Planning for Real were appointed by WCVA (Wolverhampton Voluntary & Community Action) in September 2022 to deliver a two-stage community engagement process for this project, with the support of TLC College, a community organisation based in St Peter’s Ward.

The project aim was to increase levels of physical activity amongst children and the wider community within the St. Peter’s Ward of Wolverhampton. The focus of the engagement was children aged 9-11 years old and their parents / carers.

Through this project we also hoped to…

• Improve understanding about the gaps, obstacles and barriers faced by local children and their families in accessing and undertaking physical activity.
• Work with children and families to shape new interventions in response to these findings.
• Increase awareness of the physical activity opportunities that are available locally.
• Encourage more children, families and the wider community to try out existing and new physical activities.
• Build relationships with local groups/ organisations who could deliver physical activity interventions.

Stage 1 

Using visual and participative tools and processes we ran “workshop” style sessions in 3 local Schools with whole Year Groups of children aged 9 to 11 (Years 5 and 6).  We explored what “physical activity” meant to them; what physical activities they already did; what physical activities they would like to do and where; and what the obstacles / barriers were which prevented them from being more active.  During this stage we were also able to run several sessions with parents and a group of children of mixed ages, some younger than 9 and some older than 11.

Stage 2

We returned to each participating School and this time, instead of working with children from the whole Years 5 & 6, we worked with a smaller group of children (representative of both Year Groups) and through a co-design process looked at the range of activities they had identified they would like to do and which would increase physical activity opportunities. We explored with the children the form the activity could take, where it could take place, and when and we also engaged the children in a discussion to identify the best ways of encouraging more children to join in physical activities.   A key message that came through from the sessions held during Stage 1 was that children felt unsafe, and the children were asked what was needed to help them feel safe.

Next steps

During both Stage 1 and Stage 2 we provided reports to the Steering Group, which WVCA had set up for this project.  These reports contained details of all the views and ideas generated through the “workshop” style sessions and the different physical activities / interventions resulting from the subsequent co-design activities.  Using this information the Steering Group invited local organisations to apply to a small funding pot to deliver a range of interventions that responded to the needs, gaps and ideas identified.  The range of interventions that WVCA were looking to fund included:

Mixed Sessions
Supervised drop-in sampler sessions with a focus on skills and informal games during weekday evenings and/or during school holidays. With a mix of different activities taking place at the same time in the same venue so children can get a feel of each activity.

Football
• After school football groups with a focus on children who would like to play but are not part of any existing teams
• After school, girls only groups to encourage those who are not so confident and find playing alongside boys too physical.
• Supervised drop-in football sessions focusing on skills and informal games on weekday evenings and/or during school holidays with inclusivity in mind.

Swimming
Weekday evening or possibly weekend girls only and boys only sessions with transport available.

Dance
Dance classes available to children at a school setting during lunchtimes, playtimes, or after school with a topic in mind (Tik Tok dance, Just Dance, flash mob).

Multi-Sports / Ball Games
• Playtime, lunchtime or after school lessons in tennis, cricket, table tennis, volleyball, netball, dodgeball, and basketball
• Weekends or evening sessions with a mixture of joint activities so children can experience different activities and not get bored of always doing the same one. Dodgeball, basketball, and table tennis being the most popular.

Walking
A walking challenge / activity which involves exploring new areas and gaining rewards that encourages people to explore and visit unfamiliar places in their area.

Gymnastics
• After school gymnastics club with fun the most important message, along with learning new skills
• Gymnastics sessions for a range of skill levels that take place after school or during the school holidays. Offering progress charts so children can see their development.

Note: Our Report to WVCA outlined that the two activities listed below, whilst less popular would still generate demand.

Ice Skating
After school or weekend sessions, possibly starting with rollerblades as a way to learn how to skate / learn balancing skills leading up to ice skating.

Bowling (bowls)
Sessions offered in a school setting with the opportunity for school teams with inter-school competitions. This was an activity that could be played indoors or outdoors at lunchtimes.

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