# data[].attributes.attachment_link.title
USAG Level 1-3 Gymnastics Floor Routine| Kaia SGG

# data[].attributes.headline
Rationale for Selection of Instructional Model - Cooperative Learning

# data[].attributes.subject
Rationale for Selection of Instructional Model - Cooperative Learning

# data[].attributes.body
" The use of individual and group learning outcomes to enhance student development, interaction and task mastery within the physical, cognitive and affective domains.’ " (Dyson & Casey 2012).

When preparing schemes and lesson plans for this 3rd Year group, I wanted to include gymnastics into the plan for the year.  I feel it is a vital strand in terms of developing the students movement, balance and posture.  I also feel that gymnastics and the Cooperative Learning instructional model go hand in hand, complimenting each other.  Within the PIGS FACE (positive interdependence, individual accountability, group processing, social skills & face to face interaction) gymnastics has the potential to play a prominent role in each.  Johnson & Johnson (1999) suggest that " positive interdependence is the perception that you are linked with others in a way so that you cannot succeed unless they do (and vice versa); that is, their work benefits you and your work benefits them".  Within gymnastics, students depend on each other to make routines successful, plan routines and provide feedback on performance etc.  Cooperative learning always facilitiates individual development within a group environment.  The Johnson's describe the effectiveness of this method, " to ensure that each member is strengthened, students are held individually accountable to do their share of the work".  This ensures that all students are working towards one goal and must pull their own weight.  Again when looking at gymnastics, the scheme is geared towards developing a final performance.  If one student is not pulling their weight the quality of this performance will reduce.  Interaction between students is also an element of cooperative learning which appeals to gymnastics.  By facilitating the students "orally explaining how to solve
problems, discussing the nature of the concepts being learned, teaching one's knowledge to classmates, and connecting present with past learning", the teacher is creating an environment where the students are in control of their own learning.  By implementing a 'Medal and a Mission' approach within group activities the students gain experience providing positive and constructive feedback to their peers, thus further developing their learning and understanding across the three learning domains.

A study by Gillies (2004) on the effects of cooperative learning on junior high school students during small group learning found that "tasks suitable for group work are open-ended and discovery based (i.e. with no set answers).  Such tasks require students to share ideas and information in order to find creative solutions or to discover underlying principles to the problem that they are working on". With such emphasis on creativity and collaboration within gymnastics, cooperative learning provides a model which enables students to participate in an autonomous fashion, while assisting their peers in the development of movements, routines and overall learning.

# data[].attributes.body
Gymnastics is on the St Peters PE Department programme for 1st Year but I also included it with 3rd Years as I feel it is a vital component of developing students athletically and creativity. This particular group demonstrate good fundamental movements, therefore Gymnastics will further challenge and develop the students ability to move.  Gymnastics presents the opportunity for students to break from the norm of running and jumping based activities and focus more body position, muscular control and spatial positioning.  "Gymnastics seeks to provide a context for aesthetic experience and the opportunity to develop personally, socially, and physically through participation in gymnastics in a safe and enjoyable environment. In this activity, the student aims to develop body management and awareness through movement, with a focus on precision and form. This latter emphasis distinguishes the learning in gymnastics from that in the majority of other physical education activity areas". (JCPE, 2004)
Gymnastics has the ability to provide the students with a stability and control of movement that will benefit performance within a variety of sports and activities. Exposing students to Gymnastics as often as possible within the PE plan can only be of benefit to the students as they mature and develop

# data[].attributes.body
Students are familiar with the initial routine which is expected of them at the beginning of each lesson. The students change into their PE gear and the class attendance is called.  Upon entering the hall the students will proceed to lay the mats out in the same way for each lesson.  They then put away the mats to conclude the lesson.  Following housekeeping routines, a specific set of rules for this gymnastics module will be decided upon to ensure the safety of the students throughout each lesson. The learning wall and task cards will form a central focus to many of the lessons, providing the students with many visual aids on how many of the Gymnastic skills are to be performed correctly. Students with experience of Gymnastics will be used to demonstrate movements, shapes etc.  Students will practice and perform the gymnastic skills in a fun, supportive and safe environment. At the end of each lesson, a cool down and a de-briefing session will occur, where the skills of the particular lesson are revised on a group level. ‘The student will show an ability to link movements and demonstrate an understanding of basic concepts of space and time’ (Junior Cycle Physical Education: Guidelines for Teachers, NCCA). Students will complete exit cards and self-assessment sheets to inform themselves and me of the level of learning and development taking place.

# data[].attributes.body
The content in this six week block in structured in a manner that will include cooperative learning, guided discovery, peer-assisted learning, forms of instruction and task card development. The basics of balancing, mirroring, jumping and travelling, all important elements of Gymnastic skills will be experienced through a variety of games and different exercises.  Each lesson will allow the students to monitor the aesthetics, creativity, timing and transitions when observing their partners movements and performances.

All lessons aim to begin in a fun, engaging and interactive manner which will be loosely based on the theme of the lesson (balancing or jumping for example). Stretching will be an important aspect of all the lessons during this scheme as students and their bodies must be fully prepared for their participation in Gymnastic lessons. The students will be given an opportunity to develop the skills of Gymnastics in a supportive and constructive environment and then are able to progress these through the use of task cards. The last two lessons of the module will see the students forming groups where they will have to create a Gymnastic routine which will illustrate their journey from the beginning of this scheme. Throughout this module I aim to use a lot of visual resources, in conjunction with demonstrations and clear concise instructions to enhance the students learning. The use of these varied methodologies should appeal to a wide range of learners and would suit not only the kinaesthetic learner, but also the visual and auditory learners. ‘It is therefore critical that the physical education curriculum be recognized for its importance and contribution to the growth and development of the whole learner, by addressing in all of its components a variety of intelligences. Multiple intelligence theory is a strategic approach to teaching and learning that focuses on enhancing strengths and improving weaknesses’.(Brunswick Canada, 2018)

# data[].attributes.body
The students have a mixed attitude towards P.E. some students are highly interested and engage fully in the class while others have little interest at all. They work well in groups and demonstrate important affective skills like teamwork and cooperation.  There are a small number of potentially disruptive students within this group, therefore it will be a challenge to ensure that these students cannot disrupt the running of the class and the learning ability of each student.  I aim to minimise discussion time and maximise activity time to avoid any disruption issues.

# data[].attributes.body
In other schemes, the students have demonstrated good interpersonal and teamwork skills.  They enjoyed the group activity element of lessons, therefore they should continue to enjoy it throughout this scheme.   The students have an appropriate level of physical literacy in the Fundamental Movement skills of running jumping, bending and turning. Some of the class have been introduced to concepts such as running, attacking, defending and teamwork in other sports both at primary and post primary school level as well as in their involvement in team sports outside of the school environment.  . Balance will be a fundamental movement skill which students will develop as part of this module.

# data[].attributes.body
Many of the students may have no previous experience or knowledge with gymnastics however some may have participated in it in primary school or would be familiar with elements as watching it as part of the Olympics

# data[].attributes.headline
Gymnastics Scheme of Work - Jan 9th - Feb 13th

# data[].attributes.subject
Gymnastics Scheme of Work - Jan 9th - Feb 13th

# data[].attributes.body
Subject - PE
Topic - Adventure Activities

No. of Learners - 22
Gender - Mixed

Year - 3rd
Average Age - 14-16

No. of Lessons - 6
Duration of Lessons - 60 mins

Specific Pupil Needs -
- ADHD, ODD & Dyslexia
- DCD
- Mild General Learning Disabilities
- Dyslexia