Foundations Framework Wales
Version 1 – Created September 2024
Helping you deliver safe, fun, and developmental sport and physical activities for children aged 3-11.
We want to help young people enjoy physical activity and sports for their whole lives. To do this, the sport sector in Wales has worked together to create the Foundations Framework. Youth Sport Trust (YST) have listened to children to make sure that the guidance matches their wants and needs.
Scroll down to view the online version. Or, download the PDF version.
What is the Foundations Framework?
The Foundations Framework Wales is a good practice guide for all enablers across Wales involved in organising, promoting and delivering physical and sporting activities for children aged 3–11 years, in school extra-curricular, community and grassroots settings.
Why has the Foundations Framework been developed?
Every child should grow up having experiences in sport and physical activity that set them up for a lifelong enjoyment of sport. As a nation, we urgently need to do more to improve children’s participation in physical activity and sport.
The importance of being active every day has been stated clearly by the Chief Medical Officers in the UK, recommending children and young people average at least 60 minutes of moderate or vigorous physical activity a day, across the week.
Our National Picture - The Current State of Affairs
- The decline in physical activity levels begins as early as age 7.
- Just 22% of 8–11-year-olds meet physical activity guidelines.
- 1 in 4 children aged 4–5 (27.1%) in Wales are obese or overweight.
- 1 in 3 pupils (31%) in Wales are not confident trying new sports.
- Even from an early age, many young people in Wales report low confidence and enjoyment in sport, and don’t always feel that they have the skills to participate.
This is why numerous partners have come together to create the Foundations Framework Wales.
What do children want?
Children in Wales want sport opportunities that are inclusive, needs led, safe, enjoyable and developmental.
- "I want to learn new skills and learn how to play the sport, as well as having a good time" - Saul, aged 10
- "It is really important to feel safe, welcomed and included" - Lily, Sabine and Ella, aged 11
- "Supporting everyone, not just the ones that are good. Everyone to be treated equally" - Year 5 Pupils, Maindee Primary School, Newport
- "The perfect sports club is if the coaches are kind and if the sport is fun" - Violet, aged 8
- "I want a coach who is welcoming, smiles at me and makes me feel involved" - Thomas and Theo, aged 9
The Three Foundations
Let's take a look at the three areas that help make sporting opportunities for children safe, enjoyable and developmental.
Foundation 1: Safe
If you are running a session or activity, scroll through the different boxes to see the things you should consider.
A child needs...
to feel safe in the activity spaces and places, both indoor and outdoor.
- As a facilitator, you should have knowledge of safeguarding policies and procedures and know who the designated safeguarding lead for your organisation is.
- This includes ensuring the environment meets the required safeguarding standard and has a sufficient number of coaches to ensure safe practice.
opportunities to problem solve.
- You should create an environment where a child can face challenges and has the opportunity to come up with solutions.
- Consider the challenges based on the developmental needs and past experiences of the child.
someone who knows them and can support their physical, mental, social, and emotional well-being.
- Every child should have a champion: an adult who cares about their access into sport. So, spend time getting to know your participants and provide support to children when they are facing external challenges or are struggling to participate in sport and physical activity.
- You should ensure you create an environment which allows a child to feel safe to express their emotions about participating in your activity.
to feel like they fit in.
- Be welcoming and empathetic to all.
- Take time to understand, celebrate and cater for the diversity and uniqueness of children and their families.
- Create a welcoming environment where a child and their responsible adult feel like they belong.
to feel good about themselves.
- You should create a supportive culture for all where the role of responsible adults is welcomed and respected.
- Do this by adopting a consistent approach to behaviour, mirroring and praising positive behaviour and encouraging participants to respect everyone, be resilient and lose with dignity.
to feel safe in the activity spaces and places, both indoor and outdoor.
- As a facilitator, you should have knowledge of safeguarding policies and procedures and know who the designated safeguarding lead for your organisation is.
- This includes ensuring the environment meets the required safeguarding standard and has a sufficient number of coaches to ensure safe practice.
opportunities to problem solve.
- You should create an environment where a child can face challenges and has the opportunity to come up with solutions.
- Consider the challenges based on the developmental needs and past experiences of the child.
someone who knows them and can support their physical, mental, social, and emotional well-being.
- Every child should have a champion: an adult who cares about their access into sport. So, spend time getting to know your participants and provide support to children when they are facing external challenges or are struggling to participate in sport and physical activity.
- You should ensure you create an environment which allows a child to feel safe to express their emotions about participating in your activity.
to feel like they fit in.
- Be welcoming and empathetic to all.
- Take time to understand, celebrate and cater for the diversity and uniqueness of children and their families.
- Create a welcoming environment where a child and their responsible adult feel like they belong.
to feel good about themselves.
- You should create a supportive culture for all where the role of responsible adults is welcomed and respected.
- Do this by adopting a consistent approach to behaviour, mirroring and praising positive behaviour and encouraging participants to respect everyone, be resilient and lose with dignity.
Safe: Considerations for policy development
And away from the actual session, there are things you and your club or activity can do to make children feel safe:
- Ensure the voices of the child and responsible adult are captured and fed into policy and procedure reviews and development.
- Develop policies and procedures that reflect the latest safeguarding legislation and guidance for children in Wales and that are reviewed every two years.
- Support new staff, management and board members to build their knowledge and understanding of safeguarding to the agreed level.
- Ensure responsible adults are aware of safeguarding policies.
- Risk assesses all activities and venues in line with NGB and/or leisure operator expectations.
- Identify those who might support children’s participation and welfare: e.g. club welfare officer.
- Ensure facilitator-to-child ratios are met.
- Ensure the programmes on offer reinforce or challenge stereotypical thinking and unconscious bias.
- Upskill and educate staff on disability inclusion training.
Foundation 2: Enjoyable
If you are directly running a session or activity, scroll through the different boxes to see the things you should consider.
A child needs...
opportunities that recognise their individual needs (including language, culture and ability.)
- You should understand that children learn in different ways.
- Activities should be inclusive, accessible and suitable for all.
to feel comfortable and confident giving my ideas and making my own choice.
- Children should be encouraged to contribute to the activities and feel comfortable in the environment to share their views.
- You should take notice of both verbal and non-verbal communication.
fun activities that they can participate in with their friends and family.
- The activities should encourage family engagement and the social aspect of sport.
- Being a fun, happy and approachable leader, you should ensure every experience is a great experience, so children to want to return again and again.
ample time to be active.
- Without shouting or using harsh signals, you should provide clear, concise instructions and endorse a calm approach that maintains control and authority.
- Avoid periods of inactivity, such as drills or sessions where children need to queue to wait their turn.
time to play.
- Make time for unstructured activities during sessions to allow children to play and be creative while learning new skills.
to have their effort and improvements valued to help build their confidence.
- Provide praise, encouragement and positive reinforcement.
- Focus on the process over the outcome, including recognising a child’s hard work, intentions and creativity.
- Your activities should develop the confidence, motivation and resilience of children, so they are willing to try new activities and embrace new challenges.
opportunities that recognise their individual needs (including language, culture and ability.)
- You should understand that children learn in different ways.
- Activities should be inclusive, accessible and suitable for all.
to feel comfortable and confident giving my ideas and making my own choice.
- Children should be encouraged to contribute to the activities and feel comfortable in the environment to share their views.
- You should take notice of both verbal and non-verbal communication.
fun activities that they can participate in with their friends and family.
- The activities should encourage family engagement and the social aspect of sport.
- Being a fun, happy and approachable leader, you should ensure every experience is a great experience, so children to want to return again and again.
ample time to be active.
- Without shouting or using harsh signals, you should provide clear, concise instructions and endorse a calm approach that maintains control and authority.
- Avoid periods of inactivity, such as drills or sessions where children need to queue to wait their turn.
time to play.
- Make time for unstructured activities during sessions to allow children to play and be creative while learning new skills.
to have their effort and improvements valued to help build their confidence.
- Provide praise, encouragement and positive reinforcement.
- Focus on the process over the outcome, including recognising a child’s hard work, intentions and creativity.
- Your activities should develop the confidence, motivation and resilience of children, so they are willing to try new activities and embrace new challenges.
Enjoyable: Considerations for policy development
And away from the actual session, there are things you and your club or activity can do to help children enjoy:
- Increase representation from a range of community groups while respecting every individual’s belief, religion, culture and background.
- Develop a supportive culture that rewards and nurtures staff.
- Create offers based on insight gathered from children and young people.
- Develop and offer a range of physical activities and sports without demanding early specialisation or selection at an early age.
- Ensure planning is reflective of all children, their families and the community.
- Ensure responsible adults are informed about child-age/stage appropriate practice to manage expectations.
Foundation 3: Developmental
If you are directly running a session or activity, scroll through the different boxes to see the things you should consider.
A child needs...
to be supported by qualified enablers.
- Activities should be shaped and delivered by qualified coaches, volunteers, leaders and teachers, who understand the importance of physical activity for children.
- As a deliverer, you should provide meaningful, understandable feedback and ask questions of the participants to check that they understand.
to develop their physical skills.
- You should ensure that children are able to build a variety of fundamental movement skills through a range of different physical and sporting activities.
- Do this by planning programmes which are developmentally appropriate and having knowledge about how transferable skills from different sports can benefit an individual.
activities that allow them to explore their relationship with movement and physical activity
- Regardless of the performance outcome, you should encourage children to support each other while they explore their movement within physical activity.
- Be aware of the feelings, needs, and risks of participants while they are developing their skills.
to move daily.
- The structure of your activities should allow ample time for children to be active.
- Your environments should promote daily movement, and facilitators should understand the importance of regular physical activity for children.
to work hard to improve and get better.
- When planning and assessing your activities, you should take into consideration the child’s stage of social, emotional, cognitive, and physical development.
- Your activities should challenge and support the ability and holistic development of the child.
to be empowered to learn from my successes and my mistakes without judgement.
- Children develop at different rates. So, differentiate your activities based on the developmental needs of the child, not based on age.
- Your environment should be a safe space where children can make mistakes and be guided on how to learn from them.
to have access to a range of environments and equipment.
- Provide children with different experiences by having your activities in different environments using a range of equipment, using every opportunity to be moving and active.
- Involve the children and their responsible adult in the selection of activities.
- You also need to make sure you are choosing suitable equipment matched to the child’s developmental and skill levels.
to be supported by qualified enablers.
- Activities should be shaped and delivered by qualified coaches, volunteers, leaders and teachers, who understand the importance of physical activity for children.
- As a deliverer, you should provide meaningful, understandable feedback and ask questions of the participants to check that they understand.
to develop their physical skills.
- You should ensure that children are able to build a variety of fundamental movement skills through a range of different physical and sporting activities.
- Do this by planning programmes which are developmentally appropriate and having knowledge about how transferable skills from different sports can benefit an individual.
activities that allow them to explore their relationship with movement and physical activity
- Regardless of the performance outcome, you should encourage children to support each other while they explore their movement within physical activity.
- Be aware of the feelings, needs, and risks of participants while they are developing their skills.
to move daily.
- The structure of your activities should allow ample time for children to be active.
- Your environments should promote daily movement, and facilitators should understand the importance of regular physical activity for children.
to work hard to improve and get better.
- When planning and assessing your activities, you should take into consideration the child’s stage of social, emotional, cognitive, and physical development.
- Your activities should challenge and support the ability and holistic development of the child.
to be empowered to learn from my successes and my mistakes without judgement.
- Children develop at different rates. So, differentiate your activities based on the developmental needs of the child, not based on age.
- Your environment should be a safe space where children can make mistakes and be guided on how to learn from them.
to have access to a range of environments and equipment.
- Provide children with different experiences by having your activities in different environments using a range of equipment, using every opportunity to be moving and active.
- Involve the children and their responsible adult in the selection of activities.
- You also need to make sure you are choosing suitable equipment matched to the child’s developmental and skill levels.
Developmental: Considerations for policy development
And away from the actual session, there are things you and your club or activity can do to help children develop:
- Offer professional development training to facilitators.
- Make time for reflective practice for facilitators.
- Physical skill development to be factored into all programmes and activities.
- Develop activities that are designed to recognise and celebrate all participants.
- Focus upon supporting facilitators to develop a growth mindset culture9 that focuses upon development.
- Incorporate a range of programmes, activities, environments and equipment.
- Monitor and evaluate the impact of programmes on children’s progress.
- Collaborate with other organisations.
- Encourage the facilitator to signpost to exit routes.
- Consider how the use of funding results in improvements in the offer of a child’s physical activity and sport.