Sport | Brooke Priory | Oakham

Our games programme includes competitive fixtures with other local schools, with the amount of fixtures increasing in number as the children work through the Prep department. As the children enter Form III they develop the fundamentals of the sport. This is key preparation time for the children as they are equipped with the raw materials needed to be effective in a competitive situation, such as inter school fixtures. These raw materials include the key skills needed (dribbling, passing, shooting, changing direction, bowling, batting etc) as well as tactical awareness and knowledge of the rules.

Initially our prep children will have fewer fixtures, particularly when in Forms III and IV, where the priority is to develop the fundamentals of the sport they are playing. The children require a solid base of knowledge and expertise surrounding the sport they are playing before they are ready to regularly take part in competitive inter school fixtures. As they move through to Form V and above and their competence and confidence levels increase then so will the amount of competitive fixtures they will experience.

As Form III progress through their first term of each sport they will have a fixture or two towards the end of the term to give them their first taste of representing Brooke Priory in a competitive match. We strive to largely host and travel to ‘festivals’ where a number of schools are present. This format is ideal in ensuring the appropriate level of challenge and engagement for the children, as well as optimising the time available through playing matches against a number of schools on the same day.

We will strive to ensure our competitive sport is inclusive for all levels of confidence and competence, while at the same time providing opportunities for our elite performers to excel. Uniquely, Brooke Priory will provide all children with the chance to represent the school at sport.

At Prep schools the children frequently combine with the year group above or below theirs, as another way of ensuring appropriate challenge for all. For example, some Under 10 hockey players may be selected to represent the Under 11 team at a festival as a way of providing them with additional challenge, if deemed appropriate in terms of their confidence and ability.

We strive to ensure each child and team noticeably improves and progresses between the start and of term, in whichever sport they are playing. This will be evident through the fixtures. For example, compared to the beginning of the term, each individual and team will have markedly advanced and developed their skill level, knowledge of the rules and tactical awareness by the time the final fixture comes around.

During playing time the input and feedback that staff provide is predominantly encouragement, with some reinforcement and prompts related to tactics and strategy that have been developed and discussed beforehand in games lessons and ‘team talks’. For example, ‘remember your defensive line’ or ‘make sure all of their attackers are being marked’. Verbalising complex feedback related to technique and tactics will be left until between matches, intervals in play (such as at the end of a quarter or a half) or until the next games lesson. Attempting to impose an on the spot decision onto a child, for example shouting ‘dribble’, ‘pass’, shoot’ or something similar when a child receives the ball, is not encouraged. Empowering the children to make their own choices on the field of play develops their individual decision making, and encourages communication among themselves on the field.

At Brooke Priory we will always encourage the children to set themselves high standards and to try their best to be successful; and in terms of sport, strive to win any match or competition that they take part in. Indeed, it is great when the children are victorious in a match and experience this achievement. However, it is vitally important that we don’t use this to measure the overall success of fixtures. Did you enjoy it? What did you learn? What might you do differently next time? are questions we look to ask the children, rather than simply ‘did you win?’ During primary school, the enjoyment and reward that the children get from playing, along with the overall learning experience will always take priority over any result. For this reason, many of the fixtures the children play won’t necessarily have results recorded. Most, if not all, of the schools that we play with and against in these fixtures have the same approach, reinforcing the aim of creating the optimal learning experience for all.

As indicated above, at Brooke we believe that sport fixtures are not solely about developing a child’s sporting ability, it is largely about developing them as an individual too. Our competitive fixtures programme provides a healthy balance of successes and setbacks, this is of course important in the overall development of any individual, particularly as a child gets older and moves into secondary school. Being gracious and reflective in victory and defeat are a huge part of the Brooke Priory ethos.

Triumph over adversity, supporting and encouraging team mates and adopting leadership roles are all examples of the personal development that goes with sporting fixtures and are individual qualities that can subsequently cross over to other elements of their education and development. Meeting new people and as a result showing respect for opponents through sportsmanship and mutual appreciation are also huge benefits of our fixtures programme.

Finally, it is always wonderful for the children to see their family and friends supporting them from the sidelines. We ask that supporters provide encouragement, but to refrain from providing any tactical input, as this may confuse the children who may be under instructions from the teacher to do something different. Many thanks for supporting us with this and reinforcing our ethos from home. As I’m sure you understand, this is all to optimise the learning experience for the children.

Effort & Application (Hardwork & Resilience)

• Always tries their best and has an excellent work ethic in both games lessons and fixtures.
• Resilience – doesn’t give up or quit if things aren’t going to plan.
• Listens to and strives to apply feedback and instructions given by teachers and coaches.
• Desire to improve and get better as an individual and team player through reflecting on their personal performance.
• Has shown significant progress and improvement through hardwork and dedication.

Leadership and Team ethic (Teamwork, Friendliness & Happiness)

• Encourages and supports team mates.
• Sets a positive example to others in their approach.
• A good role model to teammates and younger children.

Sporting Approach (Respectfulness, Honesty)

• Humble in defeat and victory. Congratulates and commiserates opponents and encourages others to do the same.
• Plays fairly and shows honesty.
• Respectfulness to opposition players and staff.

Knowledge and Application of Rules and Tactics (Confidence)

• Has a sound knowledge of the rules.
• Can apply tactical information given to them by their teacher/coach.

Match Awareness (Confidence)

• Effective decision making in a game situation.
• Adapting effectively to a number of positions/roles.