# data[].attributes.body
This type of model that the students will be taking part in is called a Sports Educational model. It is part of the new Leaving Certificate program as one of the instructional model used for P.E. teaching dance through this model makes it easier and more approachable for more students to relate to it and enjoy it within their role. The reason behind choosing this model is that the students that I have in front of me like to take charge. In order to set out this model, each student will be given a different role and responsibility to fit for the next 6 weeks. Some of these roles include captain, vice-captain, costume designer, equipment manager, choreographer and  Research also suggest that students prefer Sports Education over previous P.E experiences (Chambers & Lutrell, 2013). Dance and gymnastics is also one of the four strands in the P.E curriculum and so this strand must be visited at least twice during 1st -3rd year like the other strands.

# data[].attributes.body
the sports education model provides students with opportunities to:

take ownership and responsibility for their learning

value their contribution to the team

develop knowledge and skills, team identity, and social interaction skills

# data[].attributes.body
Psychomotor - students will be able to perform competently a dance routine from a picked era which they have learned about
Cognitive - students will understand each role on the team and be able to recognize the importance of that role to the group
Affective - students will be able to see and show how each member can bring something unique to the performance through the different roles that they have

# data[].attributes.body
Dimensions of the floor space

Number of people in the group

remembering the number of movements they do in a sequence and remembering the sequence

# data[].attributes.body
Being able to understand what their role on the team is

being able to understand and learn the terms used in dance such as flow, levels, aesthetically pleasing, etc

# data[].attributes.body
The use of a projector will be used to show videos of different eras of dance, different types of dances, etc.

# data[].attributes.attachment_link.title
Real 1950s Rock & Roll, Rockabilly dance from lindy hop !

# data[].attributes.body
Command style is the most teacher directed style of the seven styles (Ashworth & Mosston, 1994). This will be seen very rarely, mainly in the first half of the first lesson when the students learn about sports education and the importance of it through dance, what is to be expected over the next 6 weeks and what the teacher is looking for, for example, competence and literacy skill improvement in dance, etc. (Nichols, 1994).

# data[].attributes.body
This is the most common used pedagogical strategy in physical education. Students will be practicing their dance every week, having a new theme each lesson, which may be different dancing eras and what was important in each of them, how they moved and so on. This may also be labelled changing of levels, the flow of the dance, circular motion, etc.

# data[].attributes.body
In this strategy, students will have alot of the responsibility, in relation to deciding what way way to move, when to move and how to move in preparation for their final performance. This is the main strategy used in Sports education, where students have the choice, within reason and safe boundaries.

# data[].attributes.body
All girls DEIS Catholic School

Facilities: Small court size hall, 10 large gym mats

Class: 1st Years - 17 Girls

Duration of Sport Education: 6 Weeks

Content area/Strand: Dance and Gymnastics

# data[].attributes.attachment_link.title
Performance Club Kids Thriller Instruction Video

# data[].attributes.body
Chambers, F., & Luttrell, S. (2013). Senior Cycle Physical Education Curriculum Instructional Models. Pathways for Teacher Implementation.

Mosston, M., & Ashworth, S. (1994). Teaching Physical Education. Macmillan.

# data[].attributes.body
for this scheme on Dance, students will be assessed in variety of different ways.

1. Continuous Assessment: every week, students will have an aim for the class, if this aim is completed, they will be rewarded points for the group. They will also earn individual points for the amount of work they put into completing the aims of the lesson.

2. Summative Assessment: this will be captured through a performance that they will do in the final week of this module. They will be marked on their communication as a team, incorporating in the various things throughout the weeks, and so on. During this class, awards will be given out to some students for various recognition in their group.