTM.
Funding is accessible through several streams:
Tracking pupil progress is paramount. We will provide experienced educators and learning materials, in addition to sharing the impact of MOTM via an online platform and regular reports (just the ticket for justifying your premium spends when Ofsted come knocking).
Interested? How could you not be?
Contact Jon Davis on 07530045106 or email@example.com
The scores are in!
In the 2017/18 academic year 108 groups took on Maths on the Move, that is a total of 1,456 children.
77,760 minutes of physically active learning completed and 174,720 maths challenges answered.
Just in case you’re not familiar with Maths on the Move, here’s a quick overview. Simply put, using active learning, Maths on the Move enhances children’s confidence and attainment levels in maths. If you’d like to know a bit more, feel free to visit our dedicated page.
5 questions at the start and 5 questions at the end of a lesson are completed by pupils. Scores were collected and averages across all schools were calculated. The results were:
On a scale of 1 – 10 pupils rate how confident they feel when faced with a maths question.
of pupils reported improved confidence in maths after MOTM.
On average, confidence scores were increased by 21%.
For those pupils with low confidence, MOTM proved particularly beneficial.
|Low confidence score||0 – 4|
|Average confidence score||5 – 7|
|High confidence score||8 – 10|
Welcome to the first of TLE Sports Coaching’s blogs! We have had a busy week with over 160 children taking part in our Sports Camps. Well done to all the coaching staff that have been so active and energetic, encouraging all to get involved being healthy and active.