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- Holt, B. J., & Hatten, J. D. (2008). Personalized System of Instruction Model: Teaching Health-Related Fitness Content in High School Physical Education James Conrad Hannon University of Utah.

- Luttrell, S,. & Chambers, F. (2013). Senior Cycle Physical Education Curriculum & Instructional Models. Dublin: eprint.

- NCCA. (2014). Physical Education: Specification for Junior Cycle Short Course. Retrieved January 15th, 2019 from https://www.curriculumonline.ie/getmedia/e54d94c9-935f-4dfd-a9e1-c5c94c7de88c/NCCA-JC-Short-Course-PE.pdf

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- Model developed by Professor Fred Keller in 1968.
- Students learn about:
1) Their own rate of learning and how they learn
2) how to be autonomous learners: motivated, responsible, and self-directed.
3) A range of assessment methods to assess their own progress and that of others.

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- Individual attention from the PE teacher.

- Teacher as the motivator

- Immediate assessment of learning.

- Regular progress towards the learning goals.

- The ability to use creative and interesting learning materials.

- Student self pacing

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Programmed Instruction and Teaching Machines Part

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Elements & Process of Communication Lecture

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This video provides an overview of the personalized system of instruction (PSI) as designed by psychologist Fred Keller.

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Targeted in this scheme: turning, twisting, balancing, stretching, curling.

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Targeted in this scheme: striking with rackets

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Targeted in this scheme: Walking/Running

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As badminton is an indoor court game, our class won’t be disturbed by poor weather conditions. After the students have changed quickly, I will begin the lesson using the same routine each week – roll call, check uniforms, accept notes etc. Following this I will pass over the responsibility of setting up/taking down the nets to the students (participants or non-participants). This way the students who aren’t partaking in the class have an active role to play. I will also ask them to be the umpire during games. Following a fun warm up game that will increase the student’s heart rate and body temperature, the students will develop their current skills and learn new ones through drills and games. The instructional model I am going to use to teach this class is the personalised systems of instruction approach (PSI). I have chosen this model as the students in the class are new to the sport therefore they will have to be taught all the basic skills of the game. I aim for them to understand the skill and to be able to perform them confidently. The students will then practice these skills in a game situation at the end of the class. Before the students leave the hall, I would ask them to gather around the learning wall and reflect on the skills they have learned or improved during the class.

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The primary forms of assessment I will use for this five week block of badminton is observation and questioning. I will watch each student closely and assess if they are developing their cognitive, affective and psychomotor skills. I will help each individual improve by giving them constructive feedback. I will try and use positive praise as much as possible to ensure the students self esteem is growing. Other than observation, I will also use questioning as this is central to the teaching for understanding approach, to assess student learning. After they have learned a new skill, at the end of the class, I will gather them around the learning wall and question individuals on the teaching points of the skills. I will also ask students to demonstrate these skill points in front of the class. On top of the above forms of assessment, I will also use peer and self assessment. This is important to develop a sense of intrinsic motivation to improve their ability to perform skills in each student.

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                             Learning wall resources

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                             Learning wall resources

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Badminton is part of the games strand in Physical Education. Badminton is a divided court game. It is suitable for children of all ages and levels of ability and is described as a "safe, fun, low impact sport for children" (Badminton World Federation, 2011). According to the NCCA in 2014, “games seeks to develop in the student the knowledge and understanding which will enable her/him to make appropriate decisions based on her/his current level of tactical awareness and the ability to have an active role in the games lesson at her/his own technical level, thus enhancing self-esteem and sense of personal fulfillment ” (p.29). This is also the basis for the teaching model, Personal System of Instruction. Students learn address their own knowledge and rate of learning and become autonomous, motivated, and self directed (Lutteral & Chambers, 2013). Badminton is listed as one of eight Physical Education Statements (Junior Certificate School Programme, 2014), to be completed during the Junior Certificate PE programme in Davis College. The certificate is awarded to each student upon completion of 80% of the sixteen targets specified throughout each scheme of work.