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Subject - PE
Topic - Adventure Activities

No. of Learners - 22
Gender - Mixed

Year - 3rd
Average Age - 14-16

No. of Lessons - 6
Duration of Lessons - 60 mins

Specific Pupil Needs -
- ADHD, ODD & Dyslexia
- DCD
- Mild General Learning Disabilities
- Dyslexia

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Students have a fair knowledge of general fitness and how to keep fit but have limited understanding of each component of fitness. The students will be familiar with working as in groups and pairs with their peers and it will be the teacher’s role to refine their skills and apply it in a variety of activities and tasks that will look to tackle the three domains equally; psychomotor, cognitive and affective.

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In other schemes, the students have demonstrated good interpersonal and teamwork skills.  They enjoyed the group activity element of lessons, therefore they should continue to enjoy it throughout this scheme.   The students have an appropriate level of physical literacy in the Fundamental Movement skills of running jumping, bending and turning. Some of the class have been introduced to concepts such as running, attacking, defending and teamwork in other sports both at primary and post primary school level as well as in their involvement in team sports outside of the school environment.  Pupils have a mixed level of fitness within the class.  Some students are extremely fit, while some have poor fitness levels.  The majority of the group would be considered to be of normal fitness levels for their age group

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The students have a mixed attitude towards P.E. some students are highly interested and engage fully in the class while others have little interest at all. They work well in groups and demonstrate important affective skills like teamwork and cooperation.  There are a small number of potentially disruptive students within this group, therefore it will be a challenge to ensure that these students cannot disrupt the running of the class and the learning ability of each student.  I aim to minimise discussion time and maximise activity time to avoid any disruption issues.

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The subject material will be structured over a six-week period of Health Related Activity (HRA) and will implement various pedagogical approaches in order to achieve the learning objectives set out as part of this scheme. These approaches will include the teacher led instruction, guided discovery, peer assisted learning and Co-Operative Learning, thus ensuring that the students are progressing their learning and understanding as the week’s progress and are aided by those (teacher and fellow students) who may be more knowledgeable in the area.

Each lesson will begin with brief discussion, followed by a fun and engaging warm-up activity that is relevant to the content being covered within the lesson. As the scheme progresses the warm-up will become student led, allowing them to gain practical experience of the importance of a warm up in terms of injury prevention and as an element of HRA. Throughout the lesson the students’ level of understanding and progression will be monitored and assessed both formally and informally.  Peer work will be relied on strongly throughout each lesson as students will peer assess each other as well as assist each other (peer assisted learning).  Tasks and activities of the lesson will be structured in such a manner that students can progress at their own pace, catering for differentiation within the scheme.  Each week the students will develop both physically and in terms of their understanding of the content.  Students should become more autonomous in their learning as the week’s progress and this will be observed through the setting-up the equipment themselves, warming up, stretching and cool downs.

This scheme aims to assist the students in developing an appreciation and knowledge preparing them for lifelong physical activity.

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Classes for the most part will adapt the normal routine which the students are used to and have implemented over other modules and schemes. This includes the initial routine of roll call, introduction to class focus and commencement of physical activity and learning. This six week block will take place in the school hall. The students will be required to safely assist in setting up the equipment under the guidance of the teacher.  This module will be taught through the development of the students learning in terms of HRA and students recognising responsibility for their own progression is paramount.   At the end of each lesson, students will be encouraged to reflect on the activities of the lesson and to evaluate their own input into the lesson.  Reflection will scaffold the learning progression of the students and provide the building blocks for comprehension to ensure the students are benefiting from the practice. Students will be exposed to the different components of fitness throughout this scheme. These will include cardiovascular endurance, muscular endurance, muscular strength, flexibility, co-ordination, balance and speed agility. The different types of HRA that the students will be involved in over the next number of weeks will include yoga, circuits, boxercise and fitness testing. This will keep the students interested and engaged throughout the six-week programme.

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Rationale for Selection of Adventure Activities

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Rationale for Selection of Adventure Activities

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There are several reasons for introducing Adventure Activities as a strand in the JCPE curriculum. Adventure activities  promotes  participation and cooperation which are valuable to a students development. The students will be exposed to collaborative problem solving and teamwork, thus encouraging the students to trust others and develop their communication skills. Adventure activities provides the students to develop both interpersonal and intrapersonal skills by way of independent thinking and working with others. Moreover, it can help to foster positive attitudes towards PE and physical activity. These points fall in line with the JCPE syllabus which states that "the aim of adventure activities is to challenge students by providing them with opportunities to develop personally and socially through adventure in a safe and enjoyable environment’’ (JCPE 2004).  This scheme, will incorporate a Cooperative Learning approach with the main focus being centered on orienteering and team challenges, challenging students to problem solve.

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Rationale for Selection of Instructional Model - Health Related Physical Fitness (HRPF)

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Rationale for Selection of Instructional Model - Health Related Physical Fitness (HRPF)

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" Pupils valuing a physically active life, so that they learn to value and practice appropriate physical activities that enhance health and wellbeing for the rest of their lives.’ " (Haerens et al, 2011).

Upon making the decision to implement a HRPF model within a scheme for my 3rd years, the above quote was a major influence towards its inclusion.  Haerens and his colleagues highlight an ideology that each student should follow and be exposed to during their journey through second level education.  A major aspect of physical activity is forming habits, by allowing the students to experience HRPF within Junior Cycle they are provided with the opportunity to not only form these habits but also understand the importance of them.  Learning to value and practice appropriate physical activity should be compulsory for all students within education.  It is this need for students to practive and value physical activity that drove me to design and implement a scheme which provides them with the tools and opportunity to do so.  At times there can be a stigma and negativity surrounding physical activity.  Some students would rather opt out than have to exert themselves or sweat in front of their peers.  This again highlights the importance of promoting physical activity in schools.  As the teacher it is my job to make the activities fun, engaging, informative and catering for all needs and abilities.  Harris (2005) identifies how HRPF can be tailored for all students by following these principles:
"i) Exercise can be positive and enjoyable experience
ii) Exercise is for all
iii) Everyone can benefit from exercise
iv) Everyone can be good at exercise
v) Everyone can find the right kind of exercise for them
vi) Exercise is for life
vii) Excellence in health-related exercise is maintaining an active way of life"

Encouraging students to participate in physical activity presents many benefits, particularly within the three learning domains of Cognitive, Psychosocial and Affective.  When considering the cognitive domain, physical activityimproves mental health and assists in relieving tension, stress and anxiety.  In terms of the physical domain, being active ensures that individuals are healthy and fit, while affectively physical activity assists in developing friendships and a positive outlook.  All in all physical activity ensures students feel good in mind and in body.

Promotion of physical activity is a must within education, therefore it is vital for a HRPF model to take a prominent place within the physical education curriculum.  It is the role o teachers and schools to encourage and ensure students are physically active within school and throughout life.  Hassandra, Goudas, & Chroni, (2003) support this notion by announcing that  "providing personally relevant, interesting, and enjoyable activities that positively influence adolescents’ intrinsic motivation to engage in these activities outside school"

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The students will assessed using Showbie, an educational app which makes students assessment easier

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From assignments to collaboration, Showbie helps you bring your classroom together in one simple, easy to use app.