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Teaching for Personal & Social Responsibility: What is it?

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Teaching for Personal & Social Responsibility: What is it?

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Hellison, D. (1995). Teaching responsibility through physical activity. Champagne, IL: Human Kinetics.

Lund, J. & Tannehill, D. (2010). Standards-based physical education curriculum development, 2 nd Ed. Massachusetts: Jones & Bartlett Publishers.

Luttrell, S. & 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, 2 nd Ed. Arizona: Holcomb Hathaway Publishers.

NCCA (2016). Short course physical education: Specification for junior cycle. Dublin: Stationery Office.

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Resources used in this scheme include: Learning wall, activity diaries, exit cards, worksheets, skill cards, PowerPoint presentations, workbooks and homework sheets.

Equipment used in this scheme include: Cones, yoga mats, chairs, bibs, tennis balls, dumbbells, steps and a sit and reach box.

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Managing Myself: Students will be encouraged to take responsibility for their own learning. Students will identify their strengths, areas for improvement, and their level of engagement with regards to Hellison’s Levels of Personal and Social Responsibility.

Staying well: Students will work towards improving their health and wellbeing through physical activity. Students will be supported as they progress through the scheme and gain improved confidence in a range of skills. Students will be challenged each week to engage in physical activity outside of school.

Communicating: Students will communicate with their peers and teacher as they discuss and reflect on the lessons each week. Students will provide feedback to their peers on what they have observed, and they will also act as a source of motivation and encouragement for their classmates.

Working with others: Students will work in pairs and groups each week as they learn to respect and value the feelings and opinions of others. Students will support and encourage their peers as they participate in a number of challenging activities each week.

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Students will read and comprehend PowerPoint presentations used throughout this scheme.

Students will become competent using a stopwatch.

Students will watch, analyse and discuss videos used to display a number of skills.

Students will use digital technology when completing fitness tests during the final week of this scheme.

Students will use iPads to create and design their own fitness circuit.

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Physical Activity for Health and Wellbeing PowerPoint

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Students will have to work together to overcome a variety of challenges.

Students will make connections in their learning as they progress through the eight lessons.

Students will have to solve problems posed in different skill cards.

Students will learn to respond to instructive given in numbers e.g. ten repetitions, four sets, thirty seconds.

Students will learn to calculate their heart rate at several stages in activity.

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Students will work with a partner to discuss solutions to a variety of challenges posed in task cards during different lessons.

Students will complete written tasks throughout the six weeks (exit cards, worksheets, traffic light zone cards, assessment forms).

Students will communicate in groups and pairs to complete a variety of tasks.

Students will be exposed to new terms that they will use when communicating over the seven weeks e.g. cardiovascular endurance; flexibility.

Students will engage in discussion about the theory behind each component, and why each skill is important in everyday activity

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A formative approach to assessment will be taken for the duration of this scheme. This formative approach will allow the teacher to continually assess the students’ progression in each skill and activity. A variety of assessment tools will be used each week including self-assessment, peer-assessment, teacher observation and feedback, questioning and group discussion. These forms of assessment will focus on providing the students with feedback on their performance in class and highlight key areas in which they are achieving and those that need improvement.

During the seven weeks, students will complete reflective journals and self-assessment worksheets. They will become familiar with the characteristics and behaviours indicative of every level on Hallison’s (1995) Levels of Personal and Social Responsibility and become competent at recognising and identifying their own level (Luttrell & Chambers, 2013). An informal approach to assessment will be taken throughout this scheme because according to Lund & Tannehill (2010, pp.181), “to grade on a construct such as responsibility defeats the purpose of teaching it.” Worksheets and task cards will be used throughout the scheme which will provide students with clear criteria to compare their progress with over the seven weeks. Students will be provided with guidelines for, and practice of, taking responsibility for their own health and wellbeing and contributing to the wellbeing of others.

Poster retrieved from Luttrell & Chambers (2013).

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The fundamental movement skills targeted throughout this scheme include: walking, running, hopping, skipping, turning, twisting, balancing, transferring weight, jumping and landing, stretching, throwing and catching.

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This module will take place in the gym hall. After the housekeeping routine (roll call, collection of sick notes and uniform inspection) the learning intentions will be shared with the class. There will be a brief discussion on the previous week’s lesson and a recap over what was learned. The students will reflect on their goals set in the previous lesson and be responsible for implementing them today. Students will then participate in a fun and appropriate warm up.

The main body of the lesson will introduce the skills to be explored and provide choice and variety to students. As suggested by the NCCA (2016, pp.9) students will have the opportunity to apply their learning as they “design, implement and evaluate their own physical activity programme.” The majority of skills will be introduced by the teacher using explanation and demonstration before the responsibility is passed to the students to complete all tasks appropriately.

Each lesson will conclude with a cool down and a set time will be allocated for reflecting on the lesson. Students will engage in discussion with both the teacher and their peers as they provide feedback on the lesson completed. Finally, the home-challenge will be set, and students will return to the dressing rooms to change into their uniforms.

Poster retrieved from Luttrell & Chambers (2013).

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Rationale for Selection of Instructional Model

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Rationale for Selection of Instructional Model

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Throughout this scheme of work, students will be given the responsibility to record their individual performance, recognise their strengths and weaknesses and to plan for personal improvement. Students will be challenged to develop personal and social responsibility through the means of physical activity and for this reason the Teaching for Personal and Social Responsibility (TPSR) instructional model will be implemented. Don Hellison (1995) says that “to become responsible, students must learn to take responsibility. However, they cannot take responsibility if they are not given some responsibility.”

As this group of students have such a mixed ability level, it will be important to implement differentiation and personalisation throughout this scheme. Learning in the TPSR models needs to be student centred. “Learners must be expected and allowed to progress in uneven patterns” (Metzler, 2005, pp. 217). Students will be provided with a personal record form that they will complete each week. This sheet will encourage reflection and self-assessment and allow students to set goals and plan for the future. Providing students with a challenge to complete at home each week will remind students that this responsibility must carry on outside of the classroom. Students will be taught to become responsible for their own health and wellbeing, while also being sensitive and responsive to the wellbeing of others.

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Learners Level of Knowledge, Skills and Attitudes

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Learners Level of Knowledge, Skills and Attitudes

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Prior Knowledge: The students have previously completed modules in athletics, cooperative games, gymnastics (level one and level two), health related fitness, basketball and camogie/hurling. They have a good basic knowledge of a variety of areas which will assist them as they complete their level two experience of physical activity for health and wellbeing (health-related fitness).

Prior Skills: The students have an appropriate understanding of the fundamental movement skills of running, jumping and throwing. This is a mixed ability class where all students have developed the skills of balancing, transferring weight and rolling at their individual level. It is hoped that these skills will be progressed further throughout this unit of work.

Prior Attitudes: This class have a positive attitude towards P.E. and most students work well together as a group. There are a few students who need further encouragement to engage fully and appropriately.

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Physical Activity for Health and Wellbeing Scheme of Work

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Physical Activity for Health and Wellbeing Scheme of Work

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Teaching Personal & Social Responsibility (TPSR)