Student Number: 22003058

Participating in physical activity, sport and exercise, preferably aerobic exercises such as
swimming or even jogging/walking is proven to have many benefits. A major benefit for
taking part in aerobic exercises is the improvement in anxiety and depression in children and
young adults(Sharma, A et al, 2006). It has been made clear by many scientists, physical
activity should be in everyone's daily life to prevent mental health issues occur, even if it is a
walk you are able to meet the activity guidelines of 60 minutes of vigorous intensity a day or
moderate intensity over one week(Gov,2023) as exercise improves blood circulation to the
brain to give a positive effect of mood and mental health(Tang,2022). Research suggests
less than 52% this year were not physically active and were not meeting the
requirements(Sport England). Beeden,J (2021) suggests it is critical to put more
interventions into Schools, Colleges and Universities to encourage these 2.3 million children
to at least participate in 30 minutes a day as this benefits their mental health, physical
appearance, and cognitive outcomes such as educational grades(Department For
Education, WHO, 2023).

Tang(2022) implies that interventions have a positive effect on children and young adults'
mood, mental health and wellbeing in schools or communities, benefit from physical activity
and exercise by improving concentration for educational purposes(Carter,2014). Also
improving students behaviour issues in education because 71% of students feel being active
has a positive attitude on their mood- making students improve their educational
performance(Sport England,2023). For this specific age range, participating in aerobic or
strengthening muscles can prevent any major illnesses or diseases throughout a lifetime
such as coronary heart disease, strokes, type 2 diabetes, cancer and lowering early death
by 30%(NHS, 2023). Creating more interventions would motivate people with prior illnesses
including people with SEND because vulnerable people already face enough barriers and
stereotypes in physical activity, games and exercise(Stanton, R et al, 2014).

The initiative is called ‘Just Keep Swimming’, aiming at children ages 5-17 with Special
Educational Needs And Disability(SEND) to participate in a swimming club, including
sensory impairments, epilepsy, cystic fibrosis, heart conditions, diabetes, haemophilia, spinal
injuries, cerebral palsy, amputeus, achondroplasia(Dwarfs), arthritis. This group has been
targeted because 43% of disabled people are “twice as likely to be physically inactive,
compared to 23% without a disability(Our Active Lives Survey,2023). This could be due to
the psychological barriers within sport as many people with disabilities lack confidence, low
self esteem or a negative body image(Brittain, I., 2004). From this, only 25% of disabled
children participate in physical education and exercise in school all the time, however 41%
non-disabled children take part- making this initiative important for this specific group to
improve their health and meet the Government guidelines of 120-180 minutes per
week(appendix 1) or 20 minutes every day for disabled children(Smith, B et al.,2022). At
least 30 minutes of physical activity should have been from school(Activity Alliance, 2023).
Children may not meet these guidelines because their parents may not be very active or
have any knowledge on physical activity, therefore the child will follow the parent.
Furthermore, it has been shown by Lancet Global Health, when a child is at their first years
in life it is their “fastest growth period and their brain is developing”. In addition, the age gap
is capped at 17 because Dr. Ananya Mandal supports this as children with cerebral palsy
have a 40% chance of reaching their 20s. Swimming is fun physical activity to create a
positive effect on mood and mental health, for example; when breathing side to side in
swimming forces your lungs to open-allowing you to take deep breaths meaning you can
stay under the water longer for the cycle of the stroke to occur. This enables children to not
panic or take short, rapid breaths as this could cause heart attacks(Ledecky’s, 2022). This
initiative is focused on swimming because depending on the affluence of the parents on
average only 58% of children and young people ages 5-16 can swim 25 metres
unaided(Activity Alliance,2023). This could imply that 58% of children miss out on trips away
from school as the parent or child is not comfortable with this, which could single out the
child from socialising with their friends. Swimming is making improvements to their
respiratory and cardiovascular fitness as it increases blood flow(Carter,2014).

This intervention is a National Campaign which is paired with the initiative, ‘Activity Alliance’
which is a national charity, who support everyone with disabilities to make sport inclusive
and encourage participation in physical activity to improve attitudes to a healthy lifestyle. By
doing this will allow Activity Alliance to meet their two main aims, which are changing
attitudes towards disabled people in sport and activity, embedding inclusive practice into
organisations, and to close the gap between disabled and non-disabled people's activity
levels within society by using this intervention in practice(Activity Alliance,2023). This
initiative “promotes inclusive sports, activities and culture” in structure with the equality lines
to abide by the equality principles in the equality act in 2010(Equality Act,2010, Activity
Alliance, 2023). The Government and Activity Alliance provides safety to prevent
discrimination or stereotypes as around 34.8% of children with disabilities experience social
discrimination(Equality Act,2010; Jung,Y.H. et al, 2022).

This intervention will be open after school at a local leisure centre with accessibility for
children with SEND or are less able than others to improve their activity levels of
participation, for example; a chair lift is available. This is also available on a saturday at
11am, giving children the choice to go again if they enjoy it, also this helps increase activity
levels and health issues. In these lessons, children are in a small group of 4 with a helper
supporting along when needed to improve their socialising and communication skills.
Furthermore, making new friendships will allow the group to motivate each other and feel
safe within the session as everyone has been through something similar. These two lessons
a week will be both 60 minute sessions- enabling SEND children meet the guidelines of
physical exercise(Department of Health and Social Care, GOV, 2022). All children learn the
three main skills of how to float on the water, vertical standing(treading water), star
shape(horizontal float) or holding pool side, holding a float or having airbands or boicsiade
on. Therefore, allowing children to understand motor and lifesaving skills, which may be
needed in the future. This is an inclusive sporting intervention, enabling children to learn a
variety of skills by using the same Learn to Swim Programme used for primary children, but
some skills could be exempt due to the child’s needs and ability(SEND guidance,2019).
Coaches use their initiative to adapt the skills or take the progressions slower to fit the needs
of the swimmer to be able to achieve new goals(Clumpner, R.A, 2003).

A barrier for SEND children not wanting to participate because of the cultural stereotypes in
today's society, which changes people's perspectives on young children with disabilities or
illnesses because they are seen as “childlike and vulnerable”(Shakespeare, T., 2013).
Activity Alliance supports this as only a quarter of disabled children and young people want
to take part in sport and 21% of this group do not want to play as they are afraid of injuring
themself(Disabled people feel shut out of sport,2016). When first joining, the child needs to
get to know the coach as they may suffer with social anxiety disorder- furthermore if
performing a skill wrong may make the child feel embarrassed and the coach is judging them
due to their anxiety levels being high(WIllis, M.L et al, 2013). Due to the lack of role models
in today's society in disability sport, who speak out about their experiences within sport sport
performance. However, Ellie Simons, who uses her public profile as a GB Paralympian
athlete to promote Paralympic sport to others just like herself(ParalympicsGB). Children
should be aware of this so they would be able to look up to Ellie and somewhat understand
they can do it too(Thomas, N, 2003).

This year the cost of living crisis has increased massively due to the fact that leisure centres
are unable to keep their swimming pools heated. Over the United Kingdom 300 leisure
centres, gyms and pools had to increase their fees and lower the pool temperatures(Boakye,
K.,2023). Due to electricity and energy bills increasing from £8 million to £20 million, it forced
degrees to drop and it is cold in water that it is critical to shower before getting in pools to
stop the cold water shock(Cold water shock,2021). This implies that disabled children would
not like to get into freezing water and parents may say it is not safe for their child because
cold water drains up 4 times as fast as the air we breathe in. SEND children may already be
anxious about getting into the water, moreover getting into cold water will increase some of
the children's heart rate and rapid breathing, depending on their ability and how critical the
illness is(Department of Commerce,N). This crisis has an effect on some parents who may
not be as wealthy as others to support their child's needs and health. Within this intervention,
the ability to improve this; children should have the availability of borrowing life jackets or wet
suits or hats to keep their temperature normal. Allowing children to wear what they are
comfortable in or they can pick out a new colour life jacket or wet suit every week, increasing
enjoyment and passion to achieve their goals(Sport England,2014).

Another reason why children do not take part in physical activity, health and games is due to
the affluence of their parents. Sport England shows “children and young people from the
least affluent families are the least likely to be active, with only 42% meeting the Chief
Medical Officers’ guidelines - compared to 52% of those from the most affluent
families”(Sport England,2023). This implies that children do not get as many opportunities
and freedom due to the lack of money parents have to use for travel to the leisure centre and
back. Another insurance, only 31.5% children aged 7-16 had positive attitudes towards
physical activity(Sport England, 2023). As a result of this, parents may not be knowledgeable
or had positive physical education lessons in their past- leading uninterested parents with
inactive children. Having both active parents increases the likelihood of the child to be active
by 21.5% for girls and boys(Rodrigues, D et al, 2018).

From studies, Sit, C.H.P. et al(2007) identifies that schools or special schools can create
positive changes by using new interventions for children with disabilities to increase their
participation in sport, concentrating throughout class and getting involved or socialising with
others because they have gained confidence in themself. Children become outgoing while
taking part in physical activity because they get the chance to bond, make friendships and
learn motor skills. Giving children a voice and opinion on which skill they would like to learn
next helps them engage with the activity, while still meeting the Government requirements of
120-180 minutes per week(appendix 1) or 20 minutes every day for disabled children(Smith,
B et al.,2022).

To conclude, the benefits have been suggested to prevent illness or diseases from occurring
and most importantly improve longer lasting life by 30%(NHS,2023) by participating in
physical activity, health and games. This approach towards children with SEND has been the
initiative to improve inclusivity, role models, and having rights to do what non-disabled
people do(Equality Act,2010; Sport England,2023). From this intervention, “Just Keep
Swimming” improves disabled children's new experiences to ensure fair opportunities in
sport and activity(Activity Alliance,2023). In appendix 4, provides positive feedback from
children ages 7-16 as they felt on average 7.0 out of 10 happiness from being active(Sport
England,2023). The engagement and attitudes towards physical education and learning
within the classroom has increased by approximately 62% says Sport England, meeting the
standards of activity levels and aims of this intervention. However, the barriers disabled
people face everyday; living in a low affluent family, not being comfortable, judgments and
discrimination have been identified throughout this with a guided path to improve(Rodrigues,
D et al, 2018;Boakye, K.,2023;Shakespeare, T., 2013;WIllis, M.L et al, 2013). Interacting with
the young children in an enjoyable manner from coaches, helps increase participation in
sport with support from Activity Alliance and Sport England- to create a healthy lifestyle for
the participants.

Appendices

Appendix 1:
Appendix 2: Swimming 25 metres in primary and high schools.
Appendix 3: Impairment stopping themself be active.
Appendix 4:
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