# data[].attributes.body
Utilizing mobile applications and ICT to help improve performance, and provide ideas for working out at school and at home (e.g. Fitbits, Coach’s eye, Fitstar, Sworkit).

Chart their progress on a weekly basis through the use of a blog, vlog, or podcast.
Write a blog stating their SMART goals and their progress through the 4 weeks.

# data[].attributes.body
Demonstrating higher level reasoning for their justification of their physical fitness approach.

Utilising probability to make smart decisions to fulfil their fitness goals.

Identifying trends that positively impact upon their physical health and applying them to future exercise.

During the lessons students will be asked to multiply (heart rate) and add numbers together.
The cooper run will give the students an opportunity to measure distance with a measuring tape and to work out how far they have ran.
Basic to any lesson, students will be asked to get into groups or to count how many times they do an exercise (20 jumping jacks).

# data[].attributes.body
Students will work on their verbal communication skills during this unit of work. Students will describe what they feel is happening to their bodies during each activity (Eg, during warm up: I Feel my heart beating faster, I am starting to sweat, My cheeks are getting red).

Learners will learn new subject specific terms related to physical fitness/wellbeing e.g. overload, use/disuse, cardiorespiratory etc.

Visual literacy will be honed as students have to interpret images, and activities on the learning wall and  through technology

# data[].attributes.body
‘Fundamental movement skills are the movement patterns that involve different body parts. They are the foundation movements to the more specialised, complex skills used in the seven strands of physical education’- Department of Education

# data[].attributes.body
Blythe, T., Croft, A., & Strelec, N. (2002). Teaching for understanding. In Leading Learning International Conference.

Healthy Ireland, D. o. (2013). A framework for improved health and wellbeing.

JCPESS, J. C. (n.d.). Health Related Activity. Retrieved from Junior Cycle Physical Education Support Service: http://www.jcpe.ie/index.php?option=com_content&view=article&id=142&Itemid=183

# data[].attributes.headline
Rational for Selction of Teaching for Understanding with HRA 

# data[].attributes.subject
Rational for Selction of Teaching for Understanding with HRA 

# data[].attributes.body
From speaking with their teacher from the last two years this group have developed good communication skills. The majority of pupils enjoy PE lessons but constant encouragement still needs to be given to the class as a whole. Through the teaching approach of “Sports Education”, my role will be emphasised as facilitator rather than instructor or teacher. For this reason I can spend more time working with the students who need extra attention. All of the students in this class are excellent for bringing in their PE gear each week which highlights their interest in physical education. I designed the Sports Ed. student booklet for this class in particular because of their positive attitudes and high engagement levels. The students displayed enthusiasm and enjoyment in the previous PE module of Gaelic Football and I hope to witness this again in this Circuits and Conditioning Module.

# data[].attributes.body
Pupils have a good skill level in regards to core movements as HRA has been completed with this group in first year. Core Strength is one area which will have to be improved over the course of the 4 weeks practical classes

# data[].attributes.body
Pupils have completed athletics in first and second year with Ms. Martin. They have also completed co-operative games, basketball, HRA, Gymnastics and hurling/camogie. Therefore they should have a good knowledge of HRA, circuits and conditioning already.