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·         Bartlett, J. (2015). Outstanding Assessment for Learning in the Classroom. Routledge.

·         Gregory, G. (2010). What Principals Need To Know About Differentiated Instruction. Solution Trees Press.

·         Griffin, L., & Butler, J. (2005). Teaching Games For Understanding: Theory, Research, and Practice. Human Kinetics.

·         Holt, N., Strean, W., & Bengoechea, E. (2002). Expanding the Teaching Games for Understanding Model: New Avenues for Future Research and Practice. Journal Of Teaching In Physical Education, 21(2), 162-176. doi: 10.1123/jtpe.21.2.162

·         Kirk, D., & MacPhail, A. (2002). Teaching Games for Understanding and Situated Learning: Rethinking the Bunker-Thorpe Model. Journal Of Teaching In Physical Education, 21(2), 177-192. doi: 10.1123/jtpe.21.2.177

·         Kirkendall, D. T. (2012). Soccer Anatomy. Champaign, IL: Human Kinetics.

·         NCCA (2017) Guidelines for Wellbeing in Junior Cycle. Dublin: Government Publications

·         Reilly, T., Richardson, D., Stratton, G., & Williams, M. (2004). Youth Soccer: From Science to Performance. Routledge.

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Literacy skills

Communication developed through group work, answering questions, and explaining ideas or views.

Key word associated with soccer learnt.

Words associated with attacking and defending learnt.

Reading skills improved through looking at learning wall and extracting key terminology.

Written sheets for assessment improve writing skills.

Listening skills improved as teacher explains skills, rules and principles.

Numeracy skills

Spatial awareness improved in gameplay.

Students recognise patterns of movement in attacking and defensive play.

Students keep score in games.

Students count number passes.

Students record results on a table or leader board during tournament.

Students become aware of angles when passing and shooting.

Digital Literacy

Students will be digitally active during this scheme/instructional model through their use of video analysis. The school has six iPad’s for PE usage and the aim is to have the students’ video their games themselves. They will then critically analyse both their own decisions and the decisions of their peers. This task is designed to encourage self-reflection and to improve their actual learning from the TGFU model, i.e. become better decision makers during games. This is aligned with their digital literacy competence and aimed to improve this through apps such as the Coach’s Eye and SloPro.

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Assessment for learning (AFL) will be the approach adopted for soccer. This will involve informing the learners where they are going wrong and where they need to improve. In addition they will be given individualised feedback informing them how they can improve. This feedback may initially come mainly from the teacher at first. However as time goes on and the learners develop more knowledge in the area of soccer, self and peer assessment will be used more. I will attempt to keep this feedback formative by getting learners to concentrate on technique or process rather than product (Dann, 2012). The final week will include a summative assessment in the form a tournament for the learners. This will allow them an opportunity to display their development in a competitive environment.

Throughout the scheme assessment work will take place through visual and auditory observation, written tasks, higher and lower order questioning and peer and self-assessment in the challenges. Questioning of students to check for understanding and to establish prior knowledge will take place in introductions, conclusions and any time an activity may be stopped for a discussion. During all adapted games and drills the teacher will observe how teams communicate and work together. The students will complete worksheets at the end of some lessons. In some cases learners may work in groups and complete worksheets on their peers focusing on the process rather than the product. Learners will be helped in this process by process guided questions. This will ensure feedback is formative. Learners may also receive feedback in games and activities as the teacher visually observes them. The tournament in the final lesson will serve as a summative assessment with little feedback from the teacher. However post tournament learners will be encouraged to reflect on their own learning and where they could have improved. I feel this will lead to a learning environment which 🤬 student development.

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Wellbeing

“Wellbeing matters not simply because it leads to better educational outcomes or can influence young people’s outcomes as adults. Wellbeing matters in the here and now.” (NCCA, 2017, p.p. 10)

Wellbeing is to the very fore of what we do as a PE department in Scoil Mhuire Gan Smál. Wellbeing is the overarching theme which we strive to promote and include in every PE class, in spite of what topic/strand/instructional model is being covered. The wellbeing indicators are displayed around the hall to make the idea of wellbeing visible to the students. This model of TGFU very much drives the idea of wellbeing. Its focus on learning through games ensures that students are active, respected and connected and will become aware as they develop their decision making and physical literacy through the engagement and participation in games. All they will learn from six weeks of soccer through a TGFU lens will very much promote their wellbeing over the six weeks and beyond.

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Organisation of the Learning Experience 

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Organisation of the Learning Experience 

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The learners will complete eight lessons of forty minutes on the theme leading to a tournament at the end. The initial lessons at the start of the scheme will focus on basic skills such as passing, dribbling, shooting and heading- all done with the TGFU instructional model to the fore. These will allow the students to develop appropriately to participate in games. Once these have been developed more complex themes such as attacking and defending principles will be focused on at the end culminating in a tournament. The TGFU approach will be adopted as adapted games will often be used to improve the learner’s use of skills in competitive action. In addition this approach will constantly improve learner’s tactical awareness (Griffin & Butler, 2005). This module will take place in the school hall and on an outdoor tarmac surface. The scheme will be presented through a variety of styles including command, guided discovery, practice, self-check and reciprocal. The learners will be given more involvement in the process as they develop and become more independent learners in relation to soccer. This will be seen as various types of assessment including self and peer will allow learners to become more aware of their own learning (Bartlett, 2015).

At the beginning of each lesson all illness or injury notes will be taken and a role will be outlined to non-participants. The previous lesson will be recapped upon. This creates continuity and allows learners to reflect on their learning. Then the learning intentions will be explained and learners will be checked for prior knowledge. Any new skill will be explained using a learning wall, explanation and demonstration. Then the students will work on the skill using a variety of drills and modified games. At the end of the lesson the learners will reassemble at the learning wall. The learners will be questioned to check for understanding. This time may also allow learners to ask any questions they may have on the topic.

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Following the learner’s participation in other strands and schemes I have learnt that involving them in invasion games and immersing them in activity is the best way to keep them on task. This belief is further strengthened by (Gregory, 2010) who states teachers must have tasks which keep students busy to avoid classroom management problems. For this reason I feel soccer is a suitable topic for them to move onto and that a TGFU approach would pair well with soccer. Soccer is a game which allows them to transfer some of the working with others and communication skills that they have previously developed. In addition learners have also previously touched on attacking and defending principles. Although some of their knowledge can be transferred to help them understand similar principles in soccer. In addition soccer helps develop qualities such as communication, leadership and team work.

As the class have quite poor FMS development soccer also provided an opportunity for these weaknesses to be challenged. FMS such as running, jumping, twisting, turning, accelerating, decelerating, balance and kicking can all be developed through soccer (Reilly, Richardson, Stratton & Williams, 2004). Soccer also provided numerous other benefits for the learners. Soccer is a high intensity exercise. Therefore learner’s cardiorespiratory fitness will certainly be improved through participation. In addition (Kirkendall, 2012) states that weight loss, improved blood pressure, blood fats and insulin levels can result from regular participation. In addition it will improve learner’s coordination in terms of kicking a great deal. This will improve learner’s self-esteem and confidence. This may allow them to participate in soccer outside of school or participate in a game which involves good kicking FMS such as Gaelic football, kickball or rugby. The JCPE syllabus outlines seven areas of study. One area games is split into two sections which are net and invasion games. Having experienced a slight improvement in engagement and motivation through an invasion game I feel further engagement in an invasion game may improve this class’ motivation levels. Specific areas outlined in the JCPE syllabus that will be improved through invasion games such as soccer are attacking and defending play, decision making and skill performance in context (JCPE). In addition according to the (JCPE) learners will develop an understanding of different types of games and develop a level of mastery and confidence which will allow them to participate in more physical activity with transferable skills.

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Rationale for Selection of Instructional Model

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Rationale for Selection of Instructional Model

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“affective outcomes resulting from the TGFU approach may have implications for children’s physical activity experiences, future motivation to participate and, in turn, psychological and physical health” (Holt, Strean & Bengoechea, 2002)

The rationale behind choosing this instructional model is one to harness the implicit learning that students can do through playing games during physical education class. The TGFU approach allows the teacher to facilitate the students learning of how best to make decisions on field, develop tactical and technical competence within a game and increase the sense of enjoyment students gain through this empowerment and responsibility. I have chosen to pair this instructional model with soccer as this invasion game provides the perfect opportunity for a games based approach to teach the intended learning outcomes (i.e. better decision makers, higher technical and tactical ability). This model has come a long way since it was first proposed by Bunker and Thorpe in 1982. This teacher would argue that elements of the TGFU instructional model can be seen in almost every PE class, but that this structured approach to a soccer scheme solely through a TGFU lens will make the learning implicit and visible to the students. Despite the misconception that this model just is for games and fun, the model is underpinned by a foundation based on learning (Kirk & MacPhail, 2002).

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Prior Knowledge:

So far this year the learners have engaged in HRA, athletics and badminton modules. Through this they have gained knowledge on how the body reacts to different types of exercise. In addition they have learnt a great deal about the rules, principles and skills and badminton and athletics. They have not yet been taught soccer during their time in Scoil Mhuire Gan Smál

Prior Skills:

Students have displayed a mediocre level of FMS development. Learners especially have displayed poor manipulative FMS. Students have developed throwing and catching skills through the various games they have played. Learners have improved communication and team work skills so far this year through different group activities.

Prior Attitudes:

The learners in this group provide numerous challenges in terms of participation and motivation. They often do not bring gear. They also often convey a lack of motivation towards physical education. Despite this some learners do enjoy physical education and display a good level of engagement.