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“In light of the rapid and continual development of digital technology, individuals are required to use a growing variety of technical, cognitive, and sociological skills in order to perform tasks and solve problems in digital environments”

(Eshet - Alkalai, 2014)
IT is becoming more and more a part of the students' lives. The students' digital literacy will be improved via the use of video and powerpoint. The students will use video and see how you can manipulate videos to slow them down and focus on specific aspects of the technique they are working on. It will be very useful for PSI as the students can use the video to work on their own performance and see what they need to be able to move on to the next activity.

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“In education, wellbeing is important for two reasons. The first is the recognition that schooling should not just be about academic outcomes but that it is about wellbeing of the ‘whole child’; the second is that students who have higher levels of wellbeing tend to have better cognitive outcomes at school”

NSW Department of Education and Communities, 2015, p 3.

Wellbeing is a relatively new area of learning that is being introduced into schools. All across Ireland. “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 linked into the lessons whenever possible.

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Gordon, B. (2009). Teaching games for understanding (TGfU). New Zealand Physical Educator, 42(1), 17.

Jaffee, L., & Ricker, S. (1993). Physical Activity and Self-Esteem in Girls: The Teen Years. Melpomene Journal, 12(3), 19-26.

Light, R., & Fawns, R. (2003). Knowing the game: Integrating speech and action in games teaching through TGfU. Quest, 55(2), 161-176.

López-Pastor, V. M., Kirk, D., Lorente-Catalán, E., MacPhail, A., & Macdonald, D. (2013). Alternative assessment in physical education: a review of international literature. Sport, Education and Society, 18(1), 57-76.

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Hockey Sticks
Hockey Balls
Cones
Bibs
iPad
Footballs

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By the end of this unit students will be able to:
Explain the basic rules of hockey in their own words.
Engage in a wide variety of modified games that have a specific focus on a range of different skills.
Explain why to move in certain directions.
Participate effectively in a team.
Develop knowledge on how to modify games to make them work.
Appreciate the benefits which participation in games can bring (NCCA, 2016).

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"Assessment is one of the most fraught and troublesome issues physical educators have had to deal with over the past 40 years or so" (López - Pastor, Lorente-Catalán,  MacPhail & Macdonald, 2013).
There are many different aspects of assessment that we must take into consideration here however. Throughout this scheme, students will constantly be assessed formatively. Teacher observation of which students are improving as the lessos go on will be key. Teacher observation of who is working well as a team and who isn't will alos be useful.
The most important type of assessment we will see will be teacher questioning however. As mentioned above, it is a pivotal part of the TGFU model. It will be used by the teacher as a tool to gage the students' understanding and allow the teacher to see who is becoming more tactically aware and who is still struggling.

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Importance of Teacher Questioning in TGFU

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Importance of Teacher Questioning in TGFU

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"It is the questioning that ensures that the involvement in TGFU is an educational experience rather than simply a case of playing enjoyable games" (Gordon, 2009).
This is something that is really important for me with this model. Questioning must be used effectively by the teacher to ensure that the students are learning throughout the lesson and so that they are really getting a greater awareness of how the game works and so that they are getting a good understanding of what is going on. The above video shows very good examples of this questioning in action, particularly the cricket coach.

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Rational for the Selection of the Instructional Model - TGFU

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Rational for the Selection of the Instructional Model - TGFU

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Light and Fawns (2003, p.161) argue that “games taught in physical education using TGFU as a form educational conversation in which the mind, expressed in speech, and the body, expressed in action, embody the ideal holistic learning experience that simultaneously provides for cognitive, affective, social, and physical learning”.

This group have shown mixed levels in many activities so far, and hockey is set to be no different as there are some students who play regularly and others who have never held a hockey stick before. The TGFU model is therefore ideal for this scenario as there will be less of a focus straight away on who can do what specific skills. By playing modified games straight away, everyone is given the opportunity to be just as involved as anyone else. These modified games will also be small sided, meaning the hockey players can be split up among the teams and the non hockey players will get ample opportunity to touch the ball and get involved in the game as they will have no more than two or three teammates.

Using TGFU will give the students an opportunity to discover the game and concepts of hockey for themselves. It is also a way of ensuring that all learners will be kept interested and learn something new. The students who regularly play will not have taken part in any model like this before so they are sure to be interested throughout

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Managing Myself:
Learners will be encouraged to reflect upon their own learning in order to enable them to identify their strengths and challenges and to set and achieve personal goals to improve their performance.
Staying Well:
Learners will be physically active for all of the lessons and as a result they will be healthy and social. The pupils will also be positive and confident about their learning throughout as they improve their understanding of the game and also their ability to play.
Communicating:
Learners will listen to instructions and they will react to these instructions and express themselves as a result. Students will also use digital technology to communicate via the videos on the teacher's iPad.
Working with Others:
Learners will constantly work with their teammates to do as well as the can in the different games. They will help each other to understand the games and put skills into practice.

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Students will learn the dimensions of a hockey pitch. Students will also be asked to keep score during the different modified games they will play. Students will learn how to follow patterns to complete activities.

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Learners will be encouraged to work on their literacy skills throughout the 5 weeks. They will learn new, hockey specific vocabulary such as hit, push slap, sweep, reverse block tackle and jab tackle. Students will use literacy skills when they interact with each other and figure out the best way to succeed in the different modified games. Students will talk through the basic hockey rules and those who already play will be asked to breakdown the rules and explain them to those who don't know. Students will communicate effectively with one another throughout. After each lesson, students will fill out a quick exit card in which they will have to write down two things they have learned and one thing they would like to improve. They will do this by filling in a 'facebook status' as a way of engaging them and keeping them interested.

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Running

passing

Squatting

Turning

Twisting

Evading

Lunging

Rotating

Striking.

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Organisation of the Learning Experience
This module will be held outside for the majority of the lessons barring any bad weather. When the housekeeping (roll call, checking for gear, jewellery and mobile phones) is finished each lesson will begin with the learning outcomes being shared, and a recap on the previous lesson. The students will all get hockey hockey sticks from the store room and walk out together. The hall will be in use so learning walls won’t be used for this scheme. The teacher’s iPad will be used in the changing rooms prior to going outside periodically to show videos of the day’s skill.The more experienced players in the class will be used for demonstrations and examples.
The warm ups will be fun, engaging and related to the topic of the day, without using a stick and ball. The main body will always start with a small sided game or activity that gets everyone active before focusing on the specific skill. The skill will be then broken down and practised, first without competition and then a competitive element will be added if necessary. They will then go back to another small sided game, either the same or with extra specifications. The focus will be put more on the specific skill the second time the game is played. This set up allows for differentiation during the middle section in particular and the games section will allow for peer learning. There will be a cool down at the end of ever section and the students will be given a chance to reflect.

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Rational for Selection of Topic - Hockey
Hockey is a very big part of the Ashton School community and it is a topic they have not yet done as PE. Many of the students play outside of school, but it would not be fair on those who have never got the opportunity to try hockey to not be exposed to it. Those students who do play hockey outside of school will also get to experience the game in a different manner, with less focus on how to win games and more focus on overall enjoyment and ensuring everyone is equally engaged. This is the perfect time for hockey as part of the PE program in Ashton, the second year schedule means they now must take part in an invasion game.

The girls are at an age where it is common to drop out of organised sport. I believe it is important to do hockey now as it is the most popular sport in the school and there are teams for all ages and levels. It could be a sport that many could take up and enjoy playing, and it is also gives a chance to those who already play to really remember why they like the sport and how much they enjoy it. Jaffee & Ricker (1993) for that “The decline in athletic participation among adolescent girls and the link between physical activity and positive mental health suggests that girls should be encouraged to remain physically active throughout adolescence and into adulthood”. Hockey, particularly in Ashton, can play a large role in encouraging these girls to remain physically active for the remainder of their school years and beyond.

The final reason I thought hockey was an appropriate selection at this time is because I believe that the interest in hockey among young people has definitely spiked since the Irish women’s success in the World Cup over the summer. Many of the students will have watched the games over the summer and will therefore be eager to learn more about hockey. Hockey Ireland have reported an increase in children and adolescents taking up hockey since the Irish Women’s heroics in the summer. Below is a news clip from a couple of weeks ago which sums it up nicely.

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Hockey Ireland sees uptake in young players taking up the sport

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Learner's level of prior knowledge, skills and attitudes

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Learner's level of prior knowledge, skills and attitudes

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Prior Knowledge:
Learners have completed 1st year PE in Ashton last year. They have completed modules in minor games, Gaelic football, basketball and gymnastics. This year they have already completed two weeks of testing and a module of athletics and badminton. The students will therefore have been introduced to the concepts of space, defending, attacking, movement etc. 12 students have played hockey either last year or this year on the school team.  The rest of the students have very limited experience with hockey, however many of the students may be familiar with the sport following the success of the Irish Women’s hockey team at the World Cup this year.
Prior Skills:
A couple of the students in the class who play hockey have quite a good grasp of passing, receiving, shooting and the rules of hockey, however the ability of the rest of the students is very mixed. The majority of the class have a good level of fundamental movement skills such as running, jumping, skipping, and turning.
Prior Attitudes:
The students in this class have a mixture of attitudes. Some students are not confident in the PE class while others are. In general, they have a good attitude towards PE and like being active. They are however, a very chatty class and some weeks they can get hyper and they do not listen well.

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Although this is coaching rather than teaching, many of the same principles apply. It is an interesting video with different strong examples, these examples show the importance of the role of questioning in using the TGFU model.

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TGFU (Teaching Games for Understanding)