# data[].attributes.headline
Rationale for selection of instructional model: Teaching personal and Social responsibility- Health Related Activity:

# data[].attributes.subject
Rationale for selection of instructional model: Teaching personal and Social responsibility- Health Related Activity:

# data[].attributes.body
"To become responsible , students must be learn to take responsibility. However, they cannot take responsibility if they are not given some responsibility."
Don Hellison, 1996

TPSR learning model was designed to help youths that were struggling in a mainstream environment. The goal was to engineer situations where these students would experience success which resulted in positive development of personal and social responsibility in both sport and general life. This model encourages the redefinition of success to help develop self confidence in each student

"TPSR believe that in teaching physical education we can teach life skills as well. Teaching Personal and Social Responsibility is about using physical education as a means to teach a code or a discipline to students. It is the intention that this code becomes integrated and internalized by the students and gives them structure for their lives, values, inner-discipline and that these skills are not only seen in the gym but are transferred to other aspects of their lives. TPSR as counselor Virginia Satir might say, is about ``people making`` and for Don Hellison, just as valuable as PE instruction, is making his students better people. Hellison shares in his book many comments and anecdotes of students who have discovered strengths and values through participating in his program." (Don Hellison)

This model can be of particular benefit to first year students as it will teach them different skills that they can use throughout their years in school. I have noticed that not all students respond well to each other. As this is a DEIS school, many of the students are from a poor socioeconomic background and so this model can be beneficial in teaching them different crucial skills. I feel that for these reasons TPSR will be a good model to use for these students for HRA. It will also help them to continue to build relationships with the students in the class and also other students.

# data[].attributes.headline
Learning intentions and Learning outcomes:

# data[].attributes.subject
Learning intentions and Learning outcomes:

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

-       Apply HRA to various other sports and games

-       Complete a circuit of numerous exercises

-       Complete an exercise with the correct technique

Cognitive Domain:
Understand the concept of HRA and what it involves

Psycho-motor  Domain:
Students will improve their FMS through a dynamic warm up and fitness test

Affective Domain:
The students will encourage each other throughout the lesson and especially during the fitness test. They must also work together when playing various games.

# data[].attributes.body
"The values associated with well-being and personal development are effort and autonomy. The values related to social development and integration are respect for the feelings and rights of others, empathy and social sensitivity." (Tairin, 2012)
All of these aspects will be focused on when teaching HRA through the TPSR learning model. This model has social well-being at the centre of its aims and so I feel that it will be beneficial for my students to learn through this model. As this group are first years, they still have a good bit to learn in terms of their well-being. For this reason, I feel that the TPSR model will be suitable for this class.

# data[].attributes.body
This scheme will be carried out in the hall as weather will most likely not permit going outdoors. Housekeeping at the beginning of the class such as the roll call, ensuring students have gear and are wearing no jewellery will be completed. A recap of what was done in the previous class will be done to reiterate what was learned in the last lesson. Learning intentions for the current class will then be shared. A warm up will start the class off which will encourage all students to get active and participate, after a first few classes the students will then lead their own warm up. As the class develops skills, movements and points of the scheme will be taught through various activities. Circuits will be used in lessons to promote HRA. A cool down will also be included in each lesson to emphasise the importance of it. A quick recap on the lesson will then include any new words and skills they learned in the class.

# data[].attributes.body
Prior Knowledge:

As this is a first year class, they would not be fully aware of the benefits of HRA. Although we have spoken about the importance of physical activity, they still have little knowledge on this. It is also important for the students to be able to be responsible in this class as they will have to lead some of the lessons. Their knowledge on this topic will improve through these lessons.

.

Prior Skills

The students have basic fundamental motor skills and have improved these through our first scheme of work. The majority of the students have good motor skills which will be very important in this scheme.

Prior Attitudes:

The students would not have much knowledge on HRA and so their attitude would be quite open. The students are good for participating in this class. There are rarely any issues with students forgetting their gear and if they do, they complete worksheets. This class may need to improve with working together, although we focused on this in the last scheme there is still room for improvement.

# data[].attributes.body
Bibs
Cones
Learning wall
Timer

# data[].attributes.body
Literacy will be improved during this scheme in different ways. Students will be brought to a learning wall at the beginning of each lesson which will have new key words on it. The students will become familiar with these words over the next 6 weeks. Again like most schemes, any students not participating will have a worksheet to complete during the lesson which will familiarise them with the key words. These key words may include; vigorous, moderate, heart rate.

“Literacy and numeracy are among the most important life skills that our schools teach. No child should leave school without having mastered these skills to the best of their abilities. 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”
Ruairí Quinn, TD

Minister for Education and Skills

# data[].attributes.body
Numeracy will be included in this scheme in an active way. Students will be taught of the different levels of exercise that they can complete e.g. moderate to light. As well as this, students will be taught how to measure their own heart rate and will compare their heart rate before and after exercise. Numeracy skills will be included in this SOW through circuits and sequences. The students will also have to improve spatial awareness when completing HRA. Students will note their progress through results from their fitness tests.

# data[].attributes.body
Students will be using technology when they are recording their results of completion of different exercise in an app of their choice. Students will also be taking note of their heart rates during the 6 week schemes and will use an app to record these. These can then be compared at the end of the 6 weeks to see if the students have improved.

# data[].attributes.body
Variety in group size (individual, pair, small, whole class)

Variety in level of challenge

Resource choice by student

Variety in time allowed to complete tasks (by ability)

Student choice (of task or order of completion)

Variety in resources

Variety in assessment

Variety in teaching strategy

Types of questioning

Extension activity

Task outcome

Type of task (specify) Practical

# data[].attributes.body
Assessment will be done through peer assessment mainly. Students will be asked to assess their peers performance in different fundamental movement skills and will note where they are doing well and where they may improve. Assessment is important so that the teacher can see which students may be struggling it can also be an indicator that a certain skill or task was explained poorly. Assessment will be carried out each week in different forms in accordance to NCCA guidelines.
Teacher Assessment: Visually observe both child motor skill proficiency and activity engagement over the next 6 weeks.

Self-Assessment: Individual student must reflect upon content of lesson within the re-capitulation phases particularly during the cool – down activity.

Peer Assessment: Students give feedback to each other during development stage 2 and the cool down activity. Homework: Fill out student physical activity journal weekly journal.