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Assessment and Rationale for PSI also in Video

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Learning Domain/Rationale for PSI

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Metzler, M. (2000). Instructional Models For Physical Education. Needham Heights, MA: Allyn & Bacon

Metzler, M. (2005). Instructional models for physical education (2nd ed.). Scottsdale, AZ: Holcomb Hathaway.

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

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

Collier, C, Perlman, D & Fisette, J. (2009). Getting open: games that teach spatial awareness, Future Focus, 30(2), 25-28.

Retrieved from http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1631&context=edupapers

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

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

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Learning Outcomes from Specification for Strand One

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Learning Outcomes from Specification for Strand One

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| Learners will be able to
1.1  set SMART improvement goals for their health-related and/or performance-related fitness results and advised by norms for their age and sex ·

1.2  apply principles of training within a personalised physical activity programme (minimum duration of six-weeks) designed to improve their health-related and/or performance-related fitness, documenting their progress ·

1.3  evaluate their engagement and progress in the programme, providing evidence of progress made and identifying ways they can further develop

1.4  use a range of measurement techniques to monitor and analyse physical activity levels across a sustained period of time ·
1.5  identify a range of strategies to support ongoing participation in health-related physical activity ·
1.6  lead physical activities that young people find enjoyable and can undertake to achieve the minimum physical activity recommendations for health

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Managing Information & Thinking- Using digital technology as outlined, while constantly adapting and reacting to their work in lessons and evaluating their physical fitness plans.

Managing Myself- “Setting and achieving personal goals” i.e. meeting an aim for their improved fitness levels, “Being able to reflect on my own learning” (NCCA, 2014 p.13) and adapt plans or exercise regimen.

Being Creative- Utilising the Workbook but in their home efforts and own research potentially bringing in ideas for growth and learning at a more informal level.

Working with Others- Their thoughts and plans charted online can be used for future students and other classmates.

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Being able to graphically represent collected data through an online format Goconqr, Prezi, Padlet etc.

Utilizing mobile applications and ICT to help improve performance, and provide ideas for working out at school and at home (e.g. Fitbits, Coach’s eye, Fitstar, Sworkit).

Chart their progress on a weekly basis through the use of a blog, vlog, or podcast.[P1]

[P1]“Assess themselves… provides the basis for all individual fitness goals” (Colquitt, Pritchard, & McCollum, 2011, p.49)

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Numeracy skills

Visually representing their progress through charts, graphs etc.

Demonstrating higher level reasoning for their justification of their physical fitness approach.

Utilising probability to make smart decisions to fulfil their fitness goals.

Measuring performance through precise metrics (VO² Max, Kg/m² etc.)

Identifying trends that positively impact upon their physical health and applying them to future exercise.

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Literacy skills

Students will work on their reading and interpretation skills as they decode critical words when reading booklets/task sheets

Learners will learn new subject specific terms related to physical fitness/wellbeing e.g. overload, use/disuse, cardiorespiratory etc.

Visual literacy will be honed as students have to interpret images, and activities in their workbook or through technology

Students will use oral literacy skills when talking with one another for equipment, or perhaps looking for advice from more experienced colleagues.

Students will need to create a written (some digital means included), while showing a high level of cognition to analyse and synthesize key ideas, justifying their approach how it improved their fitness and how it could “promote lifelong participation in physical activity” [P1]

[P1](Colquitt, Pritchard, & McCollum, 2012, p.54) a similar motive expressed in the Short course: “ongoing participation in health-related physical activity” (NCCA, 2014, P.4)

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Prior Knowledge: Students have an adequate knowledge of basketball having completed a basketball module. Skills developed included bounce/chest pass, dribble, pivoting and the lay-up. Gameplay principles learned include support play and “how to create space, move to open space and advance towards the goal” [P1]

Prior Skills Students should have average to above average competency in a wide range of FMS, [P2]

Prior Attitudes: Many students appear interested and willing to engage in PE. Occasional lapses in concentration in addition to some mild chatter arises at inopportune times. By responding more to their needs through the PSI model through individualised teaching, it is hoped to provide I will endeavour to provide“experiences that are engaging and enjoyable for them, and relevant to their lives” [P3]

[P1](Collier, 2007, p.25)

[P2]The Basketball specific skills they learned include bounce/chest pass, dribble, pivoting and the lay-up.

[P3](NCCA, 2014, p.3).  As PSI is positively associated with “higher rates of content engagement” (Metzler)

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Fundamental Movement Skills in this Strand

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Fundamental Movement Skills in this Strand

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A short video explaining why PSI is beneifical

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PSI & Physical Activity for Health & Wellbeing

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Rationale for the use of PSI in Strand One of the Junior Cycle- Physical Activity for Health and Welbeing A story made with Moovly, an easy and powerful online video animation tool. Try for free at https://www.moovly.com and create your own story with Moovly.

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Infographic on Organisation of the Learning Experience

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Organisation of the Learning Experience PSI