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Chambers & Luttrell, SCPE Physical Education Learning Wall, Health Related Physical Fitness: Learning Domain Podium, 2013

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SCPE, Senior Cycle PE Framework, 2020, p.19 & 20

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Each of the lesson plan titles, (eg) PA Participation, are “Essential Elements” from Senior Cycle PE Framework (SCPE, 2020, P.20)

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Students assess their own physical activity and health levels through the given fitness profile. Scores are recorded before and after the unit. 
Teacher and peers assess any research and ideas carried out and displayed by the students. 
Diary Entries – Self-assessed by students
Fitness Profile – Comparison from start-end.
General knowledge – Teacher questioning

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Week 4

Components of fitness

LI: Learn about components of fitness and info about each

Health-Related PA.

Presentation on aspects of PA. Self-assessment ‘Circle of life, health and Wellbeing’ filled out

Components of fitness explained via a powerpoint.

Students given self-assessments sheets to evaluate their own physical health.  (literacy and numeracy)

Students discuss how to improve their scores throughout the duration of the UoL and personal lives.

Components of fitness pop quiz to further the understanding. (literacy)

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Week 5

Diet and Diary logs

LI: Food pyramid and useful diary ideas discussed.

Health-Related PA.

Investigate diets and discuss.

Diary of PA explained and started, to be done for the duration of the year

Diet and nutrition defined.

Investigation into eating habits in school life.

Students complete diary entry on physical activity levels in the last week. (literacy and numeracy)

Sample diary shown of a the RDIs for a 17/18 year old female.  This should be used as a guideline for their PA diary. (literacy and numeracy)

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Week 6

Final evaluation

LI: Students re-complete fitness profile and grade it.

Health-Related PA.

Student self-measurement. Comparison between their two fitness profiles (week 1 and week 6).

Students self-assessment and completion of fitness profile. (numeracy)

Compare the difference in scores between wk1 and wk6. (numeracy)

Reflection sheet is filled out on new learnings from the UoL. (literacy)

Ways of keeping physically and mentally well identified to promote future wellness.

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Week 1
Measuring

LI: Students will attain a personal fitness profile that they will aim to improve.

Health-Related PA.

“My Personal Fitness Profile” Students complete profile and aim to improve their profile throughout the Unit.

Students perform RAMP specified warmup activity.

Students complete fitness profile  individually under teacher supervision.

Independence promoted through allowing students to measure and score themselves, allowing students to feel secure through this confidentiality.

Activities to improve physical fitness discussed.

Student-led cooldown.

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Female, 24 students

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Week 2

Participation

LI: Discussion and completion of various tests to improve health.

Health-Related PA.

Students participate in various tasks to improve their overall health

Warmup – RAMP

Circuit class. Demonstration of each task wthin circuit.

Reflection on their participation in the circuit.

Theory about how circuits improve health (literacy)

Cool down- student led.

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HRA, 6 weeks, 6 lessons

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6th Year A

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My outlook on PE is that it can often be a means of not only helping students to learn new material, but it can
also be a means of encouraging the students to build and improve on things that they already do.
Each week students will unknowingly encounter activities that they may have completed before, this means
that they will be able to use their previous knowledge and then build on it. This for me is something that I
strongly believe in, as it allows students to feel as though they are quite competent in a certain area.
This UoL means students will be very active, which as a PE teacher, is something I believe that all students
should be in a PE class. They will work as a class, helping to build on teamwork, in order to spur each other on
and complete each task to the best of their ability. This for me is hugely important as it builds on
communication skills and teamwork skills.

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Students have completed this strand before and so have basic physical literacy skills, and know some basic skills associated with Physical Activity for Health and Wellbeing. (Heartrate etc.) They have encountered this through club sports, PE classes and even gym classes (curcuits). They are eager to learn how to stay physically fit in a fun, yet active manor, in order to aid them in staying fit at home.

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This Health Related Physical Ftness (HRPF) unit will be delivered through the HRA strand. This strand is commonly used in many sports, gyms and so on. This strand has been completed by students in second, year so they have a basic knowledge of physical literacy, and how to take their heartrate and breathing rate. "The HRPF model will ensure that students understand how to stay fit and improve their physical fitness. As this to support learners in � understanding and committing to physical activity which develops health-related physical fitness � participating in physical activity both inside and beyond the school � acting as informed participants in physical activity � examining the value of physical activity in different contexts." (SCPE, 2020, P.19)

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BRONZE: COGNITIVE: “Knowledge about health, well-being and physical activity. Making informed decisions about personal physical activity choices and level of participation.”
SILVER: PSYCHOMOTOR: “Participation in health related physical fitness activities and programmes.”
GOLD : AFFECTIVE: "Fostering positive values & attitudes towards physically activity across the lifespan.”
Chambers, F & Luttrell, S (2013)

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Week 3

Theory and mindfulness

LI: Topic of Wellbeing is introduced and ways to improve and enhance it. Health-Related PA.

Physical, mental wellbeing.

Research carried out on factors affecting wellbeing.

Surveys filled out on their own personal wellbeing. (literacy and numeracy)

Activities identified to improve wellbeing, students then practice these.

Awareness of the importance of P.A on mental wellbeing indentified (literacy)

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"1. Evaluate their own health-related physical fitness
2. Compare the components of health-related and performance-related
physical fitness
3. Monitor their participation in activities designed to enhance one
or more health-related fitness components using the FITT formula
(Frequency, Intensity, Time and Type)
4. Discuss the benefits of regular physical activity that they have
experienced as a result of their participation
5. Identify different supports that helped them begin and/or continue
to be physically active
6. Create a personal activity profile identifying abilities, attitudes,
motivations and barriers to their own participation following a selfassessment
7. Use a range of strategies to overcome barriers to regular
participation in physical activity
8. Identify physical activity opportunities in school and in their
communities
9. Identify reliable resources to support their planning of a healthrelated and/or performance-related physical fitness programme
10. Use their personal physical fitness results to plan and implement an
effective, enjoyable and balanced fitness programme which aims to
improve health-related/ performance-related physical fitness
11. Plan a physical activity programme designed to enhance healthrelated physical fitness for an individual with an activity profile
different to their own
12. Organise a health-related physical activity event
13. Participate in and reflect on the health-related physical activity
event
14. Evaluate a local health club/gym or physical activity facility or fitness
service from a number of perspectives including that of a participant
15. provide advice about appropriate clothing, hydration, safe practice
and suitable equipment for health-related physical activities based
on their experience
16. Document the uses and misuse of supplements/drugs in physical
activity and sport
17. Include physical activity in their stress management plan
18. Practise relaxation techniques
19. Evaluate personal diet and nutrition habits
20. Commit to a healthy, balanced eating plan which they have designed
to meet the energy and nutritional demands of their physical activity
levels" (SCPE, 2020, P.20)

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Running
Jumping
Skipping (warm-up)