# data[].attributes.headline
TPSR through PE (New Zealand secondary School Study)

# data[].attributes.subject
TPSR through PE (New Zealand secondary School Study)

# data[].attributes.body
There will be several resources used over this six week scheme in order to support and contribute to learning that is to be achieved. These will include:

Colourful and detailed learning wall to help students understand the various concepts and terminology associated with HRA and TPSR.

Self and peer assessment worksheets so students are able to track their own development and progression in the topic as well as helping others to.

Projector and screen to display video clips that are relevant to the topic of a particular lesson.

Exit cards will be used to determine students attitudes and feelings after lessons.

Worksheets, such as crosswords, wordsearches, questionnaires, feedback forms, etc., will be available for any non-participants and be connected to the learning taking place in the lesson for inclusion purposes.

General equipment relevant to each individual lesson will also be used e.g., exercise mats, resistance bands, kettlebells, etc.

Personal equipment such as proper school attire, roll book, whistle, stopwatch, clipboard and markers/pens.

# data[].attributes.body
Staying Well

Students will be required to display a positive attitude about developing their own levels of physical fitness when working with a partner or as part of a group.

Students will be encouraged and supported to become more competent and confident participants in physical activity through engagement in a range of different tasks at different levels throughout this scheme.

Students will be challenged to take responsibility for their own level of physical activity and set goals around improving this.

Managing Myself

Students will be challenged to design a personalised fitness programme to develop their fitness outside of school. This will require students to reflect on their current ability, identify areas of strength/weakness and design the necessary steps to improve.

Students will be encouraged to reflect on their own learning in lessons through self-assessment sheets and exit cards as well as participation in group discussion.

Communicating

Students will be required to communicate with each other in a caring and compassionate manner when providing peer assessment and feedback.

Students will be challenged be active participants in a range of group discussions, awareness talks and relational times and contribute positively and constructively to these.

Working with Others

Students will be challenged to develop and enhance their ability of working with others through peer teaching, assessment and feedback. Students will be encouraged to support each other and be willing to work with anyone in the class.

# data[].attributes.headline
Targeting of Literacy, Numeracy and Digital Fluency Skills

# data[].attributes.subject
Targeting of Literacy, Numeracy and Digital Fluency Skills

# data[].attributes.body
The National Strategy to improve Literacy and Numeracy among Children and Young People in Ireland 2011-2020 (2011, p.8) explain that “Literacy includes the capacity to read, understand and critically appreciate various forms of communication including spoken language, printed text, broadcast media, and digital media” and that “Numeracy encompasses the ability to use mathematical understanding and skills to solve problems and meet the demands of day-to-day living in complex social settings”. Therefore, it is vital that these are targeted by various strategies throughout this scheme. These strategies are outlined below:

Literacy skills

Learners will understand and use a range of key terminology associated with various aspects of HRA such as components of physical fitness, cardiovascular strength, muscular endurance, etc.

Learners will complete various written task including self-assessment sheets, peer assessment sheets, exit cards and completion of a fitness journal.

Learners will be required to understand, process and discuss information conveyed to them via the learning wall regarding both HRA and principles associated with TPSR.

Learners will be challenged to play an active role in activities such as class, group and partner discussions, relational time, awareness talk and self-reflection time.

Numeracy skills

Learners will be challenged to record and process different scores when participating in the fitness testing element of this scheme e.g., heart rate, beep test score, Illinois test score, etc.

Learners will understand different concepts associated with HRA such as repetitions and sets, how to apply them correctly and of course count them when doing different tasks.

Learners will become familiar with the concept of timing in various activities in this scheme e.g., how long can you hold the wall sit, how quick can you complete 30m straight sprint test, etc.

Digital Fluency Strategies

“Digital fluency is a combination of new and old techniques: a mix of the classic tropes of any discerning historian or journalist with some very specific knowledge about how the internet works. It is an amalgam of established critical thinking and information literacy skills, but also bodies of knowledge and techniques that allow these skills to be applied to a new context posing new challenges and opportunities" (Miller & Bartlett ,2012, p.51).

The use of IT and the internet is now becoming increasingly important in education as it’s popularity increases in its use in everyday life. Therefore, efforts will be made to target digital fluency in this scheme to help best equip students in this area. For example, students will be tasked with the responsibility of developing a digital fitness journal over the course of this six week module. This journal is designed to provide students with the opportunity to apply what they learn in class to designing a personalised fitness programme for themselves to follow after completion of the module. This is in attempt to get them to take responsibility of their own physical fitness in line with the TPSR model. Students will create this journal using Microsoft Office where it can be monitored and assessed by the teacher. Furthermore, students will also be required to do their own research on a topic for homework prior to the next lesson to build on their existing knowledge and subsequently present what they discover to the class. They will also be using video clips to understand different techniques associated with different tasks during this model.

# data[].attributes.body
A combination of formative and summative assessment will be used throughout the course of this module to support students development and learning with formative assessment being the preferred choice when appropriate. This supports the guidelines set out in the PE specification which states that “Assessment is most effective when it moves beyond marks and grades and reporting focuses not only on how the student has done in the past but on the next steps for further learning (NCCA, 2016). Therefore, assessment in this model will take on many forms, such as:

Teacher questioning (continuous and interactive)

Self/peer assessment sheets.

Digital fitness journal containing personalised fitness programme.

Teacher/peer observation and feedback.

Checklists

In order for assessment to occur successfully in this model it is imperative that the teacher clearly explains the learning intentions of not just each lesson but of each task. This will allow students to firstly develop their ability accordingly to achieve success in the task but also to assess it in a more efficient manner knowing what the success criteria are. Assessment is a critical part of TPSR as it allows students to identify what level they are currently at and what steps they must take to progress to the next level. While there will be a significant volume of formal assessment taking place in this module it is also important to note that informal assessment will also be taking place in the form of continuous teacher observation and feedback. This is common to most strands and supported by Kelly (2004, p. 126) states that “All teachers, whether consciously or unconsciously, are continuously assessing their pupils, albeit usually in an informal way.” Summative assessment will be used to assess students finished digital fitness journal and specific personalised fitness programme after week 6. The purpose of this journal is so students can apply what they learnt in class to developing their own physical fitness outside of school and therefore requires to be assessed properly to ensure maximum value is gotten out of it.

# data[].attributes.headline
Fundamental Movement Skills Targeted in this Scheme

# data[].attributes.subject
Fundamental Movement Skills Targeted in this Scheme

# data[].attributes.body
The main Fundamental Movement Skills that will be targeted through this scheme of work are running, skipping, jumping and landing, balancing, stretching and coordination. These will be targeted through a variety of different tasks and activities over the course of the six week scheme.

# data[].attributes.body
This six week unit of work will take place in the school gym.  The first lesson will serve an instructional lesson where the various aspects and benefits of HRA are discussed and explained as well as the components of physical fitness. Furthermore, students will be introduced to the concept of TPSR and what will be required of them to be successful over the six week scheme i.e., success criteria. This will include an explanation of the Totem Pole and the different levels associated with it. The remaining lessons will focus on developing students’ understanding and ability with regards to the components of physical fitness through engaging in a variety of different activities at different levels as well as designing their own personalised physical activity programme to improve their health related fitness outside of school, as per the learning outcomes set out in strand 1 of the Junior Cycle PE specification (NCCA, 2016). Students will record their progress using this programme in their individual digital “fitness journals” where progress can be monitored by both students and teacher beyond completion of this module.

Following the general housekeeping routine (bags placed on stage, roll call, phone and jewellery collection, uniform check, collection of injury/sick notes, assignment of tasks to non-participants), each lesson will then begin with an introduction and discussion of the learning intentions and specific areas of HRA that will be targeted during the lesson. A visual and detailed learning wall and/or video clips will be used to support this introduction before proceeding to “relational time” which focuses on students feelings by asking how they are and “an “awareness talk” where students will understand the reasoning behind the different activities planned for that lesson. Both of these are facilitated by the teacher. Students will also touch the totem poll indicating what level they are at for todays lesson.  The main body of the lesson will consist of students working on developing the various components of physical fitness through different exercises each week. These will be designed around students prior ability and knowledge and aim to build on this through tasks and activities designed at different levels (Wright et al., 2010). Students will use the information learnt in each lesson to contribute to their own specific physical activity programme which is to be presented on week 6 of this module. Students will work in pairs or small groups throughout these tasks to peer teach each other as well as peer evaluate each other as per the TPSR instructional model (Luttrell & Chambers, 2013). This encourages students to develop social responsibility with regards to their partners development as well as their own. This will be especially evident in week 6 when the lesson will be focused on fitness testing and students will be required to roll this out with their peers after teacher instruction and provide constructive feedback on how they did. This ensures that the approach used throughout this module is very much learner centred which is in lines with the guidelines set out in the PE specification (NCCA, 2016). The responsibility afforded to learners will be incremental in nature however as they look to progress gradually up the levels as the unit goes on.

Each lesson will conclude with a cool down which will gradually move from teacher led to student led to again place more responsibility on the students. This will be followed with a group meeting where students critically and honestly assess what they did/did not like about the lesson. Students then self-assess their participation in the lesson using questions facilitated by the teacher or assessment sheet e.g., did you create a problem for someone today? before ticking a smiley face on an exit card corresponding to how they are feeling e.g., happy, satisfactory, sad (Luttrell & Chambers, 2013). This is important as this model predominantly targets the affective domain of learning so it is important to monitor students’ values and attitudes towards themselves as well as others (Luttrell & Chambers, 2013). Finally, students will touch the totem poll on the level they think they are currently at.

# data[].attributes.headline
Rationale for the Selection of Instructional Model and Topic

# data[].attributes.subject
Rationale for the Selection of Instructional Model and Topic

# data[].attributes.body
“To become responsible, students must learn to take responsibility. However, they cannot take responsibility if they are not given some responsibility” (Hellison, 1995, p. 3).

As these students are coming towards the end of their time in Junior Cycle Physical Education it is important that they are able to take responsibility of their own participation in Physical Activity outside of school. Through the implementation of the TPSR model students will be provide with the opportunity to develop their skills in this regard and take ownership of their own physical fitness and physical activity engagement. HRA is a prime topic to educate students on the importance of this and the benefits associated with high participation levels in Physical Activity. It also allows students to be educated on the activities they can do themselves outside of school to cater for their own physical fitness and wellbeing as self-responsibility goals are presented in step by step developmental levels in this model (DeBusk & Hellison, 1989). Therefore, is hoped that through participation in this HRA module students develop the necessary skills and understanding to take responsibility of living healthy and active lifestyles. It is also hoped that through the TPSR instructional model that this particular group of students will become more aware of how to treat one and other in a Physical Activity/Education environment which has been an issue for this class before. A key learning outcome for this model is that students will “respect the rights and feelings of others” (Luttrell & Chambers, 2013, p. 217). As a teacher, I will play a major role in achieving this as Luttell & Chambers (2013, p.217) state that “teachers can help students to make responsible decisions about their behaviour and involvement in Physical Education and in their lives beyond the School”.