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This app is very useful for breaking down elements such as the coordination and Agility challenges. The students enjoy being able to slow down their skills and see how they are performing.

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By recording and reviewing video on the spot, every rep becomes a lesson. With Hudl Technique - free for iOS and Android - coaches and athletes can study mechanics in real time through slow-motion playback, notes, drawings and community feedback.

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The TPSR Model includes all of the Learning Domains: Affective, Cognitive, and Psychomotor. I have created a graphic representation of the learning intententions for the lessons of the scheme below:

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-Sports Hall
-Gym
-IPads x 5
-Computer Room
-Sit& Reach Box
-Timing Gates x 4 & Stopwatches
-Google Classroom
-Various Equipment i.e Tennis Balls, Basketballs etc.

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Students will be directed to use these applications but may use others if they seek permission.
-iMuscle -Isolates muscles and gives exercises which develop them.
-FitnessBuddy-General bank of exercises for different components of fitness.
-Hudl Technique-Allows video recording to be slowed down and analysed (Co-Ordination/Agility)
-Stretching & Flexibility Routines by Fitify

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iMuscle 2 - android - muscle anatomy, function and workout exercises

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Assessment of this module will be completed via a combination of methods.Firstly, the students are marked on their progress in terms of goal achievement or improvement in their area as presented in the final lesson. Secondly, the students are assessed by the quality and verity of their weekly submissions to Google Classroom. This digital means of logging the student's developments and programmes which they are engaging in in class and at home will serve as a means for immediate assessment, but also as a log of general fitness for the students individually and the student body as a whole. I have attached a snapshot representation of the weekly submissions available on Google Classroom which would be used.Here is a link to the website:https://edu.google.com/k-12-solutions/classroom/?modal_active=none

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Prior Knowledge:

Students have previously completed a basic health-related fitness module in first year regarding the issues of physical (in)activity, nutrition, smoking & injury prevention. This was an introductory module so students have a basic knowledge of the relevance of these areas to overall fitness.

Prior Skills:

Students in this class are generally physically literate. The students’ ability levels vary across the spectrum, but they are generally well able to partake in activities with little need for major adaptation.

Prior Attitudes:

Students in Naoimh Finín are generally motivated to take part in PE and they enjoy making suggestions as to how to improve skills to others if they are struggling. The more physically literate students are motivated yet help the other students who are not as physically literate. This class seem to enjoy the learning about why the skills are practiced as much as actually practicing the skills.

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Organisation & Learning Outcomes Links to TPSR

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Organisation & Learning Outcomes Links to TPSR

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I have chosen the Teaching for Personal and Social Responsibility (TPSR) Model for this strand (Physical Activity for Health and Well-being) because I believe that it has the greatest potential to provide a meaningful and positive impact on the student’s attitudes towards theirs and others well-being. In Coláiste an Spioraid Naoimh (CSN) currently, there is a renewed emphasis on the development of physical and mental wellbeing because of the new Junior Cycle. I believe that this effort could be more effective it the students are given the knowledge, skills and responsibility to act as agents of this change. Combining the TPSR model with the physical activity for health and wellbeing strand will give the students the opportunity to learn how to develop their own fitness, as well as being active promoters of physical activity for health and wellbeing for other students.

In the last two decades, levels of overweight and obesity in Ireland have doubled. (Morgan et al, 2008). To counter this, the Irish government has put into place the ‘Obesity Policy and Action Plan’ which they state is “life-course oriented, with a focus on children and families; and prevention-focused” (Dept. of Health, 2016). According to the NCCA’s PE short course, the Physical Activity for Health and Wellbeing Strand the goal of the strand is “to build students’ understanding of and commitment to regular health-enhancing physical activity as part of a healthy lifestyle. Students apply their learning as they design, implement and evaluate their own physical activity programme.” (NCCA, 2016). I believe that by teaching the learners how to be responsible for their own wellbeing at this stage of their lives, that they can add to this wave of change. Hastie & Buchanan (2013) state that the “foundation of TPSR emphasizes the individual learner's well-being. While caring and becoming socially responsive are important goals (they are, after all, the SR in TPSR), self-awareness and personal well-being are central to the model.” The proverb ‘give a man a fish and he eats for a day, teach him to fish and he eats for his whole life’ is appropriate in this circumstance.

This class group are just at the right stage of development to build on the HRF which they have previously encountered and develop the ability to understand their well-being and take responsibility for it. This model encourages students to act responsibly and the students will do so by helping others to develop along with themselves which is in their nature. If the students can be taught these key skills at this age, they will be able to prevent the need for interventions further down the line and promote a climate of well-being in the school by setting an example for future students via their logs and behaviour as they mature. This model seeks to develop responsibility in students for their own well-being and that of others. I believe that although these students are young to be instructing others, the large group will allow them to share the more burdening responsiblity while getting an introduction to the idea of being responsible for your own well-being and promoting the weel-being of others.

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Subject: PE | Topic: Health and Wellbeing
No. of Learners: 30 | Gender: Male
Average Age: 13-14 | Year: 2nd Year
No. of Lessons: 6 | Duration of Lessons: 80 minutes
Specific Pupil Needs:
Asthma
Autism Spectrum Disorder
Asperger’s
Emotional Behavioural Disorder