This particular group of students have expressed a clear enjoyment of participating in PE through fun games and as part of teams/groups. This has been evident to observe from the very first unit of work but also clear as students have expressed previously through the form of completing feedback sheets that they want to be involved in more game scenarios during PE lessons. This, therefore, makes the TGfU instructional model most suitable for both this topic (rugby) and this particular class as TGfU is considered “a learner and game centred approach to sport related games learning with strong ties to a constructivist approach to learning” (Griffin & Butler, 2005, p.1). This model focuses on moving away from the traditional methods of skill acquisition and instead places the emphasis on immersing students in game situations where they can develop their game sense with decision making, problem solving and tactics are critical to ones engagement in the game and skill execution and development meaningful in the game context – “learn to play, play to learn” (Luttrell & Chambers, 2013). Therefore, this will predominantly engage students cognitive domain which is appropriate to this class who have shown they are always eager to under the “how and why” of game scenarios through questioning and general class discussion. The principles of TGfU are ideally suited to the teaching and learning of rugby due to the key skills that can be taught through it – attacking/defending, retaining/regaining possession, spatial awareness, etc. Through this model, all students will be challenged in both a cognitive and psychomotor sense as well as being required to work and communicate effectively as part of a team – something this class have shown enjoyment of and excelled at so far. 

 

The main body of these lessons will be focused on different skills associated with rugby each week and small sided games will be used to allow learners practice these skills which are required to participate effectively in a rugby game e.g., handling/carrying, passing, tackling, etc., as well as to promote game awareness such as the principles associated with attacking and defending in a rugby game (keeping possession, penetration, creating/denying space, intercepting, etc.) (Luttrell & Chambers, 2013). Students will participate in modified games that will be used to nurture and develop the students in their acquisition and practice of these skills through the TREE model: Tactics and time, Rules, Equipment and Environment (Luttrell & Chambers, 2013). These games and activities will challenge students to work cooperatively and effectively as part of a team throughout as well as challenging them to develop their own ability in the game. Students will be tasked with finding solutions to certain problems in a game scenario and then given time to reflect on how well they did this and how they may possibly do it better. As teacher I will also break down parts of certain games when appropriate to highlight to students something that was done well and why or something that could be better and challenge them to find a solution for this. As well as games, students will also be afforded the opportunity to develop their skills in isolation through practice activities/drills as deemed appropriate and necessary before moving back into a game where they can apply these skills in a system of “whole-part-whole” (Saipe, 2003). This method is supported by Griffin et al. (2003, p.215) who claim that “students learn best if they understand what to do before they understand how to do it”. Students will also be required to complete self and peer assessment/feedback sheets at various times throughout this module in an effort to “support and guide their learning” in this particular topic (NCCA, 2016, p.15).

 

Each lesson will conclude with a cool down where learners will have the opportunity to lower their pulse rates and stretch the main muscle groups before returning to the learning wall where they can recap and reflect on what they have achieved in that particular lesson through questioning and discussion. Learners may also be required to tick an exit card indicating whether they enjoyed the lesson or not and/or complete a self-assessment sheet on what they learned in that particular lesson. However, it is important to note that games and practice activities assigned to each lesson during the creation of the scheme might be amended during the duration of the scheme.

 

The National Strategy to improve Literacy and Numeracy among Children and Young People in Ireland 2011-2020 (2011, p.8) explain that “Literacy includes the capacity to read, understand and critically appreciate various forms of communication including spoken language, printed text, broadcast media, and digital media” and that “Numeracy encompasses the ability to use mathematical understanding and skills to solve problems and meet the demands of day-to-day living in complex social settings”. Therefore, it is vital that these are targeted by various strategies throughout this scheme. These strategies are outlined below:

 

Literacy Strategies 

Students will learn, understand and use the key terminology associated with playing the game of rugby e.g., try, handling/carrying, penetration, creating/denying space, etc.

Students will complete written tasks throughout the scheme in the form of self/peer assessment sheets, worksheets, video analysis templates and the completion of exit cards to monitor their development and progression in the topic.

Students will be encouraged to play an active role in class/group discussions about various themes associated with the lessons where they will have the opportunity to communicate any ideas or questions they may have.

Students will be challenged to read, process and understand content that is conveyed to them around the lesson topic through the use of the learning wall.

Students will work on designing new/modified games through “games making”.

 

Numeracy Strategies 

Students will become familiar with the scoring system in rugby e.g., five points for a try, three points for a penalty and two points for a conversion.

Students will be responsible for keeping the score in their own small sided/modified games throughout the scheme.

Students will become familiar with the various dimensions used in different activities and games used throughout the scheme.

Students will use the skills of prediction and strategy when participating in competitive activities/games in order to win.

Students will understand the different numerical rules associated with the games/activities e.g., each team must have 5 successful passes before they can score.

 

Digital Fluency Strategies

“Digital fluency is a combination of new and old techniques: a mix of the classic tropes of any discerning historian or journalist with some very specific knowledge about how the internet works. It is an amalgam of established critical thinking and information literacy skills, but also bodies of knowledge and techniques that allow these skills to be applied to a new context posing new challenges and opportunities” (Miller & Bartlett, 2012, p.51).

The use of IT and the internet is now becoming increasingly important in education as it’s popularity increases in its use in everyday life. Therefore, efforts will be made to target digital fluency in this scheme to help best equip students in this area. For example, students will be challenged to analyse video clips displaying various skills associated with rugby (passing, tackling, attacking/defending, etc.). Video analysis apps such as the coach’s eye will also be used by students to assess their own ability in various rugby skills and game related movements. Additionally, students will be tasked with finding a video clip themselves demonstrating a particular skill/movement/concept and report on this clip through Microsoft Forms where the teacher will be able to read their findings. This will be done as a homework activity and can be presented and discussed at the beginning of the next lesson.

Learners will be encouraged to demonstrate care for the safety of themselves and others at all times.

Learners will be challenged to be physically active in each lesson and to develop their skills and understanding of the game of rugby. 

Learners will be asked to reflect on their learning in each lesson, identify areas of strengths and weakness and then set personal and achievable goals to improve their performance going forward (can be done through video analysis apps such as coach’s eye).

Learners will be challenged to explore various options and solutions to different problems posed during different games during each lesson.

Learners will be encouraged to display creativity and implement certain ideas particularly in the area of games making. 

 

Learners will be given the opportunity to express their own thoughts and opinions during class discussions. 

Learners will be challenged to communicate with fellow classmates calmly, respectfully and effectively throughout each lesson when working as part of a group or team.

 

Learners will be encouraged to develop strong and positive relationships with their classmates throughout this scheme, particularly when working as part of a group/team.

Learners will be challenged to deal with winning/losing in a mature and respectful manner.