| Subject: PE | Topic: Fundamental Movement Skills (FMS)
| No. of Learners: 24 | Gender: Female
| Average Age: 13-14 Years | Year: 2^nd Year
| No. of Lessons: 6 | Duration of Lessons: 80 Minutes- 60 Minutes of Physical Activity.
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| Specific Pupil Needs: N/A   |  

. Prior Knowledge: Students have successfully completed a scheme of work featuring Tag Rugby and Badminton and HRA to date this year and therefore have an adequate knowledge of transferable skills from the previous two schemes. As this is a second year group they have had a brief introduction to Fundamental Movement Skills (FMS) in First year, therefore highlighting my decision to utilize a co-operative learning instructional model for this scheme of work.

Prior Skills: As I previously mentioned students will possess transferable skills derived from the previous badminton, tag-rugby and HRA schemes such as the general skills of passing, catching, teamwork and communication. Students will also have a brief introduction to FMS from First year, including running, jumping, catching, throwing dodging etc.

Prior Attitudes: This class overall has a very positive attitude towards PE and physical activity as many students engage in various sports and extra-curricular activities. However, there is a minority of students who approach PE and physical activity with a negative connation and require additional motivation, which highlights the importance of the careful selection of groups and also in the delegation of tasks. 

Fundamental movement skills (FMS) also poses as another theme for completion as part of the Second Year St Marys High School yearly scheme of work. As this topic has been briefly covered in First Year, this was one of the predominant reasons for the decision of a co-operative instructional model for this scheme. As stated by Dyson and Strachan, 2017, p.35, research concluded that “cooperative learning positively influenced students motor and social skill development and attitude towards physical education.” (Dyson & Strachan, 2017, p.35). I feel that this element will provide second year students with the opportunity to become responsible for both their own and their peers learning. This will add diversity to the FMS scheme and also student’s holistic development as they progress in their educational careers. This will also develop other interpersonal skills such as social and communicative skills. I believe that this will prove as beneficial for this individual class as this class is composed of a wide array of abilities and attitudes towards physical activity. I also decided on this instructional model for this particular scheme as I feel confident that this model will effectively and thoroughly develop students FMS following the brief introduction in the previous year. The thorough development of such FMS is outlined by the NCCA, 2016, p.4, as the NCCA states that the Junior Cycle Curriculum should “provide all students with enjoyable and worthwhile learning opportunities where they develop the movement skills and competencies to participate and perform in a variety of physical activities competently, confidently and safely” (NCCA, 2016, p.4). 

 

As FMS features a broad spectrum of skills and activities organisation of the learning experience will feature both indoor and outdoor activities. Every lesson will commence in a similar fashion; notes are taken from non-participants, jewellery and phones/ valuables are placed in the safe box and the role is taken. Non-participants and students who forgot their gear will be noted in my journal (3 strikes and the student is reported to the year head). This routine will be followed by the introduction to the learning outcomes for the class which will be aided via the learning wall. Every learning wall will briefly recap on last week’s skill in order to embed and to enforce student’s knowledge. The designated skill for the current week’s lesson will be displayed in the centre of the learning wall, with cues, techniques, relevant sports and discussion sheets surrounding the main theme. This will encourage discussion and engagement in the class. The learning wall will also provide as a reference point for students throughout the lesson, as they can refer back to the key ideas that have been addressed in this lesson. Students will be divided into groups and each designated a role: the coach, the reader, the recorder, the organiser and the encourager. Each student will become familiar in their group and prepare to gather any resources after the warm-up- this is crucial in ensuring clarity and fluidity in then lesson. This section will be followed by the warm-up section which will feature both heart-rate elevation and the stretching of the predominant muscles of the body. The main body will consist of three tasks, aimed at developing each learning outcome whereby student are delegated responsibility for the development of their groups overall execution of the skill. Each lesson will feature a team challenges warm-up, followed by stretches, followed by peer teaching of the skill, followed by a challenges task and completed with a fun, team-based game- provides as an element of motivation to students and also incorporates an element of teamwork. As this is part of individual and team challenges students will be allowed to work both individually and as a group in terms of the breakdown of the skill and also in the creation and execution of suitable activities. A cool-down and stretching period will follow the main-body tasks as students begin to decrease their heart rate and return muscles to their original length in order to prevent injury. The lesson will then conclude beside the learning wall where key topics and points are discussed. Students will pose as the main features of the discussion in order to implement peer teaching and co-operative learning techniques to the most efficient level possible. Students will then collect valuables and head to the dressing rooms.

As this is a scheme of work based on FMS, various and multiple FMS will feature. However, each week will lay focus on one-two particular FMS such as throwing, catching, striking, running, jumping and balance. 

 

Literacy skills: 

1. Visual literacy via the inclusion of the learning wall featuring the predominant ideas associated with each lesson e.g. what FMS is, its link to physical literacy, FMS wheel, breakdown of each skill etc. 

2. Oral literacy as students communicate with their peers in relation to the key concepts of each weekly topic- Communication between students will pose as a predominant element as this is an individual and team challenges scheme e.g. discussion of tactics, cues etc. 

3. Students will complete written assessment tasks e.g. exit cards at the end of lessons, task cards, testing cards etc.

 

Numeracy skills:

1. Students will rate their satisfaction levels based on a scale of 1-5 (1 being very unhappy, and 5 being highly satisfied).

2. Students will count to 3/10 for stretches in both the warm-up and also in the cool down.

3. Students will time various activities.

4. Students will record scores and compare scores. 

5. Students will keep track of scores and personal bests.

 

Digital Literacy skills:

1. Tablets will be placed at each station in order to prove as a visual and instructional cue for students- this will also implement an element of video analysis as students execution of each FMS will be recorded. 

2. Digital literacy will also feature via a whole-class introduction to the lesson featuring videos on key components of the lesson.

3. Instructional videos in addition to a projector will demonstrate routines and tasks to students who can mimic such skills.

4. Tablets at each station will also allow students to record their techniques in order to visually analyse their progress.

 

 

Students are expected to participate fully, and to be physically active for as much of the lesson as possible. Students will be delegated responsibility in their learning as they are each delegated a role in each task. Students will also understand the importance of the development of FMS in order to ensure they are physically competent to execute physical activity to the fullest of their potential. 

 

Students will be given the opportunity to discuss the breakdown of each skill as they discuss techniques and cues associated with each FMS. Students will also communicate during each team challenge- based on cues, techniques, tactics etc.

At the start of each lesson students can understand how competent they are in the execution of each skill via task cards and video analysis. Students will be then given the opportunity to develop such skills and assess their own individual progress. 

 

Students will also focus on numeracy and literacy in this scheme as they discuss and understand the predominant concepts of FMS. Students will also develop digital literacy as they research resources, cues, videos etc. based on each FMS. 

 

Learning wall, whistle, tablets, role cards, task cards, Dodgeballs, cones, bibs, gym mats, racket, tennis balls, hula-hoops, mini coloured balls, indoor soccer balls, parachute.