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Many of the students participate in sport outside of school, with many of the boys in the class playing soccer with a club. Many of the students in the class follow Premier League soccer. Some students in the class are competent in carrying out the fundamental movement skills of running, jumping and turning, throwing, catching. Students are familiar with the rules and routines of invasion games and many students play outside of school.  They have generally developed good communication and teamwork skills. The majority of students enjoy PE lessons though one or two need to be encouraged to participate.

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Rationale for selection of strand:

“There is strong evidence to support the multiple benefits of physical activity to health and wellbeing. It promotes healthy growth and development in children and young people. It contributes to cognitive function. It is important for healthy ageing and helps to maintain quality of life and independence when we grow older. It is also a preventative factor for many non-communicable diseases” (Department of Health, 2016). HRA is a strand that can be used to develop both the levels of physical fitness and level of understanding about the importance of physical activity. It can also be used to develop the level of knowledge about different aspects of HRA – activity and the body, health benefits of physical activity, health related fitness etc. On completion of the course students will be more confident and more competent in helping themselves as well as others in this area when necessary.

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Sport Education- What is it?

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This video outlines how to participate in a Sport Education or SEPEP Unit.

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Prior Knowledge:These students have previously participated in a basketball and spike ball scheme and many of them participate in sports outside of school. From their previous physical education schemes most learners will have a basic idea of the general benefits of exercise and fitness and will also have done circuit training in their sports clubs. However, circuit training, strength testing and agility exercises will be a new concept to some students. Some students participate at a high level in their clubs and have demonstrated a high proficiency in the basic fundamental movement skills. Students have proved very enthusiastic towards P.E. to date but their attitude towards health related fitness is relatively unknown, and will be established during the first few lessons of this scheme.

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Prior Knowledge:These students have previously participated in a basketball and spike ball scheme and many of them participate in sports outside of school. From their previous physical education schemes most learners will have a basic idea of the general benefits of exercise and fitness and will also have done circuit training in their sports clubs. However, circuit training, strength testing and agility exercises will be a new concept to some students. Some students participate at a high level in their clubs and have demonstrated a high proficiency in the basic fundamental movement skills. Students have proved very enthusiastic towards P.E. to date but their attitude towards health related fitness is relatively unknown, and will be established during the first few lessons of this scheme.

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Organisation of the Learning Experience:

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Organisation of the Learning Experience:

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Six week course will start with more detailed insight into the importance and structure of the warm-up and cooldown. Areas such as Training Target Zones, Health Related Components of Fitness and programme design will be looked at. Students will be brought to the local gym near the school. A certified trainer will take them through a suitable fitness class. The rationale behind this is to allow the students to see what we have learned in a gym context, as many of them are beginning to use the gym, and it will be a positive experience for them, and a chance to learn from a qualified, experienced trainer.

All lessons will be linked to each other ensuring a smooth transition from week to week. By building on earlier skills and previous knowledge attained, students are able to benefit more from the learning process and progress further in their development (Naylor & Keogh, 1999, p.93). This concept is extremely important in all of the subjects, not just physical education.

Students will be working individually as well as in pairs and in groups (individual tasks, pair assessments). Both a teacher centred approach and a student centred approach will be used during learning. Students will actively take part in the design of a training programme. By analysing and thinking about the process students will become more independent and critical learners. This multidimensional approach allows teachers to help students and pass on the knowledge but it also allows students to develop their own understanding while learning specific skills and taking part in physical activities (NCAA, 2014).

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Rationale for Selection of Instructional Model: 

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Rationale for Selection of Instructional Model: 

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Students enter classrooms with different abilities, learning styles, and personalities. Educators are mandated to see that all students meet the standards of our district and state. Through the use of differentiated instruction strategies, educators can meet the needs of all students and help them to meet and exceed the established standards” (Levy, 2008). This group of students has demonstrated a wide range of ability levels during previous strands of Physical Education. The instruction delivery and method needs to be regularly adapted to cater for all students. While the majority of students are quite confident and competent movers, there are others who may struggle with the comprehension of the instructions or the tasks ahead. Few of the students have Mild General Learning Disabilities and one of the students has Moderate General Learning Disability. Because the HRA strand incorporates a great range of skills, a more Personalized System of Instruction will be ideally suited to this group of students.

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Cones, Learning wall, Circuit cards. Assessment sheets, Whistle, Stopwatch, Benches, Kettlebells, laptop, Bibs, Dumbbells

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Fundamental movement skills targeted in this scheme

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Fundamental movement skills targeted in this scheme

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Running, skipping & activities during the main part of the lesson will include tasks that will also develop balance and coordination.

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Key Skills which will be targeting in this scheme

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Key Skills which will be targeting in this scheme

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Communication, Staying Well, Working with Others, Managing Myself

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“This area of learning will make the school’s culture and ethos and commitment to wellbeing visible to students. It will include learning opportunities to enhance the physical, mental, emotional and social wellbeing of students. It will enable students to build life skills and develop a strong sense of connectedness to their school and to their community” (NCCA, 217, p 8). Elements of wellbeing such as being social, being healthy & physically active, being confident will be evident throughout these lessons..

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Some students are familiar with the layout of a map, many of the students have never participated in adventure activities before and are completely new to the activities. The learners have a very mixed skillset ranging from very strong to very weak. Pupils may have some skills necessary for orienteering due to experience from primary school, as when I asked how many had completed adventure activities before, a few students put up their hands. They have portrayed competency in working as part of a team, creativity and FMS in previous schemes. This will help the learner to develop in terms of adventure activities. The majority of students are enthusiastic and willing to participate in activities and are fully engaged in learning process. Small number of pupils might need extra encouragement at times, especially when they find certain topics too difficult, they tend to disengage.

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This will be a six-week course will start with more detailed insight into importance and structure of the warm-up and cooldown. The final week will involve an event, where students will be taken to Curragh Woods, a woodland close to the school and they will be given the opportunity to put the skills that they learned into practice.

Every class will start with introduction of the topic and specific areas that will be addressed during the lesson. Any learning aids available will be demonstrated, using the students’ iPads. During the lessons, students will be introduced and familiarized with the topic covered on a particular day. Teacher will help to find or provide the material on the topic and students will work on the tasks as required. Every lesson will be linked into previously and the lesson that is coming up.

Students will be working individually as well as in pairs and in groups (individual tasks, pair assessments). The main aim of the scheme is for students to be able to successfully navigate an orienteering course as part of team challenge whilst demonstrating excellent communication skills, team work and responsible personal behaviour

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What is Teaching Personal and Social Responsibility?

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What is Teaching Personal and Social Responsibility?

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Personal Safety and Social Responsibility Trailer

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Teaching Personal and Social Responsibility

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Teaching personal and social responsibility

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Powtoon animation-- Created using PowToon -- Free sign up at http://www.powtoon.com/youtube/ -- Create animated videos and animated presentations for free. PowToon is a free tool that allows you to develop cool animated clips and animated presentations for your website, office meeting, sales pitch, nonprofit fundraiser, product launch, video resume, or anything else you could use an animated explainer video.

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Luttrell, S. & Chambers, F. (2013)

1) Affective
2) Cognitive
3) Psychomotor

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The adventure strand exposes the pupils to a way of keeping active that they may not have experienced before or thought about.  Given that the students are 5th years now, this strand will benefit them in their social, emotional and physical development. Adventure also offers the opportunity to develop the students in a way that will benefit them academically in other subjects but also throughout life

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Rationale for Selection of Instructional Model

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Rationale for Selection of Instructional Model

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Hellison’s model Teaching Personal and Social Responsibility Model emphasizes the need to teach through physical education values and behaviour that are related to well-being and personal development as well as to social integration and development (Hellison, 2003). The model defines responsibility as social and moral issue that enhance student’s learning experiences. The model is structured around five levels or goals of responsibility: Respect the rights of and feelings of others, Effort, Self-direction, Helping others, and Outside the gym (2003). The aim of the first level is that students learn empathy, can solve conflicts peacefully, and include everyone in the activity. In the second level, students are encouraged to try hard, to focus on improvement and to be persistent in difficult tasks. The objective of the third level is that students make choices, manage their time, plan their own learning and set goals for themselves. In level four, students put others’ needs before your own, provide leadership, and are sensitive and responsive. The fifth level teaches students to transfer the learning of previous levels into other contexts which is why I feel that this instructional model will be of great benefit to these students .

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Maps / control cards

pens / flashcards

markers / brochures

controls / whistle

worksheets / bibs

learning wall / cones

mats / benches

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Communication , Managing myself, Staying Well & Working with others

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Aware
Resilient
Connected
Responsible
Active

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Walking, Running, Rotating, Stopping, Balance, Crawling

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Through the use of learning walls, keywords, whiteboards.,  classroom discussion, questioning. worksheet activities.

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Problem solving skills - Games activities - Numbers, Spatial Awareness, Patterns and sequences.

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Learning Domain Podium - Sport Education

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Students are aware of the benefits of exercise on the body and they understand the importance of warming up and cooling down before and after exercise, to prevent injury. The majority of the students in the class are competent in carrying out the fundamental movement skills of running, jumping and turning, throwing, catching. Students have shown enthusiasm and a positive attitude towards P.E. throughout the previous schemes. Students’ attitude towards others in their class is not inclusive, with exclusion becoming a common feature. This will be targeted in throughout their lesson plans and schemes, as dance provides a perfect opportunity for students to work with different people in a short space of time. Most students are co-operative and show a willingness to learn.

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This scheme of work will last six weeks, with the scheme culminating in a large group performance, which the students will organise and choreograph themselves. The classes will take place in the hall in the school so that classes will be disrupted by the weather. Before some tasks take place, there will be a quick demonstration by either the teacher or other students. This gives the students a general idea of what they are being asked to do. As some of these tasks will be pair or group activities, the students will be peer assessing each other, and helping each other to learn different cognitive and affective skills. Like with all lessons and activities, some of the learning will be individual. Guided discovery will play a huge part in student learning throughout this scheme. Student participation is essential and will rely a lot on pupils Affective Domain. The use of ICT will become a common feature in this lesson in order to gain a better knowledge of the topic.

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Learning Domain Podium - Cooperative Learning

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Learning Domain Podium - Cooperative Learning

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Dance in the PE Curriculum, aims to contribute to the development of learners as competent, literate and enthusiastic players and participants in a range of physical activities. This is achieved by providing young people with an authentic experience of organised physical activity where they learn to perform playing and non-playing roles such as participant/player, referee, coach, choreographer, statistician. By focusing teaching and learning on a more complete experience of the activity, each learner is more likely to develop a broad set of skills and to have a more satisfying experience of the activity, through their co-operation with their peers. In this scheme of work pupils’ duty roles include, choreographer, DJ, publicists, dance judge, and stylist. All pupils perform and fulfil their roles that they have been assigned throughout, which is highlighted to them at the beginning of the scheme, as the final performance will not be a success if everyone in the group is not co-operating.

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Positive Interdependence

While working in their groups each student has to make a contribution towards the common/group goal or a task

Individual Accountability
Every individual student is accountable for contributing towards the group as well as mastering the material that must be learned by the group

Group Processing
Students must set the goals as a group, assess their progress and decide on any changes that are required

Social Skills
Students are encouraged and supported in developing social skills. They are encouraged to develop leadership, communication and conflict management skills.

Face - to -Face Promotive Interaction
While some of the group work is carried out individually, some must be carried out in a group. During these tasks students are encouraged to support, help and teach each other (Li & Lam, 2013).

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Rationale for selection of Instructional Model

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Rationale for selection of Instructional Model

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The goal of physical education is student learning through active participation and engagement with topics (Lund & Tannehill, 2005). Student learning is accomplished when students master the content and similarly the purpose of cooperative learning.is to master content, and produce social and affective outcomes (Siedentop & Tannehill, 2000).

In addition, all three learning domains are addressed  through this instructional model, with the affective domain being the most targeted, due to the collaborative nature of activities.(Hjelm & Stork, 2006), which Glatthorn (1993) observes has indications of positive impacts on motivation for learning. Cooperative learning is a student- centered model and the teacher becomes the facilitator, which puts the responsibility for learning on the student (Dyson, Griffin, & Hastie, 2004). Two reasons why the use of cooperative learning are unlimited because cooperative learning is the foundation for many lessons in physical education, and the social aspects from cooperative learning found in many physical education activities (Kelly & Melograno, 2004).
Dance was my choice for this instructional model, as I believe that students are offered an opportunity to express themselves through creation, and can in turn share this with their peers, thus validating their creations and allowing them to gain confidence in their ability to contribute in group settings.

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Learning Wall

Speaker

iPad

Exit Cards

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Staying Well
Working with others
Managing myself

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Fundamental Movements skills targeted in this scheme

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Fundamental Movements skills targeted in this scheme

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·       Jumping

·       Turning

·       Running

·       Hopping

·       Skipping

·       Rocking

·       Agility

·       Balance

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-Active - Connected - - Aware - Respected

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Organisation of the learning Environment

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Organisation of the learning Environment

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The teacher will be like a coach but there will also be  student coaches which will assume major responsibility for their teams. Daily lessons will be divided between practice and competition, with more time devoted to competition towards the end of the Unit.
Students will learn the roles of coach, referee, administrator and organise their teams, make substitutions, referee games, keep records, publish future schedules and recent results, and generally learn to administer their own teams during the Unit.

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Rationale for Selection of Instructional Model

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Rationale for Selection of Instructional Model

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Sport Education provides the students with an opportunity to develop “sufficient skills to participate in games satisfactorily and understand and use strategies appropriate to the game understand and value the rules, rituals and traditions of sports, distinguish between good and bad sport practices, and be a more able participant and knowledgeable fan or spectator” (Siedentop, Hastie and Van der Mars, 2011)

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Learning Wall Posters - YouTube clips - blank poster pages, markers - task cards - self-assessment worksheets -

Bibs - cones - Soccer balls - Soccer goals - stopwatch

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Communication - Working with others - Managing myself - Staying Well

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Running - Jumping - Kicking - Throwing - Balancing - Side stepping - Landing

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Aware - Connected - Respected - Resilient - Active - Responsible

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It also developed from the observation that only the more elite athletes in schools got the opportunity to compete on sports teams and that these benefits should be made more widely available to all students, regardless of talent.

The teacher is much like a coach, although the model calls for student coaches to assume major responsibility for their teams. Daily lessons are divided between practice and competition, with more time devoted to the competition schedule as the season progresses.

The sport-education model also suggests that students learn the roles of coach, referee, and administrator.

Students organize their teams, make substitutions, referee games, keep records, publish future schedules and recent results, and generally learn to administer their own teams and the details of the particular sport season.

In this model, good sports behaviour is not just a hoped-for outcome, but is central to the purpose of the program. Students learn what it means to be a good competitor, how important the role of a good referee is, and how important honest, fair competition is to the sport experience.

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Assessment for Learning – Key Principles. NCAA. Retrieved from http://www.ncca.ie/en/Curriculum_and_Assessment/Post-Primary_Education/Junior_Cycle/Assessment_for_Learning_AfL_/Key_principles/AfL_-_Key_principles.html

Department of Health (2016). Get Ireland Active! National Physical Activity Plan for Ireland

Dyson, B., & Brown, M. (2005). Adventure education in your physical education program. In J. Lund and D. Tannehill (Eds.). Standards-based physical education curriculum development. Sudbury, MA: Jones and Bartlett

Dyson, B., Griffin, L. L., & Hastie, P. (2004). Sport education, tactical games, and cooperative learning: theoretical and pedagogical considerations. Quest, 56, 226-240

Glatthorn, A. A. (1993). Learning twice: an introduction to the methods of teaching. New York: Harper Collins

Hellison, D. R. (2003). Teaching responsibility through physical activity. Human Kinetics

Hjelm, B., & Stork, S. (2006). Really easy sensational physical education cooperative tasks. Teaching Elementary Physical Education, 17, 59-62

Levy, H. M. (2008). Meeting the Needs of All Students Through Differentiated Instruction: Helping Every Child to Reach and Exceed Standards. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, Volume 81, Issue 4

Luttrell, S. & Chambers. F. (2013)  Senior Cycle Physical Education Curriculum & Instructional Models Pathways for Teacher Implementation. Dublin: eprint.ie Ltd

Naylor, S. & Keogh, B. (1999). Constructivism in classroom: Theory into practice. Journal of Science Teacher Education, 10, 93-106

NCCA. (2016). Senior Cycle Physical Education Framework. NCCA.

Siedentop D., Hastie P.A., Van der Mars H. (2011) Complete guide to sport education. 2 nd edition Champaign, IL: Human Kinetics

Siedentop, D., & Tannenhill, D. (2000). Developing teaching skills in physical education. Mountain View, CA: Mayfield Publishing Company