# data[].attributes.body
Find in this video some examples of the typrs of tasks done in this scheme

# data[].attributes.body
Subject: Physical Education
Topic:   Health Related Activity
No. of Learners: 24
Gender: Boys
Average Age: 15-16 years
Year: 4th
No. of Lessons: 5
Duration of Lessons: 80 minutes
Specific Pupil Needs: This group is extremely challenging in terms of classroom management and motivation levels.

# data[].attributes.headline
Rationale for selection of instructional model - TPSR

# data[].attributes.subject
Rationale for selection of instructional model - TPSR

# data[].attributes.body
Hellison (2011) stated "helping my students to take greater responsibility for their own development and wellbeing and for supporting the wellbeing of others was perhaps the best contribution I could make" as a teacher.

A significant number of students from this group have some poor behavioural traits in group scenarios. This has resulted in withdrawal by the students themselves as well as exclusion by some of their peers in the school. The inner circle, the class itself, also has struggled to work as a unit at times. Giving them this opportunity to develop their own individual domain and skill set will foster an environment for cooperative learning going forward.

# data[].attributes.body
This five week scheme of work will take place in the gym. The theory of physical activity and its effects on ones body will be conveyed to the students in a practical manner. Students will participate in fun adapted games which will be used to emphasise the importance of physical activity and its role in a healthy lifestyle.

Each lesson will begin with a recap on the previous lesson to link learning and create foundations to build on. Following this learning intentions will be shared with the class using a whiteboard. Then following a warm-up students will participate in adapted games. The focus of these games is to show students the theory in practice. It will exhibit the important effects physical activity can have on one’s body. It will also aim to give students a basic knowledge in the function of certain organs in the body important to exercise. This will allow them to personally experience the benefits and increase knowledge and understanding. The lessons will then culminate in a cool down and recap on the learning intentions. This time will be used mainly to check for understanding with the students following the lesson.

# data[].attributes.body
Student assessment that will used can be divided into number of methods – formal assessment and informal observation by teacher, self and peer assessment by students and recording of individual achievement in student portfolio (JCPE, Assessment, 2015). Formal assessment such as filling in the missing words in the diagram of a human body (fill in the missing muscles) will be used in this module. Informal assessment will be the teacher observations during PE classes on students’ performance, execution of tasks, understanding of these tasks etc.

In order for assessment to be reflective on the learning process some principles have to be followed. Learning goals have to be shared with students. Teachers should clearly explain why they are teaching this skill and why they are important. For example students will be explained how the bent over row should be executed correctly in order to benefit from the exercise and avoid any possible injuries. Specific features of quality that are important for this skill will also be pointed out. Features of quality such as – keep you back straight, knees bent, look straight ahead etc. Only by providing students with this information it will be possible to assess them correctly and determine if they are able to perform tasks assigned (NCAA, AfL-Key Principles, 2015).

# data[].attributes.headline
Learners Level of Knowledge, Skills and Attitudes:

# data[].attributes.subject
Learners Level of Knowledge, Skills and Attitudes:

# data[].attributes.body
Prior Knowledge:

This will be my first engagement with the group however their previous teacher as informed me that they have participated in modules including team challenges, spikeball, basketball, gymnastics and athletics.

Prior Skills:

Students should have developed throwing skills through basketball and also a range of locomotion and FMS skills through previous modules. Also they should have a decent understanding of tactical awareness through basketball and spikeball.

Prior Attitudes:

As this is my first meeting with the group I intend to get to know the students as quickly as possible so I know their personalities and motivation levels.

# data[].attributes.body
The World Health Organisation (WHO) states that 42 million children under the age of 5 can now be classified as obese. The WHO goes on to outline that “without intervention, obese infants and young children will likely continue to be obese during childhood, adolescence and adulthood”.

I hope this module can serve as an intervention for some students who may be overweight. The consequences of being overweight are of course detrimental. These consequences include cardio vascular disease, insulin resistance and musculoskeletal disorders. This module is aimed at improving the student’s knowledge of monitoring and improving their own health. It aims to enable the students with the knowledge and tools to regularly assess their own general health and make informed decisions to improve it. If this intervention is successful it may prevent some learners continuing through their adolescents and into adulthood whilst being obese.

Often times it can be easy for a physical education teacher to look at a gifted athlete in their class and focus too much on them. This kind of focus can lead to non-gifted learners not getting the benefits of physical activity. The greatest challenge to physical educators in recent times is ensuring as many students as possible recognise the importance of leading an active healthy lifestyle and participate in lifelong physical activity. Therefore I hope to relay the importance of leading an active lifestyle. This will allow learners access to the knowledge they need for lifelong physical activity participation and health monitoring.