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Fuller, R. (2005).  The essential features of the Personalized System of Instruction (PSI) or the Keller plan. Retrieved from http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1000&context=physicspsikeller
Hannon, J.C., Holt, B.J. & Hatten, B.J. (2008). Personalised system of instruction model: teaching health-related fitness content in high school physical education. Journal of curriculum and instruction, 2(2), p.20-33.
Keller, F. & Sherman, J. (1974). The Keller plan handbook. Menlo park, CA: W.A. Benjamin.
Luttrell, S. & Chambers, F.C. (2013) Pathways for Teacher Implementation - Senior Cycle Physical Education Curriculum and Instructional Models. Dublin: e-print.ie.
World Health Organisation (2015). Physical activity. Geneva: World Health Organisation

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Psychomotor:
Focus on individual mastery of skills. Individual progression.

Cognitive:
Knowledge acquired according to individual ability levels. Self-assessment.

Affective:
Determine the pace of their own learning. High levels of independency and student self-efficacy.

(Luttrell & Chambers, 2013, p.257)

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Health related activity was chosen as the unit of work in order to educate students on the importance of incorporating physical activity into their everyday lives.
"Physical inactivity (lack of physical activity) has been identified as the fourth leading risk factor for global mortality (6% of deaths globally). Moreover, physical inactivity is estimated to be the main cause for approximately 21–25% of breast and colon cancers, 27% of diabetes and approximately 30% of ischaemic heart disease burden" (World Health Organisation, 2015).

This unit of work will be taught using elements of the Personalised System of Instruction model. This was chosen to give the students the opportunity to direct and take charge of their own learning and levels of fitness in the hope that they will bring this beyond the Physical Education classroom.

PSI was originally designed by Keller (1968) to cater for teaching philosophy with "inadequate time to cover material, limited facilities and equipment and a wide range of student ability" (Luttrell & Chambers, 2013, p.256). Research has shown that PSI can be a successful instructional model for teaching health-related fitness content in a second level setting (Hannon, Holt & Hatton, 2008). Key aspects of this model that will be brought to the lessons are constant self-assessment of progress, the role of the teacher as a motivator and the students' self-pacing (Keller & Sherman, 1974).

In PSI, stress is placed on the written word (Keller, 2005), which can be seen in terms of the task cards and the students recording of their own ongoing results.

The students will engage in self and peer assessment throughout and will have tangible evidence of their improvement through fitness testing at the beginning and end of the programme. The students will keep a record of their own progress through the use of a self progress sheet, as seen below.

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Literacy Skills
Literacy skills will be targeted through the introduction of new vocabulary and terms. These will include terms around health-related fitness, success criteria, equipment, and assessment of skills. The incorporation of skill and task cards into the lesson, in addition to the learning wall will further develop their literacy skills.

Numeracy Skills
Numeracy skills will be targeted through shape and space and angles and direction. The use of task cards, diagrams and lines of direction will provide a visual aid to this learning. The students will keep a record of their own fitness levels and will carry out peer assessments using time and recording of numbers. The students will compare their results at the start and end of the unit of work.

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The students in general have a poor attitude towards the subject. While a small number of students enjoy participating, and there is a number of students involved in sport outside the school, the majority are not enthusiastic about the subject and there is a small number of students who refuse to participate outright. There is a small number of students who are quite disruptive in the class and this has had a negative impact on other students willingness to participate. In general, there is a low rate of engagement and participation in PE in the school.

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The students have previously completed modules in Soccer, Basketball and Health Related Fitness. They have shown the class to have a large range in skills, with those who participate in sport outside of school developing their skills faster than those who have a sedentary lifestyle outside Physical Education. They began the upper body manipulative skills module at the beginning of the term where they focused on striking with a racquet through badminton, and followed it with throwing, catching, dribbling and shooting through basketball, and came back to striking with a racquet through table tennis. The students have also carried out a module in Adventure Education where they focused on teamwork, communication and problem solving.

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The students have previously completed modules in Soccer, Basketball and Health Related Fitness. The students have also completed a module on Upper Body Fundamental Movement Skills where they focused on striking with a racquet, passing, dribbling and shooting; and a module in Adventure Education where they focused on teamwork, communication and problem solving.