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The Energy Project


Welcome to The Energy Project!

A creative journey to active and energise girls in schools

On this page you will find information about the exciting pilot research looking at girls’ use of energy in schools that WSFF has been involved in since 2006. In March 2008 we published the findings from the research, which you will be able to read if you click on the links below.

Everyone likes to know the background.

At the end of 2004, the Helen Storey Foundation (HSF) approached WSFF about the possibility of working together on a project that would focus on the physical activity of girls. While WSFF were specifically interested in raising girls’ activity levels, the HSF brought with them a creative viewpoint to the problem of getting girls more active, by suggesting a holistic approach of raising their energy levels when required, but also looking at calming them down at other times for better concentration in lessons. We were also interested in the opportunities for activity across the school day; outside of PE lessons.

We talked; they talked…

Moving quickly forward to February 2006, having gained support and funding from Creative Partnerships London South and East - an Arts Council-funded body - and additional funding from the Department for Children, Schools and Families (formerly known as the Department for Education and Skills) we found ourselves at the birth of The Energy Project.

Our baby – The Energy Project

We commissioned the Faculty of Health and Wellbeing at Sheffield Hallam University to develop a methodology where we could capture girls’ activity and energy levels throughout their day. 

We took 45 girls and 15 teachers from three schools in south London and for a week we asked them to wear an accelerometer to measure their activity levels throughout the school day (summer term 2006).

We asked the girls and teachers to record what they did outside of school and to describe to us when they felt most energised through the day, when they felt at their least energised. We also asked them for ideas on how to raise their energy levels as well as their activity.

We then worked with the schools to introduce new activities and to rejig their school day to enable the girls to try new ways of being active, for example, doing cheerleading in registration period and yoga at the beginning of class. This went on for a week, when the girls and teachers wore accelerometers again, to see the impact. The girls and teachers then fed back their views on what they thought of the new rejigged week (autumn/winter term 2006/07).

To accompany the project, we invited a film maker, Pinny Grylls, to follow its development and to bring the project to life.

At the end of all the measuring and testing, the researchers wrote up their findings into a research report. WSFF then took their clever words and turned them into a short report for teachers, describing the project and giving suggestions for increasing activity in school.

Do you want to know what we found out? Of course you do…

To read the project report, aimed at teachers, which describes the experiences of the schools, and ways of introducing activities into schools click here.

To read the full research report written by Sheffield Hallam University who carried out the quantitative elements of the study, click here.

To read the reports from each of the schools’ consultation day, facilitated by Bedfordshire Schools Improvement Team, click on the following links:

Charles Edward Brooke Girls' School

Dog Kennel Hill Primary School

Harris Girls' Academy

Overview report

We want to develop this project further and work with more schools. If you would be interested in getting involved in the next stage of the project, please email us at schools@wsff.org.uk

 Links. Everyone likes links…

Links to partners in the project:

 Links to the researchers involved in the project:

 Links to schools involved in the project:

Other Links