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I have chosen to pick Health Related Physical Fitness as an instructional model for my F.M.S. scheme as I believe that the two work quite well together. When discussing Fundamental Movement Skill with students, the topic of general fitness and health arises often. As such, I deemed it effective to implement both of these concepts together as a method of enhancing the engagement and effectiveness of this scheme of work. As can be seen from the attached lesson plans, rationale and organisation, the students will work both individually and as part of a team to further understand their physical fitness and what it means to be a good mover. With this, the F.M.S will be taught and practices through engaging games and activities. The students will remain conscious of this actions and progress within the lessons. With this conscious learning, the teacher will be able to have discussions with the students about their health and how different factors affect it in their lives. Thus, both concepts work in tandem to engage the student and further their understanding of their overall wellbeing.

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Throughout the six weeks students will be assessed using both Assessment for Learning (AfL) as well as Assessment of Learning. During the lessons teacher observation and assessment will be used to monitor the progress of pupils. Students themselves will also be involved in assessment process by analyzing their own performance and performance of their peers. Based on the observations the tasks will be adapted if necessarily (more practice, instructions will be included if skills are not improving etc.). In order for assessment to be reflective on the learning process some principles have to be followed. Learning goals have to be shared with students. Teacher will clearly explain why they are teaching this skill and why they are important. For example, physical fitness is important for playing sport, but also for a person's general health in life. These points will be assessed throughout all 6 weeks of the module, in a variety of methods as stated above.

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                                                         Bibliography

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                                                         Bibliography

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References

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

Department of Education and Skills (2014). Physical Education Short Course – Specification for Junior Cycle. NCAA.

Lubans, D.R., Morgan, P.J., Cliff, D.P., Barnett, L.M., and Okely, A.D. (2010). Fundamental Movement Skills in Children and Adolescents. Sports Medicine, Volume 40, Issue 12, Pg.1,019-1,035.

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                      Description of the Class Group

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                      Description of the Class Group

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Subject: PE
Topic: Fundamental Movement Skills (FMS)
No. of Learners: 29
Gender: 18 boys & 11 girls
Average Age: 12/13 years old
Year: 1st Year
No. of Lessons: 6
Duration of Lessons: 80 minutes
Specific Pupil Needs: No known Special Student Needs.

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                                                    Learning Outcomes

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                                                    Learning Outcomes

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Learners will be able to:

-  Understand how different FMS are applied to modified games/activities.

-  Become familiar with the key terms associated with FMS.
-  Participate confidently in a range of different games and activities that promote well-being and the development and enhancement of basic FMS and movement patterns.
-  Develop their awareness of their physical health and how this related to their overall health.
- Work with others in assessing their abilities and weaknesses in relation to their physical fitness and health.

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                                                                    Wellbeing

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                                                                    Wellbeing

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“In education, wellbeing is important for two reasons. The first is the recognition that schooling should not just be about academic outcomes but that it is about wellbeing of the ‘whole child’; the second is that students who have higher levels of wellbeing tend to have better cognitive outcomes at school”

NSW Department of Education and Communities, 2015, p 3.

Elements of wellbeing such as being social, being healthy & physically active, being confident will be linked into the lessons whenever possible. With this scheme being taught through the instructional model of HRPF, this will come seamlessly to most, if not all lessons.

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                                                  Resources for the Lessons

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                                                  Resources for the Lessons

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All students have been instructed to wear proper footwear for every PE class and to have the correct PE tracksuit every week for PE class. On the part of myself, as teacher, the resources used to enhance the learning experience of the students will include:
-Learning walls, small whiteboards, whistle, balls, cones, bibs and hoops.

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                                                                  Numeracy

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                                                                  Numeracy

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·         Learners will keep scores in a variety of modified games and activities.

·         Learners will become familiar with the dimensions of different playing areas.

·         Learners will use addition and subtraction when participating in activities.

·         Learns will list different FMS when requested to do so by the teacher.

·         Learners will work co-operatively to problem solve and accomplish common team goals.

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                                                           Literacy

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                                                           Literacy

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·         Learners will be introduced to the key terms and phrases associated with FMS.

·         Learners will become familiar with rules of various different games.

·         Learners will create their own rules for some activities.

·         Learners will share their opinions with the teacher and their classmates as to how they think games could be improved.

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·         Running

·         Jumping

·         Skipping

·         Kicking

·         Throwing

·         Catching

·         Dodging

·         Twisting

·         Balance

·         Rolling

·         Side stepping

·         Agility, Balance & Coordination

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As there are two PE classes scheduled for the same time on a Wednesday, this block of classes will take place outdoors on an all-weather pitch as the sports hall is being used for basketball. Each class will begin with a housekeeping routine (roll call, jewellery, tracksuit etc.) and this will be followed by the learning outcomes which will be shared at the beginning of each lesson. Every lesson will begin with a warm-up activity that will prepare the students for participation in physical activity. Students will be introduced to a variety of different FMS on a weekly basis and will participate in games that promote the development and improvement of FMS. Games like dodgeball, Olympic handball, bench ball, soccer and different invasion games will be used to enhance the learning experience of the students, hopefully allowing them to enhance their FMS in a safe and enjoyable environment. All lessons will end with a cool down activity and a recap on what was covered in class, checking for understanding at various times throughout each class and recapping on what was covered at the end.

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As I will be following the plan designed by the school for the teaching of PE, the first topic that I will be covering with this first year class is Fundamental Movement Skills (FMS). FMS are movement patterns that involve various body parts and provide the basis of physical literacy (Broomfield, 2011). The mastery of FMS has been proved as contributing to children’s physical, cognitive and social development and is thought to provide the foundation for an active lifestyle (Lubans et al., 2010). FMS are the base needed to participate in a variety of sports and activities, and also to execute basic tasks in daily life. Therefore, this is the most obvious place to start with any first year class. How students execute different FMS will allow me to see who may be struggling or needing extra help to refine their movement skills/patterns before moving on to further schemes during the year.

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            Prior Knowledge, Skills and Attributes

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            Prior Knowledge, Skills and Attributes

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Prior Knowledge: This group have mixed ability in relation to PE and so this will need to be considered when teaching new topics to the group. Generally, the group have a good base knowledge of sports and activity for their age. The pupils will have participated in various PE activities throughout their time in primary school and may have a very basic understanding of Fundamental Movement Skills (FMS).

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Prior Skills: This is a mixed ability class with some strong movers and some weak movers. I will have to be sure to assess this throughout the scheme and apply my findings to the next scheme. This will be effective as this scheme is centered around F.M.S.

Prior Attitudes: I understand that some students do not play sport outside of school and may be anxious for a couple of weeks when it comes to PE in a secondary school setting.

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                             Lesson Plans

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                             Lesson Plans

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Lessons 1 to 6 planned and explicitly explained.

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                                                                            F.M.S. - Instructional Model

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                                                                            F.M.S. - Instructional Model

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Health Related Physical Fitness (HRPF)