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Luttrell, S., & Chambers , F. (2013). SENIOR CYCLE PHYSICAL EDUCATION CURRICULUM & INSTRUCTIONAL MODELS.

NCCA (2016) Short Course Physical Education Specification for Junior Cycle. Department of Education and Skills

NCCA (2011) Better Literacy and Numeracy for Children and Young People. Department of Education and Skills

Resnick, M. (2002). Rethinking Learning in the Digital Age. In G. Kirkman (Ed.), The global information technology report: Readiness for the networked word. Oxford, UK: Oxford University Press.

Siedentop, D. (1994). Sport education: Quality PE through positive sport experiences. Champaign, IL: Human Kinetics.

Spencer, K. (2015, October ). What is Digital Fluency. Retrieved from Core Education: http://blog.core-ed.org/blog/2015/10/what-is-digital-fluency.html

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PEAI - Sport Education model resource pack

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PEAI - Sport Education model resource pack

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Other Key Skills which will be targeted in this scheme

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Other Key Skills which will be targeted in this scheme

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Managing myself:

Setting and achieving personal goals, being able to reflect on my own learning

Staying well:

Being healthy, physically active, being social, being confident, being positive about learning

Communicating:

Listening and expressing myself, performing and presenting

Working with others:

Co-operating, peer learning, peer assessment.

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Fundamental Movement Skills:
Locomotor and stability skills; running, jumping, hopping, side stepping, balancing and landing

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In line with Siedentop’s (1994) Sport Education model, the learning experience will be organised into a season, which will include three stages. The pre-season will involve students learning and exploring different genres and movements along with the delegation, explanation and integration of roles. The formal competition phase will then take place as the dance performances that count towards their team’s score will take place with all students involved with their various team roles. Finally, on the final week, the culminating event will ensue. This will be a final performance piece from each team where they will have an audience to perform to. The tallying of scores and certificates will also be distributed at this event.

This will all take place in the school’s PE hall. Each lesson will begin with the role call and housekeeping. Students then have ten minutes to get changed into their PE gear. Once students are sitting on the benches, we will recap on the previous weeks lesson as well as sharing the learning objectives and outcomes of the lesson. This is imperative, so students know what they are going to be learning about and what they will be able to do at the end of the lesson. (Smith, 2013). A digital learning wall will also be in use showing students video clips of various dances and genres. Students will then engage in a warm up which will eventually be led by each of the team’s captains throughout the six weeks. The teacher will serve as a facilitator for the lesson as students work in pairs or their teams for the majority. A combination of direct instruction, co-operative learning and peer/small group teaching from the teacher will be essential for the learning experience of students.  (Luttrell & Chambers, 2013) The lesson will conclude with a cool down and lesson recap so students can refer back to the learning intentions. Before students get changed, they will share how they are feeling and what they have learnt on the exit card.

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Rationale for selection of Sport Education model

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Rationale for selection of Sport Education model

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“The Sport Education Model requires all participants to experience the many roles found in sport. In this way the students truly learns about sport and all its roles thus yielding a more comprehensive educational experience.” (Siedentop, 1994, p. 4)

Having previously engaged in the PSI and HRA models with this class group, it is evident that there is a diverse range in attitudes and skills amongst them, with some students who play their sports at a high level, being involved with their county team in various sports such as soccer, camogie and competing nationally in boxing. Other students have no interest in playing sport and have a lazy attitude to any type of physical activity. Along with this, students are not exposed to sport in their home and local environments and therefore do not appreciate or understand the many roles in sport alongside the player role. Therefore, implementing and facilitating this model will develop students understanding, appreciation and involvement in sport. All students will participate as this model demands full team participation and students will learn about all of the roles both playing and non-playing.

There are three major goals which will be the focus of this unit of work which will aim to involve all students and for them to develop an appreciation and deeper understanding for sport. Siedentop (1994) expresses the desire for students to be competent, literate and enthusiastic sports people. According to Siedentop (1994):

A competent sports person has sufficiently developed skills and understands and can execute strategies appropriate to the complexity of play so as to be able to participate as a knowledgeable games player.

A literate player understands and values the rules, rituals, and traditions of sport, and is able to distinguish between good and bad sport practices in a variety of sport settings.

An enthusiastic player is one who preserves, protects, and enhances the sport culture through participation, involvement, and appropriate behaviour.

(Siedentop, 1998, p. 20)

As emphasised by Physical Best (Program), & National Association for Sport and Physical Education. (2005), “school based physical education is strongly recommended because of its effectiveness in increasing physical activity and improving physical fitness among adolescents and children. Physical education programmes can help prepare children and adolescents to lead physically active and healthy lives.” (p.5) By using the Sport Education model through the medium of dance, students will develop as a competent, literate and enthusiastic sportsperson and students will therefore value sport and remain involved in it outside of school and into the future.

Dance is a sport which everyone can be involved in, all of these students have danced at some point in their lives, whether it be with a dance troop, taking classes, at a disco or in their bedrooms. Therefore, this will appeal to all students. Some may be shy or reluctant to participate at the beginning as some students struggle with self-confidence, the various roles will help with this, involving everyone as they begin to flourish and get involved with their teams.

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Learners Level of Knowledge, Skills and Attitudes

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Learners Level of Knowledge, Skills and Attitudes

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Prior Knowledge:

Students have completed blocks of badminton, athletics, gymnastics and soccer in first year. Students have also just completed a seven-week module on health-related fitness using the PSR model and so understand the importance of exercise and the various types of exercise which will assist them in maintaining physical activity levels along the lifespan. Some students in this class participate in sport outside of school, majority being camogie, football and soccer, these students would have a deeper knowledge of these areas including attacking and defending during invasion games.

Prior Skills:

Students should be competent at a range of FMS after first year PE. We also developed some locomotor FMS during the HRA model including jumping, skipping and running. Similarly during rugby and basketball, students have developed sport specific skills along with FMS of catching, throwing, landing and dodging. Although some students still have difficulty some FMS such as vertical and horizontal jump. One student has cerebral palsy so has difficulty with balance and co-ordination.

Prior Attitudes:

This class have several students in the group who have a negative attitude towards PE and who struggle to participate. These students have a lazy attitude towards PE so need to be encouraged but not pushed or they will not participate. There are behaviour issues with some students in this group.

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PE Scheme of Work

Dates: 06/11/18 – 11/12/18

| Subject: PE | Topic: Invasion Games
| No. of Learners: 21 | Gender: Female
| Average Age: 13-14 | Year: 2 nd Year
| No. of Lessons: 6 | Duration of Lessons: 80mins
| Specific Pupil Needs: One student with dyslexia One student with ASD Four students with SLD’s – language, numeracy, literacy and numeracy and reading and writing. One of these students also has cerebral palsy One student with a MGLD   |