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Department of Education and Science and National Council for Curriculum and Assessment (2003). Junior Cycle Physical Education. Dublin: Government Publications
Hellison, D.R. (1996). Teaching responsibility through physical education. Champaign, IL: Human Kinetics.
Luttrell, S. & Chambers, F.C. (2013) Pathways for Teacher Implementation - Senior Cycle Physical Education Curriculum and Instructional Models. Dublin: e-print.ie.
Siedentop, D & Tannehill, D. (2001). Developing teaching skills in physical education. Lodnon: McGraw-Hill Education

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Affective: Foster positive attitudes and subscribe to the Full Value Contract Tree. Communication and cooperation. Process orientated.
Cognitive: Experiential learning, problem solving, critical thinking and group processing
Psychomotor: Participation in adventure activities. Development of skill themes through challenges. Challenge is viewed as a means of growth.

(Luttrell & Chambers, 2013, p.149)

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Teaching Tips | Experiential Learning Model

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Other Key Skills Targeted in this Scheme

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Other Key Skills Targeted in this Scheme

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Other key skills which will be targeted in this scheme are Staying Well, Communicating and Working with Others.

Staying Well

The students will develop their knowledge of the importance of a warm up, cool down and engaging in physical activity. This scheme has a strong focus on the students working together and students in general engage well with the content, which will allow them to enjoy taking part in PE. This will have a positive impact on their attitude towards physical activity. They will be actively engaging in the class content which will develop their overall fitness and skill levels throughout.

Communicating

The students will be taking part in pair, group and class activities where it will be necessary for them to communicate with one another. Communication will take place verbally, as well as providing written feedback on group work. The students will also be communicating with the teacher and will be learning the importance of listening to one another when they are speaking. Communication, along with teamwork, forms the core of this scheme and is vital for the success of the students in the team challenges.

Working with Others

The students will be taking part in pair, group and class activities. They will be learning to work with one another in a practical setting that involves completing tasks and activities as a team, supporting one another, taking on leadership roles and working towards a common goal. The students ability to work together is vital for the success of the activities.

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Literacy skills

Literacy skills will be targeted through the introduction of new vocabulary and terms. These will include terms around adventure education, team challenges, success criteria, equipment, and assessment of skills. The incorporation of skill and task cards into the lesson, in addition to the learning wall will further develop their literacy skills.

Numeracy skills

Numeracy skills will be targeted through shape and space and angles and direction. The use of task cards, diagrams and lines of direction will provide a visual aid to this learning. There will be a large focus on problem solving throughout the activities and the students will engage in this in an experiential way.

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The majority of the lessons will be taking place in the Physical Education hall, while some of them will take space around the outside of the school. This will give the students the opportunity to engage with the natural environment and begin to develop a sense of responsibility towards how they treat the world around them.

The class will begin by taking the roll and bringing the students through the learning outcomes and the content of the lesson, which will be listed on the learning wall. The learning of the previous lesson will also be revisited. Following this, the students will take part in a dynamic warm up and stretching routine, which will incorporate a pulse-raising game that focuses on developing communication and the students’ ability to work with one another. The main body of the lesson will involve different tasks and activities that focus on the development of communication and teamwork skills as the students try to complete the tasks laid out before them. The tasks will ask some students to act in a leadership role and will require students to work together towards the same goal. This will give the students the opportunity to challenge themselves and take on a role of responsibility as they carry out the activities. The tasks will incorporate team challenges and orienteering activities as well as asking the students to design their own team challenges.

At the end of the lesson, the students will cool down using an activity that gives the students an opportunity to reflect on the learning that took place during the lesson. The lesson will finish with static stretching and revisiting the learning wall to ensure the learning outcomes have been met. The students use exit cards to provide feedback on the lesson and record how they feel like their learning is progressing. This will also give the students the opportunity to reflect on their learning experiences and how this might be applied to future challenges (NCCA, 2003; Luttrell & Chambers, 2013).

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The students have shown a mixed attitude towards Physical Education. Some of them are quite enthusiastic about sport, while a large portion of the class have a mixed opinion or are quite negative about the subject. Their attitude towards PE appears to be improving since the beginning of the year. Some of the students, predominantly male, showed a lot more enthusiasm for the Games module, while other students, predominantly female, were very engaged in the Gymnastics module.

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This is the students first year of second level Physical Education. They come from a variety of different primary schools and have had different experiences of Physical Education within those. There will be a range of experience in adventure education, both within and outside of school. The module will be aimed at a complete beginner level. The students have previously carried out modules in Games: Benchball and Gymnastics in the school.

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This is the students first time carrying out a gymnastics module and, as such, their skill level in the sport is not yet known. The students have previously carried out a module in Games: Benchball in the school and developed their Fundamental Movement Skills in the areas of running, jumping, throwing, catching and changing direction. They have also completed a module in Gymnastics, where they worked on shapes and positions, rolling, transfer of weight and balance. In both modules, they worked on communication, working with others and managing themselves in a physical activity environment.

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The students are quite easily distracted and therefore find it quite difficult to remain focused on one specific task. The variety of activities in the adventure education unit of work allows for a much greater scope – instead of focusing on one specific sport, they will be challenging themselves as a team to work together, develop their communication skills and complete the task. As cited by Luttrell and Chambers, “adventure education is a philosophy rather than a set of activities” (p.147). There has been some aspects of challenging behaviour and a poor attitude towards each other shown in the class as well, and this focus on developing their ability to work with one another and responsibility for their own actions as they carry out the activity will hopefully have a positive impact on their ability to interact respectfully both within and outside of the class.

Elements of both the adventure education and personal and social responsibility model will be incorporated into this unit of work. The unit of work will primarily incorporate the adventure education instructional model through experiential learning, challenging the students primarily through the cognitive and affective domains and cooperation. The adventure education instructional model incorporates both individual and group challenges, where the students will develop skills such as communication and problem solving skills through engaging in the activities.

“Experiential learning provides learners with the opportunity to challenge themselves physically and mentally, work cooperatively as a group to solve problems and overcome risk, and gain respect for, confidence in, and trust in themselves and their peers” (Siedentop & Tannehill, 2001, p. 151).

There is a huge amount of challenges that the students in the class face in their day to day lives. However, there can sometimes be a lack of expectation placed on the students to rise to the challenges and overcome them. It is hoped that the adventure education unit of work and the experiential learning they will encounter will give them experience in overcoming challenges.

This unit of work will also incorporate elements of the Personal and Social Responsibility model such as becoming more socially responsible, becoming more responsible for and conscious of the natural environment around them, and accepting a sense of responsibility for their own behaviour and how this affects the students around them. The students will also have the opportunity to take on a leadership role in the different activities during the unit of work as well as designing challenges for other groups of students in the class. It is hoped that the students will take what they have learned about responsibility and apply it to the rest of their subjects and life outside of school. In terms of providing responsibility to the students, this can be quite a risky move, but it is essential to provide students with the opportunity to learn to take responsibility.

“To become responsible, students must learn to take responsibility. However, they cannot take responsibility if they are not given some responsibility” (Hellison, 1996).