# data[].attributes.attachment_link.title
Physical Education Games - Steal The Bacon

# data[].attributes.attachment_link.title
Physical Education Games - 4-Corner Dodgeball

# data[].attributes.attachment_link.title
Using Cooperative Learning Structures in Physical Education: Journal of Physical Education, Recreation & Dance: Vol 72, No 2

# data[].attributes.body
Managing Myself - Learners will be encouraged reflect upon their own learning so as to enable them to identify their strengths and challenges and to set and achieve personal goals to improve their performance.

Staying well - Learners will be challenged to be physically active and to develop confidence in their skills and game play. Learners will be encouraged to abide by rules of safety and consideration of others in all activities.

Communicating - Learners will be given opportunity to discuss and debate responses to tasks set in the learning of new skills, and they will develop skills of communicating as a team in modified games.

Working with others - Learners will be encouraged to cooperate with others in all tasks set, to support their partner/ team mates, and to deal with winning and losing.

# data[].attributes.body
This module will be held in the gym. Following housekeeping routine (roll call, checking for injuries/illnesses, jewellery/mobile phone check), each lesson will begin with sharing the learning outcomes for the lesson with the class. There will also a recap upon the previous lesson, encouraging learners to bring forward their knowledge and experience gained in previous lessons to this one. This will occur through discussion and in fun, engaging, and appropriate warm up games. The main body of the lesson will focus on introducing the skills and tactics to be explored during the lesson. The skills chosen will be taught in tandem with the relevant tactics of game play, rather than isolated practices of a technique. This is in keeping with the recommendation of the JCPE Syllabus for Games: "The teaching of skills and technique is given less priority than the development of tactical awareness through the exploration of principles of play. Skill acquisition is seen in the context of the student’s involvement in the game situation and of enabling her/him to make appropriate decisions.

# data[].attributes.body
Learners will be able to:

• Demonstrate confidence and co-operation in the application of a range of FMS skills and principles that contribute to a co-operative team

• Participate in activities that promote inclusion and enjoyment

• Make informed tactical decisions in response to a number of game scenarios and reflect on same.

# data[].attributes.body
- Coulter & Woods (2007). Current Perspectives: Curriculum. Its All About Out of The Classroom: Classroom teachers' perspectives on teaching physical education. Proceedings of second physical education, physical activity and youth sport forum, evidence based research in physical education, physical activity and youth sport, University of Limerick.

- Dyson, B., & Grineski, S. (2001). Using cooperative learning structures in physical education. Journal of Physical Education, Recreation & Dance, 72(2), 28-31.

- Johnson, D., Johnson, R. & Holubec, E. (1988). Circles of Learning: Cooperation in the Classroom. Edina, MN: Interaction Book Company.

- Luttrell, S. & Chambers, F.C. (2013). Pathways for Teacher Implementation - Senior Cycle Physical Education Curriculum and Instructional Models.  Cork: Forum Publications

# data[].attributes.body
Minor Games is the first block of the 2nd year P.E. programme in Davis College. I would certainly agree that minor games should

be the first topic covered. I feel that team-building games give the students the opportunity to get to know each other by working cooperatively each week. This minor games scheme of work also gives the students the chance to practice skills from various sports

and activities. Hopefully this can allow the 2nd years to get an indication of other extra-curricular activities that they may like to try out.

Again, as this is the first scheme for this second year group, Minor Games are very useful from the teachers’ point of view. Minor

games allow the teacher to observe the students’ involvement in different tasks and they can form a picture of the students’

strengths and weaknesses. The Co-operative learning teaching methodology is best suited to Minor Games, students must engage in the five main elements necessary as described by Johnson, Johnson and Johnson-Holubec (1988), also known as PIGS Face.
In 2007, Coulter & Woods outlined that games were the most frequently taught strand in the primary school curriculum.

There are 7 strands of the Junior Cycle Physical Education Programme, and it is important that all areas of the programme are

covered throughout the three years. This scheme falls under the strand of games.

“Through participation in a variety of games in a safe and enjoyable environment, students will be presented with the opportunity to

develop personally, socially, and physically. Skill acquisition is seen in the context of the student’s involvement in the game

situation and of enabling her/him to make appropriate decisions based on their evolving level of tactical awareness.”

(JCPE Syllabus, p29).

http://www.jcpe.ie/resources/JCPE_Syllabus.pdf

# data[].attributes.attachment_link.title
Cooperative Learning Model: Strategies & Examples