# data[].attributes.body
"Cooperative learning means small teams of students of different levels of ability use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Students work through an assignment until all group members successfully understand and complete it".

# data[].attributes.headline
Learners Level of Knowledge, Skills and Attitudes:

# data[].attributes.subject
Learners Level of Knowledge, Skills and Attitudes:

# data[].attributes.body
Prior Knowledge: None of the students have experience playing basketball as a competitive sport; however, it is expected that the majority of students are familiar with the game and will have played basketball recreationally at some stage in their lives. Students have already completed modules on Foundation Skills, Team challenges and Gymnastics. On the basis of the Foundation Activities unit, it is apparent that there are some students who have demonstrated a high level of athletic ability, as evidence by some of the pupils in the class being members of the school athletics club.  Moreover, it is expected that these students will learn to acquire and apply the skills of Basketball quickly. In Coláiste an Phiarsaigh, although there is a basketball team for both boys and girls, it is not hugely popular.

Prior Skills: Students should be capable of applying the fundamental movement skills that they developed through their participation in their previous units, specifically the team co-operation of Team challenges & also in Gymnastics to this module in a productive manner.  There are varying levels of ability in the class in terms of balance and coordination so it is important to keep all students adequately challenged.  Nonetheless from a basketball specific skill perspective these pupils are essentially novices, and this will be evident in the design of the lessons.

Prior Attitudes:  This group of learners are both enthusiastic and energetic towards the PE lesson, with very few requiring extra motivation to participate. They work very well together as a group and support each other, however I have already noticed how they very much stick to their friend groups and rarely work with others in the class unless instructed to do so by the teacher.

# data[].attributes.headline
Rationale for Selection of Instructional Model:

# data[].attributes.subject
Rationale for Selection of Instructional Model:

# data[].attributes.body
Cooperative Learning within Physical Education is a model based approach that focuses on students working together in small groups to master subject matter content. This essentially gives the students the joint responsibility of both learning the content and also ensuring that their peers learn it as well, moving the role of the teacher towards the role of a facilitator. This model also promotes inclusion in the P.E setting which I feel is particularly important in first year, as they begin to get to know each other and try to ‘fit in’. Teachers who introduce 'CL’ in their PE classes view it as an important methodological strategy that, in addition to motor learning, allows students to achieve social and affective motivational goals (Bähr, 2010) . This instructional model created by Johnson, Johnson and Johnson (1998), is usually associated with Team Challenges, however having seen it being incorporated into Basketball in my own experience in college, I have noticed just how adaptable and beneficial this model can be across all strands. There are five key elements that will be focused upon throughout the module for successful implementation. They are;
Positive independence: Success is only achieved when students work together in teams and rely on each other to complete the task. One students cannot succeed unless all students do.

Face-to-face promotive interaction: There is time within lessons for students to talk to each other, working out common problems, coming up with solutions, identifying their next goal and helping each other to learn.

Individual accountability:Students are individually accountable or answerable to some personal improvement, responsibility for completing their part of the task and learning something in the process.

Small group and interpersonal skills:To develop student behaviors that allow for comfortable and relaxed communication between group mates. This is an area that may require some direct instruction from the teacher.

Group Processing : A reflective, guided discussion that allows students to reflect together on their respective success and failure, and share their ideas to plan for the next lesson.

( Dyson & Casey, 2016 )

# data[].attributes.body
One of the reasons I chose this topic was because I was advised by my mentor teacher that it would be appropriate to progress onto an invasion game after the previous modules. I was glad to continue with basketball as it is a module which I think the students will engage well with and enjoy. From the module I completed in third year in Foundation skills, basketball was thoroughly enjoyable and really grabbed my interest. From what I observed our whole class really enjoyed the module. I hope through using basketball, I will be able to create the same positive learning experience as the class will have an opportunity to engage in a fantastic sport. According to Basketball Ireland, the national governing body for basketball in Ireland, basketball is “Among the top six participation sports in Ireland”, it is the “Number one sport for females under 16” and it is also “Ireland’s number 1 indoor sport”. As we are constantly trying to encourage participation in sports in young girls, basketball is a great sport to promote as it is so well established and offers so much.

# data[].attributes.headline
Applying Cooperative learning in the Physical Education classroom

# data[].attributes.subject
Applying Cooperative learning in the Physical Education classroom

# data[].attributes.attachment_link.title
Using Cooperative Learning Structures in Physical Education: Journal of Physical Education, Recreation & Dance: Vol 72, No 2

# data[].attributes.headline
Organisation of the Learning Experience:

# data[].attributes.subject
Organisation of the Learning Experience:

# data[].attributes.body
We will be both in the hall and outside for this module, weather depending. The hall has 6 Baskets which will allow me to give students more time playing modified basketball games and setting tasks. The first lesson will be used as an introductory to both basketball and the model.  I will establish a routine from the first week which I will follow every week. This will allow students to follow a well-structured pattern for each class. I will start the class with a discussion at the learning wall with students. I will then follow with a warm up activity then dynamic stretching. After a few weeks when students are familiar with the stretching routine I will be asking students to lead the stretches in their groups.  During the main body of the lessons I will facilitate the students to take part in a variety of activities and tasks in which they will learn the various basketball skills. Once the main activities are done, I will go through the cool down routine which is the same as the warm up stretches. After a few weeks students will also lead these stretches. I will then bring a conclusion to the class by returning to the learning wall and asking the students questions about the lesson. The feedback I get from the students will give me an insight into the students learning during the lesson. Throughout the unit, the pupils shall be working individually, in pairs and of course in their assigned teams.

# data[].attributes.headline
Targeting Literacy and Numeracy Skills: 

# data[].attributes.subject
Targeting Literacy and Numeracy Skills: 

# data[].attributes.body
Literacy skills

·Students will learn the key
words and phrases associated with the sport of basketball.

·Students will read
instructions off task cards in their groups

·Students will be asked to
choose a word from a list of words which best describes their experience of the
lesson and the effort they put into the lesson.

·Students will complete
different written work throughout the 6 weeks. (Assessment sheets, task cards,
team names).

Numeracy skills:

·Students will learn the
dimensions of a full basketball court

·Students will keep different
scores and statistics

·Students will use skills of
prediction and strategy when playing games

# data[].attributes.headline
Other Key Skills which will be targeting in this scheme

# data[].attributes.subject
Other Key Skills which will be targeting in this scheme

# data[].attributes.body
Managing myself: Setting and achieving personal goals, being able to reflect on my own learning

Staying well: Being healthy, physical and active, being social, being confident and being positive about learning

Communicating: Listening and expressing myself, performing and presenting

Working with others: co-operating, learning with others.

# data[].attributes.body
Students shall improve their digital literacy skills in a number of ways throughout this unit. From time to time they will be asked to select a skill/form of play from YouTube and explain if and how the player completed the skill well and why. They shall also make use of the app ‘Evolve Basketball’ in their groups on the school I pads, to aid them enhance their skills.  “In light of the rapid and continual development of digital technology, individuals are required to use a growing variety of technical, cognitive and sociological skills in order to perform tasks and solve problems in digital environments” (Eshet-Alkalai, 2004).

"Digital literacy – A digitally literate person knows how to use digital technologies and what to do with them" (The New Zealand Curriculum, 2016).

# data[].attributes.body
Resources: Whistle, Stopwatch, Learning wall, Cones, Basketballs, Markers, Task sheets, IPads, Bibs, Non-participant worksheets

# data[].attributes.body
-Running

-Jumping

-Side Stepping

-Hopping

-Throwing

-Catching

# data[].attributes.body
Learners will be able to:

·         Use a wide range of movement skills and strategies effectively to enhance their performance (NCCA, 2016)

·         Contribute to the group while depending on others in the group to complete the task.

·         Take ownership of their role in answering the task

·         Actively listen, share decision-making, take responsibility, give and receive feedback, and encourage others to succeed.

·         Reflect on individual and group contribution during and after the task.

·         Work closely with group members to achieve task set. (Luttrell & Chambers, 2013).

# data[].attributes.body
For this particular model, both 'Assessment for Learning' and 'Assessment of Learning' will be used. Teacher observation will be used at all times, monitoring the progress and safety of all learners. Based on this observation, necessary adaptations can take place. For non-participants, assessment sheets will be given to them where they can assess technique and offer appropriate feedback, against the features of quality. As this is a cooperative learning model, students, in their teams can assess each other and from there offer guidance to their peers. The overall aim for the unit is for the pupils to take part in a Basketball tournament during week 6, where both the teacher and the students themselves can assess and see the improvement made.

# data[].attributes.body
·         BÄHR, I., WIBOWO, J. Teacher action in the Cooperative Learning model in the physical education classroom. In: DYSON, B., CASEY, A. (Eds.). Cooperative learning in Physical Education. A research-based approach. London: Routledge, 2012. pp. 27-41.

·         Dyson, B. and Casey, A. (2016). Cooperative learning in physical education and physical activity: a practical introduction. London: Routledge.

·         Eshet-Alkalai, Y. (2004) Digital Literacy: A Conceptual Framework for Survival Skills in the Digital Era. Journal of Educational Multimedia and Hypermedia, p. 93-106

·         Johnson, D.W., Johnson, R.T., & Holubrc, E.J. (1994). The new circles of learning: Cooperation in the classroom and school. Alexandria, VA: Association for Supervision and Curriculum Development.

·         Luttrell, S. & Chambers, F.C. (2013). Senior Cycle Physical Education Curriulum and Instructional Models. Pathways for Teacher Implementation. Dublin: ePrint Limited.

·         National Council for Curriculum and Assessment (NCCA) (2016). Short Course Physical Education. Retrieved on January 17th, 2019, from: https://www.curriculumonline.ie/getmedia/e54d94c9-935f-4dfd-a9e1-c5c94c7de88c/NCCA-JC-Short-Course-PE.pdf