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All girls DEIS Catholic School

Facilities: Small court size hall, 10 large gym mats

Class: 1st Years - 17 Girls

Duration of Sport Education: 6 Weeks

Content area/Strand: Health Related Activity

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This is an adaptation of a Leaving Certificate Model that Health Related Physical Fitness (HRPF) aims to develop learners' understanding of health related physical fitness now and in the future. HRPF builds on learners' knowledge, skills and understanding in this area from Primary school physical education. in HRPF, students participate in physical activities to develop health related physical fitness, and understanding of the related concepts and an appreciation of the importance of physical activity now and in the future. (Chambers & Lutrell, 2013).
There is also elements of the first draft of the Y-Path which is a physical activity intervention designed to improve physical activity levels of Junior Cycle students through the education of being physically active for health, the development of Fundamental Movement Skills (FMS), the creation of a motivational environment for students, and a focus of Health Related Activity (HRA)

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The Health Related Physical Fitness Model provides opportunities to:

Participate in activities designed to enhance one or more health related fitness components

Evaluate their own health related fitness

Demonstrate ways in which they can develop health related physical fitness into their daily routines

discuss the benefits of regular physical activity for health related physical fitness

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Affective: Fostering positive values and attitudes towards physical activity across the lifespan
Psychomotor: Participation in health related physical fitness activities and programmes
Cognitive: Knowledge about health, well being, and physical activity. Making informed decisions about personal physical activity choices and level of participation

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How many major muscles are in the body

Remember the numbers on the dice when rolling them and seeing which stretch lines up with that number

Nutrition- calorie intake versus energy expenditure, and how it’s not just sport that burns off calories

Balanced diet and how much from each sector of the food pyramid should be eaten on a regular basis

How many sections are in the cardiovascular and cardio respiratory system and if the blood is oxygenated or deoxygenated in this section.

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Be knowledgeable on the major muscles of the body, and use their scientific name rather than their common name to identify them e.g. gastrocnemius muscle instead of calf muscle, etc.

The principles of muscular strength and endurance

Understand the different body types, the difference between healthy and fashionable body and taking more note of nutrition and calorific intake versus energy expenditure

Teach them about having a balanced diet

Understand the terms used in the cardiovascular system and the cardio respiratory system and the effect physical activity has on both of these.

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Command style is the most teacher directed style of the seven styles (Ashworth & Mosston, 1994). This will be seen very rarely, mainly in the first few minutes of explaining the next task and so on, to explain what is to be expected and what the teacher is looking for, for example, competence and literacy skill improvement in fundamental movement skills, etc. (Nichols, 1994).

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There will be minimum amount of practice style teaching in this scheme, the only practice will be the theory they will learn behind the scheme over the next six weeks, which include the different body types, the cardiovascular system, etc.

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In many activities chosen, students will decide what way they will complete the activity. for example, there are a certain amount of calories that you have to burn when you have a can of coke, and a white bread sandwich. after being given a list of activities corresponding to the nmber of calories each of them burn, the students decide which is the best way to tackle and come the closest to burning off the most amount of calories.
Another time you will see this is when students are deciding what type of circuit they wish to do by the number of exercises they have been given. giving students responsability like this gives them a sense of ownership to what they are doing and makes them realise how fun different types of activities can be.

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For this scheme, students will be tested in two main ways, formative (continuous) and summative:

1. Continuous Assessment: every week, students will be asked about what has been learned from the previous weeks, will be labeling diagrams, etc. the idea behind this is for students to understand why they are doing an activity, and the reasoning behind such activities. another form of continuous assessment will be observation of the students in how they carry out a task.

2. Summative Assessment: This will be carried out at the end of the six week lesson plan where students, in their teams go through the weeks and pick out different things they learned from the weeks. another possible way of assessment is ensuring that students have some knowledge by allowing each person to write down everything they have leaned. When completed, you will name out the six main ideas, one from each week and they must have these six down. Any other additional information will reward them an extra point. This will be peer marked.

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Chambers, F., & Luttrell, S. (2013). Senior Cycle Physical Education Curriculum Instructional Models. Pathways for Teacher Implementation.

Mosston, M., & Ashworth, S. (1994). Teaching Physical Education. Macmillan