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Learners will be assigned to teams to work within the unit of work.
Learners will find out their teams in the first lesson of the unit and will then sign a team contract to ensure that they will participate fully in the unit of work for the duration of the time that they are taking part in the Sport Education unit of work.

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Centre for Education Statistics and Evaluation (CESE). (2015). Student wellbeing: Literature Review. Sydney: Centre for Education Statistics and Evaluation.

DES. (2011). Literacy and numeracy for learning and life: The national strategy to improve literacy and numeracy among children and young people 2011 - 2020. Dublin: Department of Education and Skills.

Dyson, B., Griffin, L.L., & Hastie, P. (2004). Sport Education, Tactical Games, and Cooperative Learning: Theoretical and Pedagogical Considerations. Quest. 56(2). pp.226-240.

Luttrell, S. & Chambers, F.C. (2013). Senior cycle physical education curriculum and instructional models: Pathways for teacher implementation. Dublin: eprint.ie Ltd.

MacPhail A, Gorely T, Kirk D, and Kinchin GD (2008) Children’s experiences of fun and enjoyment during a season of sport education. Research Quarterly for Exercise & Sport 79(3): 344–356. in (Deenihan, J.T., MacPhail, A. & Young, A. (2011). 'Living the Curriculum': Integrating sport education into a Physical Education Teacher Education Programme. European Physical Education Review. 17(1). pp.51-68.

NCCA. (2012). Key skills of junior cycle. Dublin: NCCA.

NCCA. (2016). Short course physical education: Specification for junior cycle. Dublin: Department of Education and Skills.

NCCA. (2017). Junior cycle wellbeing guidelines. Dublin: Department of Education and Skills.

Siedentop, D. (1994). Sport education: Quality pe through positive sport experiences. Champaign, IL: Human Kinetics.

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- Digital fluency will be targeted through the use of video
- Video will be used to introduce the learners to new skills
- The use of video will also be used for the learners to assess the correct techniques that are required for success in a particular event. The learners will make use of apps such as SlowMo and Dartfish to analyse each others technique in the training period of the scheme. This will help them to develop themselves to the best of their abilities and will allow them to succeed in the Mini Six Nations event at the end of the scheme

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Assessment is an important part of the educational process as we must ensure that our students are learning in our lessons. However, the assessment practices of the past need to be adjusted and I think that the new junior cycle is improving the way that the students are assessed and in turn keeps them engaged in the learning.

When I am teaching PE, I endeavour to provide my students with feedback that will help them to understand why they are doing something in a certain way and why they should do it in another way which will help them to improve their learning,  "the greatest benefits for student learning occur when they receive quality feedback that helps them to understand how their learning can be improved. This helps students feel more engaged in the learning process, more in control of their learning and confident in their ability to improve" (NCCA, 2017, p.35). When teaching PE, it is important that we give the students a variation of assessment methods when we are assessing the students. This helps to  "facilitate greater student engagement in and ownership of the learning and assessment process" (NCCA, 2017, p.35).

As part of this Instructional Model will include the observation of the learners in their roles and the assessment of the knowledge they have of their roles. This will include seeing if the learners are fulfilling the duties that are associated with their allocated role.

Assessment will also encompass the  evaluating of the students' sportsmanship during the learning and competition stage. To develop a competent sportsperson they will have to be aware that sports involves winning and losing and that they will have to respect their opponents even if they have competed at a better level than them in the competition.

Another element of the students' assessment will include their attendance and participation in the Sport Education unit of work.

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(Luttrell & Chambers, 2013)

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As I am going to use a mix of the Sport Education model and the Cooperative Learning Model, there are a number of significant features that I believe are essential to the good workings of this unit of work.

One feature of the Sport Education model that I think is essential for the smooth running and for buy-in from the students in the Sport Education Jigsaw. The Jigsaw ensure that each of the roles and the components firt together and this will ensure that smooth running of the in the unit of work.. The roles that I will be using in this unit of work to piece together the Sport Education Jigsaw will be the Team Captain, the Coach, the Equipment Manager, the Publicist, the Competitor, the Statistician and the Record Keeper. The idea of a jigsaw is also a teaching strategy in Cooperative Learning and for this reason, I think that these two Instructional Models wok well with each other.

I believe that the Sport Education model will be very beneficial to my learners as there are many merits to the Sport Education model, it;
"Allows students to be part of team
Captains get to develop leadership skills
Inclusive learning environment
More student centred
Better avenue for monitoring and promoting personal growth among all players
...
Every student has a duty role for each lesson
Able to gain complete knowledge of sport
Equal emphasis on three learning domains" (Luttrell & Chambers, 2013, p.100).

Research has shown that there are many benefits to using the sport education model in PE classes, one of them being the fact that there is genuine data being found in the area of gender inclusion (MacPhail et al., 2008).

With the Sport Education Model I want to incorporate aspects of the Cooperative Learning Model. Within cooperative learning, "a primary goal in CL is that each student becomes a meaningful participant in learning. Students work together in small, structured, heterogeneous groups to master the content" (Dyson, Griffin & Hastie, 2004, p.232). I think that this compliments the Sport Education Model in a positive way and will promote the learning that takes place by the learners.

The feature of Cooperative Learning that I will be using in the unit of work and that I feel is essential to the success of the unit is PIGS Face.

Positive Interdependence
Individual Accountability
Group Processing
Social Skills
Face-to-face interaction

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Rationale for the Instructional Model - Sport Education

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Rationale for the Instructional Model - Sport Education

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I have chosen to use the Instructional Model of Sport Education to organise the learning experience of this unit of work for this second year group. I believe that from working with this group from the start of the year and getting to know them during that time frame that this Instructional Model will be the best one to help them to achieve the learning outcomes. I have found that this group can at times get quite competitive with each other and therefore, I think a model where they are competing for points will motivate them to be the best that they can and will also motivate them to learn the correct techniques that will help them to achieve the best performance for their team.
The idea of the Sports Education model is to “educate students to be players in the fullest sense, and to help them develop as competent, literate, and enthusiastic sports people” (Siedentop, 1994, p.7).
As sport education is not just starting the lesson and letting the students off, I think that this will benefit the students because this group of students are a group that like to communicate with each other and they like to talk to each other when doing activities. The Sport Education model includes a mix of Cooperative Learning as well and I think this will work well with this particular group of students and compliment the Sport Education model at the same time.

Sport Education is based around the learning outcomes of festivity, sportsmanship and competition which I think lends itself ideally to the unit of work of athletics.

Within this model I will also include some of the elements of the Cooperative Learning Instructional Model to ensure that the students are being developed to the best of their abilities.

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Introduction to the use of Sports Education Model in Hillgrove Secondary School.

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Learning Outcomes for this Unit (from specification)

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Learning Outcomes for this Unit (from specification)

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(1.4) use a range of measurement techniques to monitor and analyse physical activity levels across a sustained period of time.

(1.5) identify a range of strategies to support on-going participation in health-related physical activity.

(3.7) perform competently, confidently and safely in a range of athletics events
(3.8) demonstrate activities to enhance performance in athletic events, including physical and mental preparation.

(3.9) take responsibility for improving their own performance, based on personal strengths and developmental needs

NCCA. (2016). Short course physical education: Specification for junior cycle. Dublin: Department of Education and Skills.

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The resources that will be used during this unit of work will include;
Roll Book
Whistle
Whiteboard
Whiteboard Markers
Non-participant resources
I Run for Fun Booklets
Batons
Cones
Stopwatch
High Jump Bases
High Jump Pole
Crash Mats
Javelins
Shot Putts
Hurdles

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Active

Responsible

Aware

Resilient

Respected

Connected

Although the incorporation of wellbeing into the junior cycle is a new phenomenon, the key values have been present in physical education for years. Many schools have also been aware of the wellbeing of their students through the use of pastoral care systems, chaplains and guidance counsellors. I believe that the introduction of wellbeing as a key part of the junior cycle is a great step forward in the development of the students in our care and will make them more resilient as they move foward through their school lives.  "Learning in physical education is designed to ensure that students appreciate the importance of participation in regular moderate physical activity not only for their physical wellbeing, but also for their psychological and social wellbeing" (NCCA, 2017, p.46). By ensuring that our students wellbeing is good, it is widely known that students that have higher levels of wellbeing also have higher cognitive outcomes when they are in school. (CESE, 2015).

It is our duty in schools, particularly in physical education as part of the wider wellbeing programme, to promote the students wellbeing while they are in our care so that this can have a positive impact on the students daily lives in school.

How do the students learn about wellbeing? "They learn about wellbeing through specific areas of the curriculum and various wellbeing events and initiatives that are organised to develop awareness, knowledge and skills about wellbeing. They learn for wellbeing when their whole experience of school life including all the day-to-day interactions, both within and beyond the classroom, are respectful and caring" (NCCA, 2017, p.11)

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SOL 12: The student is a confident and competent participant in Physical activity and is motivated to be physically active.

SOL 11: The student takes action to safeguard and promote their own wellbeing and that of others.

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The idea of the key skills at junior cycle is that they are a "general set of skills that are needed to support learners in their personal, social and work lives" (NCCA, 2012, p.2)

Working with others ~ In this unit of work, the learners will be working with each other to achieve the best points possible for their representative team. This will mean that the learners will respect difference so that they can put the needs of their team first and will as a result also learn from each other.

Being creative ~ The learners will have to explore options and strategise to ensure that they can achieve the best performance for their team in the overall unit of work.

Communicating ~ The learners will have to communicate with each other while they are learning the skills of the athletics events and they will also have to communicate with each other to ensure that their team is performing to the best that they can.

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"Literacy and numeracy skills are crucial to a person’s ability to develop fully as an individual, to live a satisfying and rewarding life and to participate fully in our society" (DES, 2011, p.5).

Literacy
"Literacy includes the capacity to read, understand and critically appreciate various forms of communication including spoken language, printed text, broadcast media, and digital media" (DES, 2011, p.8).

- The use of a learning wall will be employed
- Key vocabulary will be included on the learning wall
- Digital literacy will be targeted through the use of video
- Learners will be required to complete written tasks throughout the unit of work
- The use of task cards will be employed for the learners
- Non-participant activities will also help to develop the learners' literacy skills

Numeracy
"Numeracy encompasses the ability to use mathematical understanding and skills to solve problems and meet the demands of day-to-day living in complex social settings" (DES, 2011, p.8).

- Learners will become familiar with pacing for the events of longer distance
- Learners will become aware of their personal best
- Learners will be able to develop goals and strategise as to how they can improve their overall score in the events
- Learners will be able to look at their PB and compare it to national standards. They will also be able to compare the difference and what percentage of the score there's is
- Learners will become familiar with strategising so that they can achieve the best overall performance for their representative team.

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Throwing
Collecting
Walking
Running
Hopping
Galloping
Twisting
Turning
Balancing
Transferring Weight
Jumping and Landing
Stretching

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As with all lessons, the beginning of the learning experience will be the same. Housekeeping will take part at the beginning of the lesson. The learners will enter the hall for their roll call. At this juncture in the lesson, I will check any notes that the learners have brought in and I will follow up on any notes that need to be followed up on from the previous lesson. Once this has been completed the learners will leave the hall and enter the changing rooms to change into their PE kit. On re-entry to the hall, I will check with all learners to ensure that they have removed all of their jewelry and that their shoe laced are tied correctly. Learners will gather around the whiteboard/learning wall, where they will receive an introduction to the lesson and they will recap on the previous lesson and the learning intentions for the lesson will be outlined to the students. Each lesson will have a warm up section, a main section and a cool down section. Each lesson will also conclude with an opportunity for the students to reflect on the lesson and the learning that has taken place. Assessment will be undertaken throughout the scheme by using informative observation, formative assessment, self-assessment, peer-assessment.

The lessons for this unit of work will take place both inside the sports hall and outside on the school grounds. There will be a rich task at the end of the school year when the students take part in the annual sports day for first and second year students.

As I mentioned this group of students can be quite competitive at times but then at other times they need to be pushed to be fully motivated. For this reason and because it lends itself so well to the Sport Education model, I have decided that I am going to split the class up into teams. I feel that this will spur the group on to fully engage them in the lesson. The way that I have decided to divide them up is into the countries of the Six Nations Tournament. The rationale behind the Six Nations theme is that the Six Nations Tournament will be taking place around the same time as I begin the unit of work and I think that this will be good for the learners to compare their own progress against the progress of the countries that they are representing in the Six Nations. I have decided that I will appoint the learners to teams rather than letting the learners choose their own teams. I have decided to do this for the benefit of the whole class so that they can form friendships with other people in the class but also so that there aren't people who get left out of a group or are the last to be chosen. This would cause upset in the classroom and Sport Ed is all about promoting festivity in the lesson.

As there will be equipment managers from each team, the list of equipment needed will be posted on the hall door before the beginning of each lesson. The equipment managers will then be able to work together to gather the equipment from the storeroom and be ready for the beginning of the lesson.

The activities that are set out for the lesson will be given to the team coaches once they enter the hall so that they can become familiar with them and that they can then aid the teacher in the delivery of the lesson.

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I have selected to complete this unit of work as it was decided at the beginning of the year that we would undertake Athletics at level 2 as one of the units of work for second years. I believe that this is a very appropriate unit of work to complete as at the end of the year we will be holding a first and second year sports day. When you think of athletics as a sporting activity, you think of it as one in which the competitors are competing against each other to be the best, however after looking at the Junior Cycle Physical Education Syllabus (2003) and the NCCA Junior Cycle Short Course PE Specification (2016), the emphasis is actually on the learners becoming responsible for their own goals and improving their own personal performance, " take responsibility for improving their own performance, based on personal strengths and developmental needs" (NCCA, 2016, p.13).

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Subject: Physical Education
Topic: Athletics
No. of Learners: 26
Gender: Mixed
Average Age: 13/14 years
Year: 2nd Year
No. of Lessons: 6
Duration of Lessons: 80 minutes
Specific Pupil Needs: N/A

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Learners Level of Knowledge, Skills and Attitudes

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Learners Level of Knowledge, Skills and Attitudes

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Prior Knowledge:
The learners have completed a previous module in Athletics at level 1 when they were in first year in the school. In this unit of work that they completed they were introduced to the running events, sprinting and the longer distances as well, relay running, the high jump, javelin and shot putt. During their time in PE so far, between first and second year, the students have completed units of work in Basketball and FMS (Invasion Games), Gymnastics, Rounders (Striking and Fielding), HRA and Badminton.

Prior Skills:
As the learners have completed a module in Athletics at level 1. They would have built up the basic skills involved in the track and field events and they would have also competed in the school sports day at the end of the year. The learners have also developed some of their FMS in some of the other modules and this will be applicable to this Athletics unit of work.

Prior Attitudes:
The learners attitudes towards PE can vary at times. During the first module that I completed with them this year, they tended to have a negative attitude at times. However, this began to change during the second scheme that I ran with them before the Christmas break. I believe that their attitudes can be good towards the Athletics module as they will have the school sports day to look forward to.