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Broomfield, L. (2011). Complete Guide to Primary Gymnastics. Champaign, IL: Human Kinetics. 

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Students will become more confident and competent when executing various skills over the six weeks.

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While working together students will gain a greater understanding of gymnastics.

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The students will take responsibility of their role  in the teams' success.

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Learners will be able to:

- Create a sequence of movement or routine based on a gymnastic theme (on their own or with others), incorporating a variety of compositional techniques and gymnastics skills.

- reflect on their experience of creating and participating in
a performance.

- Demonstrate confidence when executing the various skills introduced throughout the scheme and to participate to the best of their ability.

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Broomfield, L. (2011). Complete Guide to Primary Gymnastics. Champaign, IL: Human Kinetics.

Dyson, B., and Casey, A. (2012). Co-operative Learning in Physical Education: A research based approach. London: Routledge.

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.

Felder, R. M. & Brent, R. (2007). Cooperative Learning. Department of Chemical Engineering, N.C. State University.

Gunter, M.A., Estes, T.H., and Mintz, S.L. (2007). Instruction: A Models Approach. 6th Edition. Needham Heights, MA: Allyn & Bacon.

Johnson, D.W., Johnson, R.T., and Johnson-Holubec, E.J. (1994). The New Circles of Learning: Cooperation in the Classroom and School. Alexandria, VA: Association for Supervision and Curriculum Development.

Kagan, S. (1992). Co-operative Learning. San Clemente, CA: Kagan Publishing.

Li, M. P. & Lam, B. H. (2013). The Active Classroom: Cooperative Learning. The Hong Kong Institute of Education.

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

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

NCCA (2004). Physical Education: Junior Cycle Guidelines for Teachers. Dublin: Department of Education & Science.

Teacher Resource Kit (2012). Gymnastics Unit Plan: A Peer Teaching Approach. http://benpocklingtoneducator.weebly.com/uploads/1/3/9/8/13984474/gymnastics_unit_plan__resource_kit.pdf

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Student will reflect on how their team worked together. For example: Sink or Swim Exit Card

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Student will reflect on how their team worked together. For example: Sink or Swim Exit Card

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During week 2 jumping- half turns and quarter turns will be introduced to promote smooth transitions

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During week 2 jumping- half turns and quarter turns will be introduced to promote smooth transitions

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Week 1: when performing shapes students will have to find a right angle to practice ther straddle- legs  

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Week 1: when performing shapes students will have to find a right angle to practice ther straddle- legs  

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“Is é an blathnú daonna, sprioc na Folláin” –Ted Noddings.

Feeling of ‘connected’ and ‘respect’ were documented as most important to students in a study completed by OECD (2017). This fact has certainly informed my planning of this scheme. I hope to enable students to build life skills and develop a strong "sense of connectedness to their school and to their community” (NCCA, 217, p 8) throughout this scheme.

“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).

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Slow Pro is an application that is great for PE as you can slow down the recorded movement to analyse in detail and it allows for students identify strengths and weaknesses and areas that require further improvement.

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To  enhance your teaching and cater for all type of learners

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To  enhance your teaching and cater for all type of learners

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Other Key Skills targeted in this scheme

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Other Key Skills targeted in this scheme

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Managing Myself
Learners will be encouraged reflect upon their own learning which will enable them to identify their strengths and challenges. Learners will  use digital technology (iPads) to manage themselves and their learning from week to week. This will aid students in setting personal goals and evaluating their progress.

Staying Well
Learners will be challenged to be physically active and to develop confidence in their skills. Learners will explore the benefits of practicing gymnastic skills (balance, core strength, jumping etc.) for health and fitness and will begin to link these skills to other sporting activities and daily movements. Learners will also work as part of a team. Teamwork allows students to feel part of something and this is invaluable for self-esteem and social development.

Communication
Learners will develop confidence in communicating with others. Learners will learn how to express their opinions to their peers in a clear and effective fashion during pair and group tasks. Learners will also express their ideas and emotions through the final performance in week six.

Being Creative
Creativity will be fostered and promoted throughout the scheme. Learners will have the freedom to create their own sequences. Learners will explore different options and alternatives when creating their own sequences to find which movements work best together.

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Subject: PE
Topic: Gymnastics
Year: 2nd Year
No. of Learners: 30
Gender: Mixed
Average Age: 13/14 years old
No. of Lessons: 6
Duration of Lessons: 80 minutes
Specific Pupil Needs:
Four students on the autistic spectrum disorder.

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One of Gaelcholáiste Mhuire A.G's latest initiative is the introduction of their gymnastics competition during Active Schools Week. This event is open to the entire school community and provides students with an opportunity to showcase their talents, strengths and hard work.
All third year students must participate and all other year groups have an option to participate.
As this is a group routine, gymnastics will work in harmony with Co-operative Learning.
I t is in line with the goals of the Co-operative Learning model as all students are working towards the success of their team performance.

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                           Rationale for Selection of Topic -Gymnastics

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                           Rationale for Selection of Topic -Gymnastics

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Gymnastics is a challenging, skill-based sport (Gagné, Ryan & Bargmann, 2003) that introduces learners to balance, strength, poise and power (Mitchell, Davis & Lopez, 2002). Gymnastics seeks to provide a context for aesthetic experience and the opportunity to develop personally, socially, and physically through participation in a safe and enjoyable environment (NCCA, 2004). The unique nature of gymnastics requires movements, skills and body control that are unlike that of any other sport (Teacher Resource Kit, 2012). Gymnastics also facilitates the creation of a learning environment where students can experience trial and error throughout performances, recognise mistakes and learn from these mistakes as they progress and become more confident (Broomfield, 2011). Although gymnastics is a sport that the majority of learners in the class may not be familiar with, it is a sport that allows for enriched personal and social development through interaction with peers/classmates in a variety of structured contexts

Gymnastics is often an area of P.E. that is neglected in post-primary education, however according to the Junior Cycle Syllabus, it is a vital for the personal, social and physical development of students (NCCA, 2004). Gymnastics is a foundation movement skill that underpins all sports and provides an opportunity for students to work through all planes of the body. Although gymnastics is a sport that the majority of learners in the class are not familiar with, it is a sport that allows for enriched personal and social development through interaction with class mates in a variety of structured contexts, providing them with a positive learning experience in a safe and enjoyable environment, both physically and cognitively.

Gymnastics contributes to a balanced curriculum in that it offers scope for both individual/shared and co-operative activity (NCCA, 2008). It is this type of classroom environment that I strive for where I can cater for all. Gymnastics develops a student’s interpersonal skills during paired and group tasks. These skills don’t only serve an important purpose during class time but they also play an important role in their daily lives outside the classroom. Students will begin to value key components of working with others such as respect, managing conflict, sharing ideas, delegating, questioning, problem-solving, persuading, and listening to the opinions of others. Teamwork also allows students to a feel part of something and this is invaluable for self-esteem. Students who tend not to like competition will particularly enjoy this scheme it focuses on personal goals and improvements. Students will be challenged in groups and individually to be creative and innovative when exploring all themes. Creativity and innovation are vital for young students. Too often teachers adapt a direct-teaching approach. This involves the teacher telling or showing the students what to do and observing their progress, and hence it is the teacher making most of the decisions concerning the content of the lesson and the students just respond to instructions. My teaching approach will appreciate student’s opinions and encourage in-class discussions allowing students to take responsibility for their own learning.

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This 6 week block of classes will take place in the indoor PE hall. Each class will begin with a housekeeping routine (roll call, jewellery check, tracksuit etc). We will open each new lesson with a recap of the previous lesson to ensure that the learners continue to broaden their knowledge of gymnastics from week to week and that new learning intentions are shared (via the learning wall). Every lesson will begin with a warm-up activity to prepare the body for physical activity.

According to Physical Education Association of Ireland (Peai.org, 2017) health-related fitness (HRF) should be integrated across the Junior Cycle PE curriculum therefore during this scheme elements of HRF that are gymnastics related for example flexibility will be integrated into the warm-up. The main gymnastics skills that will be covered throughout the six-week block include travel, movement through space, balance (individual/pair/group), shapes and positions, jumping, rolling, and transfer of weight.

By the end of the six-week block, the students will be expected to work in groups to devise and demonstrate a gymnastics routine using all the key skills learned in previous lessons.

We will conclude each lesson with a recap of the lesson involving both the students and teacher. This will include a recap of the learning intentions set out at the beginning.

This will allow the learners to reflect on their own learning and allow the teacher to monitor student’s progress.

Finally, each lesson will conclude with a cool-down activity that will reduce the heart rate.

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A variety of assessment tools will be used throughout this scheme of work to determine what is being learned and how this information is taken on board and used to develop the main skills of gymnastics. Each group member will be aware that they are responsible not only for what they learn themselves, but also for helping other group members learn and develop the skills of gymnastics, thus creating an atmosphere of togetherness and achievement (Luttrell & Chambers, 2013). When dealing with rolling, jumping and weight transfer the criteria of success will be provided in advance of learners practicing the skills. The main form of assessment used continuously throughout this scheme will be teacher observation and focused feedback, referring always to safety precautions and the provided teaching points with regards to the skill being attempted (USA Gymnastics, 2011). As would be expected with this teaching model, peer instruction and assessment will feature prominently throughout each lesson, with every learner focusing on individual and group learning outcomes to enhance student development (Dyson & Casey, 2012). Finally, every student will also be asked to evaluate their own learning, while also being asked how they feel they are contributing to the learning and development of other group members.

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Group work and pair work will receive particular attention during this scheme. Students with diverse abilities, motivation and personalities will be grouped together. For instance, students experienced in gymnastics will be encouraged to help their peers and share with their knowledge. Students will reflect together on their groups performance. This is especially important during the Junior Cycle  because students are going through a stage when they are becoming more independent and more able to critically analyse their own and others performance (NCAA, Short Course, 2014, p. 4).

To ensure, each student is taking an active role and contributing to the group's success, I will assign different roles and implement De Bono's 6 thinking hats where possible.

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                                                Inclusion

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                                                Inclusion

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There are four students in my class on the autistic spectrum disorder (ASD). In recent years there has been a heightened awareness of the ASD. In Ireland, one in every 65 students or 1.5% of the schools population has a diagnosis of autism. This equates to approximately 14,000 students and is much higher than the 1 in every 100 previously estimated (NCSE, 2015). However, students with autism still remain among the most difficult to place successfully in mainstream classrooms (Turnbul et al., 2007).

The core areas for struggle for those with ASD has been manifested in what has been described in literature as the ‘triad of impairment’ (Wing & Gould, 1979); this includes issues with communication, social interactions and imagination. For instance, people with autism have great difficulty in initiating and maintaining relationships with others. Likewise, people with autism have real difficulties with the social aspects of language such as sarcasm, irony, turn-taking, verbal jokes, similes and metaphors. These students usually take a literal understanding of meaning and find humour pointless and as a result can come across as having a stand-offish demeanour .

With knowledge of the triad of impairment, one of my concerns was incorporating the co-operative learning (CL) model in case if it would push the students too far. Few studies have assessed the implementation of CL with children with autism (Dugan et al., 1995; Kamps et al., 1989; Murphy, Grey, & Honan, 2005). Both Kamps et al. and Dugan et al. reported that CL conducted in mainstream classrooms significantly increased social interaction in all cases along with task engagement and even task achievement in some cases. Murphy et al. (2004) reported that CL led to substantial increases in social engagement but did not lead to increases in task engagement. However, the number of CL sessions was low in this study and firm conclusions could not be drawn.

Murphy et al. (2004) highlighted some substantial practical factors which were associated with beneficial CL experiences. These included;
(i) careful selection of peers for the CL group; and
(ii) designating a central role to the child with an ASD to promote participation

Furthermore, I believe patience and perseverance are vital when teaching any student. Those with severe forms of autism often appear to make minimal gains, despite many hours of careful stimulation and teaching. Often it is about the accumulation of marginal gains and patience is required as progress is usually very slow (Crawford et al.2013). I also strongly believe demonstrating empathy and remaining motivated at all times when teaching students with autism is essential.
Nevertheless, even the smallest improvements are remarkable and worthwhile.

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Rationale for Selection of Instructional Model - Co-operative Learning

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Rationale for Selection of Instructional Model - Co-operative Learning

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"Students Learning With, By, and For each other"(Metzler, 2005, p.266).

Johnson & Johnson-Holubec (1994) define co-operative learning as a successful learning strategy in which small teams of students with mixed abilities use a variety of learning activities to improve their understanding of a subject. It differs from general group-work in that there is a strong emphasis on students working as a group together but also as a group working in an interdependently of each other and each student contributes equally (Cohen, 1994; Johnson, Johnson, & Holubec, 1997; Slavin, 1995). In order to learn and develop skills the students must co-operate together.

This instructional model focuses very much on the affective Learning Domain which allows the students work through an assignment until each and every group member comprehends the task at hand and has completed that given assignment (Luttrell & Chambers, 2013). Positive interdependence, individual accountability, group processing, social skills and face-to-face interaction (Johnson, Johnson & Johnson-Holubec, 1994) are the five key elements that are required for successful co-operative learning, and the student's interactions with each other is pivotal and as important as the knowledge and learning obtained.

Although the co-operative learning instructional model is often very focused on Team Challenges in the PE class, I believe this particular model may also be of benefit when introducing students to the gymnastics strand. As Kagan (1992) found, co-operative learning can be incorporated to any PE context as long as the simple concept of co-operation is stressed to the students in advance of the lesson. It must be accepted that not all students in the class are going to be proficient gymnasts, the same as not all learners are accomplished basketball players or dancers. Co-operative learning focuses very much on the ability of the group to accomplish tasks by working together and co-operating together (Luttrell & Chambers, 2013; Gunter, Estes & Mintz, 2007).
I believe this model will work very well for teaching gymnastics as the stronger students in the class can assist the others by continuously supporting and encouraging their peers. In this particular case the co-operative learning will maximize learning through support, encouragement and assistance. Vygotsky's concept of scaffolding learning will underpin this entire scheme,  ‘What children can do together today, they can do alone tomorrow’ (Vygotsky,1965)

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Student Prior Knowledge, Skills & Attitude

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Student Prior Knowledge, Skills & Attitude

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Prior Knowledge:
This the learner’s first encounter with gymnastics in post-primary education. The learners have participated in gymnastics at a foundation level during their primary school P.E. experience. Four students are members of a gymnastic club.

Prior Skills

Students are of mixed ability, therefore progressions and variations of all skills will be provided. Students have a basic understanding of movements such as jumping, turning, swinging and balancing from their primary school education in gymnastics. Nonetheless, from a skill perspective, these students are essentially novices, which will be evident in the design of this scheme.

Prior Attitudes:
The majority of students enjoy participating in P.E. It is clear from the previous schemes that the students enjoy healthy competition and have the ability to be responsible of their own learning (Adventure activities). Therefore, I believe the cooperative learning approach will suit these students as Metzler, 2005 notes the cooperative learning model works well with students who are competitive, collaborative and independent.

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P ositive Interdependence

While working in their groups each student has to make a contribution towards the common/group goal or a task. This scheme is designed to be inclusive and make every students contribution count.

I ndividual Accountability
Every individual student is accountable for contributing towards the group as well as mastering the material that must be learned by the group. Student roles will be given to promote student engagement.

G roup Processing
Students must set the goals as a group, assess their progress and decide on any changes that are required.

S ocial Skills
Students are encouraged and supported in developing social skills. They are encouraged to develop leadership, communication and conflict management skills.

Face - to -Face Promotive Interaction
Students will carry out various group tasks in which they will be required to support, help and teach each other (Li & Lam, 2013)- "root them on".

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https://www.irishexaminer.com/lifestyle/features/its-not-just-for-kids--adults-are-flipping-out-for-gymnastics-437275.html

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Adults taking up gymnastics here in Cork to build strength and improve FMS

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Adults taking up gymnastics here in Cork to build strength and improve FMS

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It's not just for kids - adults are flipping out for gymnastics.

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CONCERNS ABOUT GYMNASTICS + FMS for Sports Participation

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CONCERNS ABOUT GYMNASTICS + FMS for Sports Participation

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I was concerned that engaged students who prefer traditional field sports such as GAA, rugby and basketball would be less engaged when introduced to gymnastics.

I set out to find a 'HOOK' to evoke the interest of these students from the outset . In my research of Gymnastics I came across a very interesting article about rugby players taking up gymnastics to further enhance and improve their performance on the field. It is internationally recognised that Gymnastics can provide key skill sets and enhancements to complement an athlete or players in their main sport of choice. Furthermore,  Gymnastics Ireland are now holding  "GymEDGE" courses with GAA clubs and with rugby coaches to demonstrate how incorporating elements of gymnastics into their training sessions can improve flexibility and core strength. This will also allow athletes and players to work on and improve their Fundamental Movement Skills (FMS) as well as their Sport specific skills - giving them the EDGE!!!

This is definitely an article I will show and discuss with my students during this scheme.

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Gymnastics Ireland - GymEDGE Promotional Video

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"It is a great basis for any child coming into sport is that they are involved in gymnastics, and if they go on and do other sports later in life, they are better athletes because of it".  John Tracey, CEO, Sport Ireland.

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Gymnastics has Fundamental Movement Skills incorporated throughout. This scheme highlights and emphasises all three aspects of FMS – Locomotor, Manipulative, and non-manipulative skills. FMS build a foundation for movements, often relating to games and sports, but they are also, more importantly, the foundation to movements that assist with life skills. Gymnastics movements are also referred to as Dominant Movement Patterns. The building blocks of gymnastics are synonymous with movements used on adventure playground equipment for kids, (Garvis & Prendergast, 2017). Gymnastics sits at the core of being physically educated, (Lynch, 2016).

The FMS associated with this scheme are as follows:

Non-Manipulative                        Locomotor                          Manipulative

Bending                                        Running

Twisting/Turning                           Jumping

Balancing                                      Hopping

Landing                                         Leaping

Rolling

Weight Transferral

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 FEEDBACK will take the following forms...

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 FEEDBACK will take the following forms...

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Video literacy of the students will be further developed throughout the scheme, especially towards the end of the gymnastic block of lessons. Each group will be provided with a iPad and will be allowed to record their performance. Afterwards, students will reflect on the routine and discuss together how they performed together. Students will also use a variety of applications to enable them to analyse their performance.

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Explanation and Benefits of Assigning Group Roles explained in 3 minutes !!!:) 

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Explanation and Benefits of Assigning Group Roles explained in 3 minutes !!!:) 

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Pree Play...

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                           Gymnastics- Scheme of Work

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                           Gymnastics- Scheme of Work

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Cooperative Learning