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A routine like this helps students to “know what to expect and what is expected of them” (Morgan, 2009, p.15)
The organisation of my class will consist of these 8 elements in this order:

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Gagné, M., Ryan, R.M., and Bargmann, K. (2003): “Autonomy Support and Need Satisfaction in the Motivation and Well-Being of Gymnasts”. Journal of Applied Psychology, Volume 15, Pg. 372-390.

Luttrell, S. & Chambers, F. C. (2013). Senior Cycle Physical Education Curriculum and Instructional Models: Pathways for Teacher Implementation. Dublin: ePrint Limited.

Mitchell, D., Davis, B., and Lopez, R. (2002): “Teaching Fundamental Gymnastics Skills”. Champaign, IL: Human Kinetics.

Morgan, N.S. (2009) Quick, Easy and Effective: Behaviour Management Ideas for the Classroom. London: Jessica Kingsley Publishers.

National Council for Curriculum Assessment (2004): “Physical Education: Junior Cycle Guidelines for Teachers”. Dublin: Department of Education and Science.

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Balances & Symmetry in Pairs (TES 2014) with my edits

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Managing Myself: Learners will be encouraged to reflect upon their own learning so as to enable them to identify their strengths and challenges and to set and achieve personal goals to improve their performance.
Staying Well: Learners will discover the benefits of physical activity and will be encouraged to participate in physical activity outside of the PE class e.g. I will inform pupils to local gymnastics clubs.

Learners will consider the rules and safety precautions and their importance in the physical education lesson.

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Version 1 community grant scheme application

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Targeting Literacy and Numeracy

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Gymnastics is a challenging, skill-based sport (Gagné et al., 2003) that allows for enriched physical, social and personal development through interaction with peers/classmates in a variety of structured contexts (NCCA, 2010). What better way to teach children balance, strength, poise and power than by letting them run, jump, swing and pose (Mitchell, Davis, Lopez, 2002). Following the completion of the cooperative learning model in which students developed a thorough understanding of team-work, the next suitable progression would be to introduce the Sports Education Model- to allow pupils to develop a further understanding of the various roles and responsibilities that are attached to sport.

The Sport Education Model “requires all participants to experience the many roles found in sport. In this way, the student truly learns about sport and all its roles thus yielding a more comprehensive educational experience” (Siedentop, 1994, p.4). As there are some pupils in this class who regularly practice gymnastics at their gymnastics club and others who have never attempted gymnastics before, this model will cater for all levels and will provide students with opportunities to perform gymnastics and to engage in non-performing roles such as those of: coaches, judges, encouragers, recorders and choreographers.

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This video outlines how to participate in a Sport Education or SEPEP Unit.

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Gymnastics