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American Academy of Pediatrics. (2008). Strength Training by Children and Adolescents, Pediatrics, 121(4), 835-840. Retrieved from ttp://pediatrics.aappublications.org/content/pediatrics/121/4/835.full.pdf

Barron, C., Comiskey, C., and Saris, J. (2009). Prevalence rates and comparisons of obesity levels in Ireland. British Journal of Nursing, Volume 18, Issue 13, Pg.799-803.

Colquitt, G., Pritchard, T., & McCollum, S. (2011). The personalized system of instruction in fitness education. Journal of Physical Education, Recreation & Dance (JOPERD), 82(6), 46-54. doi:10.1080/07303084.2011.10598645

Hannon, J.C., Holt, B.J., and Hatten, J.D. (2008). Personalized System of Instruction Model: Teaching Health-Related Fitness Content in High School Physical Education. Journal of Curriculum and Instruction, Volume 2, No.2, Pg.20-33.

Harris, J. (2000). Health-Related Exericse in the National Curriculum, Key Stages 1 to 4.Champaign, IL: Human Kinetics.

Irish Heart Foundation (2015). Irish Heart Foundation Obesity Fact Sheet. http://www.irishheart.ie/iopen24/pub/factsheets/obesity_fact_sheet.pdf

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

Metzler, M.W. (2005). Instructional Models for Physical Education. 2nd Edition. Scottsdale, AZ: Holcomb Hathaway Publishers.

Metzler, M.W. (2000). The Personalised Sport Instruction Series. Needham Heights, MA: Allyn & Bacon.

Metzler, M. (1984). Analysis of a mastery learning/personalized system of instruction for teaching tennis. In M. Pieron & G. Graham (Eds.), The 1984 Olympic scientific congress proceedings: Vol 6. Sport pedagogy (pp. 63-70). Champaign, IL: Human Kinetics

Mosston, M., & Ashworth, S. (2008). Teaching Physical Education (4th Edition). New York City, New York: Pearson Education

National Council for Curriculum and Assessment. (2016). Junior Cycle PE.  Dublin, Ireland. DES & NCCA. Retrieved from  https://www.curriculumonline.ie/getmedia/e54d94c9-935f-4dfd-a9e1-c5c94c7de88c/NCCA-JC-Short-Course-PE.pdf

National Council for Curriculum and Assessment and Department of Education and Skills. (2003). Junior Cycle Physical Education. Dublin, Ireland. DES & NCCA. Retrieved from http://activeschoolflag.ie/wp-content/uploads/2015/08/Junior-Cycle-PE-Syllabus.pdf

NCCA (2011). Senior Cycle Physical Education Draft Framework. www.ncca.ie

Wiles, N.J., Jones, G.T., Haase, A.M., Lawlor, D.A., Macfarlane, G.J., and Lewis, G. (2008).Physical activity and emotional problems amongst adolescents. Social Psychiatry and Psychiatric Epidemiology, 43(10), Pg.765-772.

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1.Content selection: the teacher maintains complete control of the content and its sequencing in PSI, including unit, the order of learning tasks, & the performance criteria used to determine mastery of each task.

2. Managerial control: teacher determine the managerial plan, class policies, and  specific procedure in PSI.

3. Task presentation: are given to students via written and/or video display

4. Engagement patterns: most tasks are designed for individual practice; a few are designed for partner or small group. Students are typically engaged independently from the teacher’s direction.

5. Instructional interaction: Teacher provides high levels of instructional interaction for has few managerial responsibilities in class.

6. Pacing: each student determines her/his own pace.

7. Task progression: students control task progression

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“Is é an blathnú daonna, sprioc na Folláin” –Ted Noddings.

Feeling of ‘connected’ and ‘respect’ were documented as most important to students in a study completed by OECD (2017). This fact has certainly informed my planning of this scheme. I hope to enable students to build life skills and develop a strong "sense of connectedness to their school and to their community” (NCCA, 217, p 8) throughout this scheme.

“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).

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The Fundamental Movement Skills targeted through this scheme of work include:
- Running
- Walking
- Skipping
- Crawling
- Lunging
- Hopping
- Side-stepping
- Agility, Balance, and Co-ordination (ABC)

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“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, TDMinister for Education and Skills

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“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, TDMinister for Education and Skills

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Numeracy will be targeted in this scheme by...

- Setting challenging, realistic and attainable short term and long term goals with regards to participation in physical activity.

- Becoming accustomed to timing throughout each lesson, e.g. working for 30 seconds, break for 30 seconds etc.

- Measuring the correct distance of 20m when setting out the beep test.

- Learners will complete various tests during this scheme where they will be required to measure, record and track their progress.

- Understanding how the VO2 max is computed and measured, realising that the test is used to measure cardiovascular fitness and a person's maximum oxygen uptake.

- Becoming aware of how blood pressure is measured and what each number stands for.

- Understanding the difference between low and high blood pressure.

- Taking and comparing pulse and heart rate at regular intervals throughout each lesson.

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A study conducted by Hannon, Holt & Hatten (2008) indicated that having successfully implemented the PSI instructional model in a high school setting, the majority of teaching time was then spent providing individualised feedback to learners rather than focusing on the actual 'teaching' of skills and classroom management. It is hoped that a similar outcome will be derived from this scheme, one which allows the teacher to concentrate on observing and providing constructive feedback to learners, particularly learners who may need extra help (Carr & Metzler, 2001), without taking complete control of the learning experience.

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            Health Related Activity - Scheme of Work

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            Health Related Activity - Scheme of Work

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Student Prior Knowledge, Skills & Attitude

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Student Prior Knowledge, Skills & Attitude

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Prior Knowledge:
This the learner’s first encounter with gymnastics in post-primary education. The learners have participated in gymnastics at a foundation level during their primary school P.E. experience. Four students are members of a gymnastic club.

Prior Skills

Students are of mixed ability, therefore progressions and variations of all skills will be provided. Students have a basic understanding of movements such as jumping, turning, swinging and balancing from their primary school education in gymnastics. Nonetheless, from a skill perspective, these students are essentially novices, which will be evident in the design of this scheme.

Prior Attitudes:
The majority of students enjoy participating in P.E. It is clear from the previous schemes that the students enjoy healthy competition and have the ability to be responsible of their own learning (Adventure activities). Therefore, I believe the cooperative learning approach will suit these students as Metzler, 2005 notes the cooperative learning model works well with students who are competitive, collaborative and independent.

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Subject: PE
Topic: Gymnastics
Year: 2nd Year
No. of Learners: 30
Gender: Mixed
Average Age: 13/14 years old
No. of Lessons: 6
Duration of Lessons: 80 minutes
Specific Pupil Needs:
Four students on the autistic spectrum disorder.

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For example, the QR code below will direct students to a video of the All Blacks rugby team completing the bleep test.

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For example, the QR code below will direct students to a video of the All Blacks rugby team completing the bleep test.

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Because the PSI model is specifically designed for individual instruction and relies heavily on teacher-prepared materials, QR codes are a convenient way to embed media files directly into students’ workbooks and allow for easy access to instructional videos and examples of other key skills and drills. It also provides direct links to PDF files for the rules of games or online quizzes. These QR codes can be used on any web-enabled device using a QR code reader that is free and easy to install. Infusing instructional technology in physical education aligns with students’ current learning styles and may prove beneficial in increasing student engagement in physical activity and in enhancing the quality of the learning experience (Pavlicek & Deutsch, 2016).

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“There is strong evidence to support the multiple benefits of physical activity to health and well being. 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 as we grow older. It is also a preventative factor for many non-communicable diseases”
Department of Health, 2016

Health Related Activity (HRA) is a very important element of the junior cycle PE syllabus as it attempts to marry together other physical education activities, in order to provide students with the opportunity to develop an understanding of health-related fitness and to apply its principles to actual participation. Barron, Comiskey & Saris (2009) found that obesity levels in Ireland were on the rise, and this problem has only worsened in recent years with one in five Irish teenagers now said to be overweight or obese (Irish Heart Foundation, 2015). These are alarming statistics that need to be pointed out to current secondary school students, and that is why HRA is an ideal scheme of work to introduce to this second-year group. For the senior cycle, the NCCA outline that HRA enables learners to understand and commit to physical activity and health-related physical fitness, becoming 'informed participants' in physical activity and enabling them to see the benefits of regular physical activity (NCCA, 2011). Although these guidelines are outlined for implementation in senior cycle physical education, the same principles apply in terms of the junior cycle. Learners, particularly those who may not have a massive interest in sport or physical activity, need to see the physiological, psychological and social benefits derived from participating in regular and meaningful physical activity.

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All lesson tasks will be highlighted in the workbook previously mentioned and also on the learning wall for the students' use. For each lesson, two team coaches and equipment manager will be assigned. The coaches will explain the tasks to their group using visual and written aids (learning walls, videos etc.). Before moving on the next task, the group must ensure that every member has attained success and has met the criteria which will be clearly highlighted. Although the PSI system promotes independent learning, during the lessons I will observe the class and be present to support the students. The key purpose of this PSI model is to facilitate the students' individualised learning and progress through HRA scheme. Every lesson will be linked to the previous lesson so that there is a natural flow and progression. Building on earlier skills and existing/previous knowledge 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.

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In 1938, Dewey argued that the primary purpose of education and schooling is not so much to prepare students to live a useful life, but to teach them how to live pragmatically and immediately in their current environment. The increased use of digital media is changing people’s everyday lives and the way we  connect and collaborate in the broader societal context, at work and in our community. McLuhan's (1964) 'media is the message' had never been so relevant in today's world. However, we must ask ourselves if we are doing doing enough to educate our students on how to use digital technology correctly, effectively and ethically.

Digital literacy has been defined as 'the ability to know how to use technologies and know what to do with them' (The New Zealand Ministry of Education, 2016, n.p.) However, is this an extensive enough definition in today's society. Miller & Bartlett (2012), argued that digital fluency is fundamentally one's ability to critically engage with digital media using a combination of classical skills, e.g. assessing the trustworthiness, reliability and accuracy of information.

In this scheme, digital literacy will be targeted as students will be required to use digital technologies to assess, record and track performance. Digital fluency will be targeted during homework tasks and group discussions. For instance, students will be asked to research a certain topic related to health and well being. Students will carry out a research online and record their findings. This will then be discussed at the beginning of the following class. Reliability and trustworthiness of different online resources will be further discussed in the classes.

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Other Key Skills Targeted in this Scheme

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Other Key Skills Targeted in this Scheme

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Managing Myself
Students will be encouraged to assess their own learning in order to determine their strengths and areas that need improvement. They will learn to set realistic goals that will help them to improve (NCCA, 2014 p.13)

Staying well
Students will be supported and encouraged throughout the experience to help them become more confident and competent participants. Students will become more knowledgeable about health and well being that will be vital in their daily lives now and in their future.

Communicating
During and post lessons students will be involved in discussions with the teacher and their peers. They will be reflecting on their own personal performance and that of their peers. They will be analysing aspects of performance.

Working with others
Students will take part in activities that require working in pairs and groups as well as individually. They will be encouraged to support each other and help their peers if necessary.

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The PSI instructional model places particular emphasis on literacy and the written word (Luttrell & Chambers, 2013, Pg.260), Literacy skills will be developed in the following ways throughout this scheme of work:

- Becoming familiar with SMART goals and how to apply them to physical activity and health.

- Learning new subject specific terms related to physical fitness/well being e.g. overload, use/disuse, cardio respiratory etc.

- Reading task cards, psi booklet and following instructions/teaching cues to successfully execute the different tasks
- Discussing the importance of regular physical activity for health and well-being.

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Assessment of learning will play a huge role in the successful completion of this scheme. As students will be pacing their own learning, criteria of success will be set out clearly for all. Each group will have to achieve these criteria before moving on to the next task.

Self-assessment will be one key forms of assessment as the learners will be consistently given the opportunity to assess their peers on drills and tasks throughout this scheme. Students will assess their own effort and participation levels, progressing  as quickly as they can or as slowly as they need (Metzler, 2000). Furthermore, lessons will be designed to allow the learners to work cooperatively with set guidelines and criteria for success. Students will also be assessed using their PSI workbook - answering questions based on health-related activities.

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Assessment

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Important considerations when implementing PSI   Lecture 1              26/09/2018

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Important considerations when implementing PSI   Lecture 1              26/09/2018

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ORGANISATION
A visual learning wall with short, clear and concise instructions is most effective. As students are retrieving information and instruction from the learning wall, information needs to be easily accessible to students to increase the transition time between activities.
In today's lesson we also discussed an alternative idea to this, instead of using a learning wall we could give each group a clipboard outlining the various tasks.

WHO READS THE TASK?
In today's practical, each team was assigned a team captain. On reflection, assigning two students as co-captains for each tea, may have worked better as they would have been able to discuss the task together and solve any confusion or uncertainty.

AUTONOMY
Students don't become autonomous learners automatically, they need to be taught how to develop these skills. Therefore, assessment and criteria for success must be clear on the instructions. For example. students must complete a tuck roll, side roll, pencil roll, teddy bear roll , all before forward rolling.

INSTRUCTIONAL MODELS (PSI- SPORTS ED)
Instructional models for physical education should not been experienced or understood in isolation. In fact they should be interconnected. PSI is a good starting off point to observe how students work best. These observations can be very valuable for planning Sports Education.

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"But I DON'T UNDERSTAND ..."

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3rd  priority: Affective = Students will determine their own pace of learning and demonstrate independence during the scheme. 

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3rd  priority: Affective = Students will determine their own pace of learning and demonstrate independence during the scheme. 

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2nd  priority: Cognitive learning = Students will acquire knowledge according to their own ability. Students will assess their own learning on an ongoing basis.

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2nd  priority: Cognitive learning = Students will acquire knowledge according to their own ability. Students will assess their own learning on an ongoing basis.

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1st  priority: Psychomotor learning= Student will improve and master a variety of skills at their own individual pace.

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1st  priority: Psychomotor learning= Student will improve and master a variety of skills at their own individual pace.

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                                                                                                                                                                         Rationale for the Selection of Instructional Model – Personalized System of Instruction

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                                                                                                                                                                         Rationale for the Selection of Instructional Model – Personalized System of Instruction

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“The fact is that given the challenges we face, education doesn't need to be reformed -- it needs to be transformed. The key to this transformation is not to standardize education, but to personalize it, to build achievement on discovering the individual talents of each child, to put students in an environment where they want to learn and where they can naturally discover their true passions.” ― Ken Robinson

Providing students with individual instruction and feedback is one of the most frequently mentioned goals of teaching , however it is also one of the least frequently achieved (Metzel, 2005). Large class numbers, inadequate time, limited equipment and the wide range of the student's abilities and needs are often barriers working against teachers. Providing individualised support and instruction to students is a challenging task that often can’t be reached.

I plan on implementing the Personal System of Instruction (PSI) model developed by Fred Keller and further refined by Metzler and Sebolt (1994) into my classroom. This group of students have demonstrated a wide range of ability levels during previous strands of Physical Education. A huge challenge for me is catering for the needs of all  30 students in this class. For instance, in the last scheme completed by this class group (basketball), the students were required to execute a layup. Those who had prior knowledge of a layup were able to execute the skill with a great level of mastery. However there were six students in particular who found the stride/ footing towards the basket extremely difficult and struggled throughout the remainder of the class. After this lesson, I reflected on what I would do differently if I was given the opportunity to teach this lesson again. I investigated the various options and concluded that implementing a model like PSI would have greatly contributed in achieving the learning outcomes.

PSI is perfectly suited to this group as Reichmann & Grasha (1974) found it is suitable for students who are avoidant, competitive and dependent, all of which are characteristics found in this. I believe this scheme will kick start the learners’ journey to becoming more autonomous and responsible learners while also learning about health and well-being. The Personalised System of Instruction focuses on the individual mastery of skills and individual progression (Luttrell & Chambers, 2013). Through the use of this specific instructional model, learners determine the pace of their own learning and the teacher is acts as more as a motivator rather than the one with all the knowledge and answers. Metzler (2005) states that students learn content at different rates, but if enough time and opportunities to find success are provided, nearly all students can achieve the goals set out. A PSI workbook will be designed and distributed to all learners, and each of the skills that will be covered in the six-week block of classes will be outlined in detail in this booklet.

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WE DID THIS LAST WEEK ???" (boring !!!)

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Domains of Learning Priority          (Metzel, 2005)

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New Classrooms Personalized Learning Instructional Model - Part 1