How Can SGOs Support Your PE Offering?

Dan Moody, School Games Organiser (SGO), discussing how the School Games programme supports school sport, increases participation and helps PE teachers access competitions, resources and opportunities to engage more pupils in physical activity.

Dan Moody shares expert insight into the School Games programme, highlighting how PE teachers can get involved, boost participation in school sport, access valuable resources and create more competitive and inclusive sporting opportunities for pupils.

Working With Your School Games Organiser

How SGOs Support PE, Competition, and Pupil Participation

PE and school sport are entering a period of real change. With new developments around the PE and School Sport Partnerships Network, changes to how funding will support schools, and further detail still to come on the future of the Primary PE and Sport Premium, many teachers and PE leads are understandably asking what this means for their provision.

We know the landscape feels uncertain, and that there are still plenty of unknowns. That’s why we thought it was the perfect time to speak to Dan Moody, School Sport Partnership Manager and School Games Organiser, about how SGOs can support schools right now. From reducing workload and connecting teachers with local opportunities to creating inclusive competition, developing pupil leadership and helping more young people feel they belong, Dan shares practical insight into the role SGOs can play in strengthening PE and school sport.

Can you walk us through your career journey so far, and what led you into your role as a School Games Organiser?

I’ve worked in sports development for the past 20 years, as a School Sport Partnership Manager, School Games Organiser and Strategic Lead for Sport Development for a Multi-Academy Trust. Throughout my career, I’ve always been passionate about using sport as a vehicle to improve young people’s physical, social and emotional development. The SGO part of my role allows me to have a direct impact by creating inclusive and meaningful opportunities for young people.

For anyone unfamiliar with the role, how would you explain what a School Games Organiser does and how you work with schools?

The School Games Organiser role is exciting and highly varied. We work with schools, as well as local and national partners, to provide opportunities that make a meaningful difference to the lives of children and young people through sport and physical activity.

It is vital for SGOs to work closely with headteachers, PE leads, SENDCos, teachers and wider school staff to develop a School Games offer that is tailored to each area. This can include supporting competition pathways, leadership development, inclusive sport provision and ensuring opportunities align with each school’s specific needs and priorities. We also work within the wider community to create exit routes into local sports clubs and physical activity providers, helping to sustain participation beyond the school environment.

A key part of the role is addressing inequalities in access to sport and physical activity by working closely with schools to identify barriers and develop inclusive approaches, ensuring every young person has the opportunity to take part and benefit.

SGOs also provide support with professional development and communication for schools. A particular focus is helping schools work towards the goal of ensuring all young people achieve at least 60 active minutes per day by embedding physical activity across the school day.

For anyone unfamiliar with the role, how would you explain what a School Games Organiser does and how you work with schools?

The School Games Organiser role is exciting and highly varied. We work with schools, as well as local and national partners, to provide opportunities that make a meaningful difference to the lives of children and young people through sport and physical activity.

It is vital for SGOs to work closely with headteachers, PE leads, SENDCos, teachers and wider school staff to develop a School Games offer that is tailored to each area. This can include supporting competition pathways, leadership development, inclusive sport provision and ensuring opportunities align with each school’s specific needs and priorities. We also work within the wider community to create exit routes into local sports clubs and physical activity providers, helping to sustain participation beyond the school environment.

A key part of the role is addressing inequalities in access to sport and physical activity by working closely with schools to identify barriers and develop inclusive approaches, ensuring every young person has the opportunity to take part and benefit.

SGOs also provide support with professional development and communication for schools. A particular focus is helping schools work towards the goal of ensuring all young people achieve at least 60 active minutes per day by embedding physical activity across the school day.

What advice would you give to a teacher in a school that doesn’t currently have any involvement with a School Games Organiser, but would like to?

The School Games network is there to support schools, so the first step is simply to reach out to your local SGO. They can guide you through what’s available and help you get started in a manageable way. SGOs can also help align activities with your school’s priorities, so it doesn’t feel like an add-on. There is a lot of flexibility, and the focus is very much on providing support rather than creating extra workload.

What advice would you give to a teacher in a school that doesn’t currently have any involvement with a School Games Organiser, but would like to?

The School Games network is there to support schools, so the first step is simply to reach out to your local SGO. They can guide you through what’s available and help you get started in a manageable way. SGOs can also help align activities with your school’s priorities, so it doesn’t feel like an add-on. There is a lot of flexibility, and the focus is very much on providing support rather than creating extra workload.

How can busy teachers engage with the School Games without it becoming an additional workload pressure?

I think in many cases, working with your SGO can actually reduce workload rather than add to it. SGOs can provide ready-made resources, competition formats, and support with organisation and delivery.

Engagement can be varied and flexible to suit your needs, whether that’s attending an event, accessing online resources, or developing a pupil leadership group to take ownership of activities within school. By embedding the School Games into existing PE, enrichment or curriculum time, it becomes part of what you already do rather than something extra.

Primary school teacher demonstrating a netball passing skill to pupils during a PE lesson, helping children develop teamwork, coordination, and netball techniques through engaging school sports activities.

How can busy teachers engage with the School Games without it becoming an additional workload pressure?

I think in many cases, working with your SGO can actually reduce workload rather than add to it. SGOs can provide ready-made resources, competition formats, and support with organisation and delivery.

Engagement can be varied and flexible to suit your needs, whether that’s attending an event, accessing online resources, or developing a pupil leadership group to take ownership of activities within school. By embedding the School Games into existing PE, enrichment or curriculum time, it becomes part of what you already do rather than something extra.

What’s your secret to engaging reluctant or less confident pupils in physical activity and competition?

We do a significant amount of work with teachers and support staff to understand the barriers to participation and develop solutions. Teachers are often best placed to identify these challenges and play a key role in supporting pupils to overcome them.

For example, we recently delivered a series of Step into Sport festivals designed specifically to engage children with SEND, as well as those experiencing anxiety or low confidence. In one school, a teacher worked closely with parents over several weeks leading up to the event. This helped ensure that one particular child felt safe, understood exactly what to expect, and was fully able to benefit from the experience.

There isn’t a single secret to success in this area. It’s an ongoing challenge that requires a thoughtful and multi-faceted approach. Building trust, understanding individual needs, and working collaboratively with school staff and families are all essential to creating meaningful and inclusive opportunities.

How does School Games involvement support and complement a school’s existing PE and sport provision?

School Games is designed to enhance and complement high-quality PE and sport provision. It provides opportunities for pupils to apply skills learned in lessons in a broader context, such as competition, leadership and personal challenge.

It also supports whole-child development by focusing on areas such as teamwork, resilience, confidence and leadership. By linking directly to PE curriculum outcomes and school priorities, the School Games strengthens overall provision.

Secondary school boy throwing a Kooga rugby ball during a school rugby lesson, demonstrating passing skills, coordination, and athletic development in PE while participating in competitive team sport.

How does School Games involvement support and complement a school’s existing PE and sport provision?

School Games is designed to enhance and complement high-quality PE and sport provision. It provides opportunities for pupils to apply skills learned in lessons in a broader context, such as competition, leadership and personal challenge.

It also supports whole-child development by focusing on areas such as teamwork, resilience, confidence and leadership. By linking directly to PE curriculum outcomes and school priorities, the School Games strengthens overall provision.

How do you help schools ensure competition is inclusive and meaningful for pupils of all abilities?

It has taken time to build a strong culture and shared understanding across all schools. By involving headteachers, teachers and young people in the design process, we’ve been able to create a sense of shared ownership and purpose. When people feel invested in what’s being offered, they are far more likely to see its value and engage fully.

Are there any types of equipment or simple formats you regularly recommend to schools to improve participation and delivery?

SGOs and schools have access to a huge range of sports formats from National Governing Bodies of Sport and National Disability Sports Organisations. In terms of equipment, resources that allow differentiation and flexibility are always key. Often, we have to react quickly to make adaptations and ensure an activity is inclusive. Having lots of good-quality, non-slip throw-down markers is also a must!

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Are there any types of equipment or simple formats you regularly recommend to schools to improve participation and delivery?

SGOs and schools have access to a huge range of sports formats from National Governing Bodies of Sport and National Disability Sports Organisations. In terms of equipment, resources that allow differentiation and flexibility are always key. Often, we have to react quickly to make adaptations and ensure an activity is inclusive. Having lots of good-quality, non-slip throw-down markers is also a must!

Shop Our Space Markers

Sondico Flat Space Markers (Set of 60)

£18.00

£18.00 ~~£18.00~~

Sondico Space Markers (Set of 50)

£12.00

£12.00 ~~£12.00~~

How has your role as an SGO allowed you to support the wider development of young people beyond just physical activity?

A key part of the SGO role is supporting the wider development of young people, particularly through youth leadership opportunities, and this has become a real passion of mine. Working with key partners, including local universities and colleges, our Active Partnership, NGBs, community clubs and charities, we have developed the Dorset Leadership Academy.

This academic year, through the Leadership Academy, we have delivered Primary Leadership Academies to train Bronze Ambassadors in more than 150 primary schools, alongside a Dorset Leadership Academy event for 40 secondary schools. We also offer a range of progression opportunities, including Step into Sport Leadership Days and the Young Coach Academy, which provides a clear coaching pathway and qualifications for young people aged 16–19. In total, the Dorset Leadership Academy supports and deploys more than 2,000 young people each year.

The impact of this work is significant and continues to grow. Through these opportunities, young leaders develop confidence, resilience and a strong sense of empowerment. They become positive role models within their schools, helping to shape a culture of inclusion, teamwork and wellbeing. Many go on to lead their own projects, support younger pupils and make meaningful contributions to their wider communities.

What is particularly powerful is the impact beyond the individual. These experiences strengthen school communities as a whole and demonstrate just how valuable youth leadership can be. When young people are given a voice and the right support, they are capable of leading positive change and creating experiences that support not only physical development but also the mental wellbeing of their peers.

Young people bring authenticity, creativity and energy to leadership. When they feel heard and valued, their ability to motivate and inspire others is incredibly impactful. Seeing this growth, and the ripple effect it has across schools and communities, is one of the most rewarding aspects of the role.

The Sports Directory team with Dan Moody and Olympic champion Lizzy Yarnold at the Dorset Leadership Academy, promoting leadership, professional development, and excellence in PE, school sport, and educational collaboration.

How has your role as an SGO allowed you to support the wider development of young people beyond just physical activity?

A key part of the SGO role is supporting the wider development of young people, particularly through youth leadership opportunities, and this has become a real passion of mine. Working with key partners, including local universities and colleges, our Active Partnership, NGBs, community clubs and charities, we have developed the Dorset Leadership Academy.

This academic year, through the Leadership Academy, we have delivered Primary Leadership Academies to train Bronze Ambassadors in more than 150 primary schools, alongside a Dorset Leadership Academy event for 40 secondary schools. We also offer a range of progression opportunities, including Step into Sport Leadership Days and the Young Coach Academy, which provides a clear coaching pathway and qualifications for young people aged 16–19. In total, the Dorset Leadership Academy supports and deploys more than 2,000 young people each year.

The impact of this work is significant and continues to grow. Through these opportunities, young leaders develop confidence, resilience and a strong sense of empowerment. They become positive role models within their schools, helping to shape a culture of inclusion, teamwork and wellbeing. Many go on to lead their own projects, support younger pupils and make meaningful contributions to their wider communities.

What is particularly powerful is the impact beyond the individual. These experiences strengthen school communities as a whole and demonstrate just how valuable youth leadership can be. When young people are given a voice and the right support, they are capable of leading positive change and creating experiences that support not only physical development but also the mental wellbeing of their peers.

Young people bring authenticity, creativity and energy to leadership. When they feel heard and valued, their ability to motivate and inspire others is incredibly impactful. Seeing this growth, and the ripple effect it has across schools and communities, is one of the most rewarding aspects of the role.

Looking back so far, what’s been one of the most rewarding moments in your role as an SGO?

The most rewarding moments are watching a young person who initially lacked confidence become fully engaged, whether that’s through taking part in an event, stepping into a leadership role, or simply feeling that they belong. Those moments can be small on the surface, but they often have a lasting impact.

I’m also proud to have led a collective approach with headteachers and school staff over many years. Schools now increasingly prioritise inclusion, meaningful opportunities and personal development alongside performance, and it’s been incredibly rewarding to be part of that.

Seeing schools work together, share good practice and truly embed these values into their provision has made a real difference to the experiences offered to young people. When you combine that whole-school commitment with individual success stories, it really highlights the impact of the role, not just on individual pupils but across entire school communities.

Child smiling while holding a ball during a PE lesson, showing confidence, enjoyment, and active participation in school sport while developing physical skills and a positive attitude towards physical education.

Looking back so far, what’s been one of the most rewarding moments in your role as an SGO?

The most rewarding moments are watching a young person who initially lacked confidence become fully engaged, whether that’s through taking part in an event, stepping into a leadership role, or simply feeling that they belong. Those moments can be small on the surface, but they often have a lasting impact.

I’m also proud to have led a collective approach with headteachers and school staff over many years. Schools now increasingly prioritise inclusion, meaningful opportunities and personal development alongside performance, and it’s been incredibly rewarding to be part of that.

Seeing schools work together, share good practice and truly embed these values into their provision has made a real difference to the experiences offered to young people. When you combine that whole-school commitment with individual success stories, it really highlights the impact of the role, not just on individual pupils but across entire school communities.

Sports Directory would like to thank Dan Moody for taking the time to share his insight and experience for this blog. His advice highlights the valuable role School Games Organisers can play in supporting PE teachers, strengthening school sport and creating more inclusive opportunities for pupils. We hope his guidance helps schools feel more confident about engaging with their local SGO and exploring the support available to them.

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