[P1](Collier, 2007, p.25)

 [P1](Martinek & Hellison, 2016, p.11)

 [P2](Hastie & Buchanan, 2000, p.26)

 [P3](NCCA, 2016, p.3). 

Subject specific words such as Lay-up, chest pass, travelling will be learned.

Students will engage in elaborative rehearsal in order to demonstrate or first experience a new skill.

Acrostics will be used and created by students to try and represent the information accurately and succinctly.

In games and in the class, students use oral literacy skills to discuss cues on a skills card and will discuss tactics through games to try and achieve success.

Visual Literacy is honed through observing the learning wall and accompanying videos regarding particular skills and other aspects of the lesson.

Writing may be honed on occasion for non-participants and participants through some self-assessment or peer assessment tasks reflecting on compliance with TPSR roles.

Students must use problem solving skills in games in order to overcome challenges, achieve success and work on cooperating with one another.

Students will be become familiar with the dimensions of the basketball court and the associated shapes (rectangles, circles etic)

Score keeping will necessitate the use of calculation in competitive gaming contexts.

Probability skills are honed implicitly. Through games students are forced to make a decision to pass/shoot based on the possibility of a successful outcome.

Visual literacy will be honed by asking students to examine examples of good responsibility, etiquette and team play during relational time, with students needing to identify why it has been characterised as such

 

Students will complete a reflective journal chronicling their in-class growth and adherence to the key learning ideas as part of their assessment. This will be conducted through a blog/vlog format.

 

Graphically representing their progress and their feelings about their own level of performance through use of Emoji, which they display upon exiting the class

 

 [P1](DeBurk & Hellison, 1989, p.105)

Staying well: Learners make a concerted effort to participate in a physical activity through their presence in class. They will also develop socially by interacting and helping people on a frequent basis. “individual…attempting to develop personal responsibility, is placed in a situation in which those decisions have an impact on others[P1] ” 

 [P1]Hastie & Buchanan, 2000, p.35)

 [P1](Martinek & Hellison, 2016, p.11)

Working with others: The class will largely be a cooperative one as students learn together listening to the opinions of their colleagues. Additionally, they will be required to participate in activities together to try and achieve success. Students will also have to deal with adversity together by occasionally losing in tasks.

 

Collier, C, Perlman, D & Fisette, J. (2009). Getting open: games that teach spatial awareness, Future Focus, 30(2), 25-28. Retrieved from http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1631&context=edupapers

 

Debusk, M., & Hellison, D. (1989). Implementing a physical education self-responsibility model for delinquency-prone youth. Journal of Teaching in Physical Education, 8, 104-112.

 

Fasko, D. (2001). Education and Creativity. Creativity Research Journal, 13(3 & 4), 317-327. Retrieved from http://www.tandfonline.com/doi/pdf/10.1207/S15326934CRJ1334_09?needAccess=true

 

 

 

Fernandez-Rio, J. & Menendez, J. I..(2017). Hybridising sport education and teaching for personal and social responsibility to include students with disabilities. European Journal of Special Needs Education, 32(4), 508-524. doi:10.1080/08856257.2016.1267943

 

 

Hastie, P. A., & Buchanan, A. M. (2000). Teaching responsibility through sport education: Prospects of a coalition. Research Quarterly for Exercise and Sport, 71(1), 25-35. doi:10.1080/02701367.2000.10608877

 Hellison , D. (1991). The whole person in physical-education scholarship - toward integration. Quest, 43(3), 307-318. doi:10.1080/00336297.1991.10484033

 

Hellison, D., & Walsh, D. (2002). Responsibility-based youth programs evaluation: Investigating the investigations. Quest, 54(4), 292-307. doi:10.1080/00336297.2002.10491780

 

Lalor, K., De Roiste, A., & Devlin, M. (2007). Young People in Contemporary Ireland. Dublin, Ireland: Gill & MacMillan.

Lockwood, P., & Perlman J. (2008). Enhancing the Youth Sport Experience: A Re-examination of Methods, Coaching Style, and Motivational Climate. The Journal of Youth Sports, 4(1), 30-34. Retrieved from UCC Blackboard, ED3307, Reading no.2, accessed Sept. 23 https://ucc-ie.blackboard.com/bbcswebdav/pid-782477-dt-content-rid-1332909_1/courses/2017-ED3307/ED3307%20Lecture%202%20Reading%20Task.pdf

 

 

 

Luttrell, S. (2013). PSR- Show it , Own it , through values, attitudes and behaviour. Senior Cycle PE. Retrieved from https://ucc-ie.blackboard.com/bbcswebdav/pid-1629028-dt-content-rid-2413271_1/courses/2018-ED4313/Luttrell%202013-%20Personal%20%26%20Social%20Responsibility%20Presentation.pdf

 

 

Martinek, T., & Hellison, D. (2016). Teaching personal and social responsibility: Past, present and future. Journal of Physical Education, Recreation & Dance, 87(5), 9-13. doi:10.1080/07303084.2016.1157382

 

 Mosston, M., & Ashworth, S. (2008). Teaching Physical Education (4th Edition). New York City, New York: Pearson Education

 

National Council for Curriculum and Assessment. (2017). Junior Cycle Wellbeing Guidelines. Dublin, Ireland. NCCA. https://www.juniorcycle.ie/NCCA_JuniorCycle/media/NCCA/Curriculum/Wellbeing/Wellbeing-Guidelines-for-Junior-Cycle.pdf

 

National Council for Curriculum and Assessment. (2016). Junior Cycle Physical Education. Dublin, Ireland. NCCA. https://www.curriculumonline.ie/getmedia/e54d94c9-935f-4dfd-a9e1-c5c94c7de88c/NCCA-JC-Short-Course-PE.pdf

 

Romand P., & Pantaléon N. (2007). A Qualitative Study of Rugby Coaches’ Opinions About the Display of Moral Character. The Sport Psychologist, 21, 58-77. Retrieved Oct. 4th from http://www.humankinetics.com/acucustom/sitename/Documents/DocumentItem/7082.pdf

 

Wenger, E. (2010) Communities of practice and social learning systems: the career of a concept. In Blackmore, C. (Editor) Social
Learning Systems and communities of practice. Springer Verlag and the Open University. Retrieved
from http://wenger-trayner.com/wp-content/uploads/2012/01/09-10-27-CoPs-and-systems-v2.01.pdf 

In TPSR, assessment takes a continuous approach. It is hoped that students escalate up the levels on a regular basis. Self-assessment is also crucial to it. While a teacher may desire to give students more responsibility, it is students who enter the class and acknowledge the level they will comply to in the day’s lesson. If a student were to tap a level on the Responsibility totem pole, their behaviour is expected to correspond to the demands of that particular level. While the development of motor skills and the tactical aspect of sport remains important, it is not the central focus of this model. It is about preparing students with the necessary lifeskills to make positive changes in their own lives as people. For assessment in this model, you want to see a student’s burgeoning skills of independence, while showing they are also able to work as part of a cohesive unit. There is no fastidious grading system as such, it is simply about trying to equip students with better socioemotional skills to deal with the personal, social, or mental strife they encounter. “The focus of assessment…is on gathering evidence of what the student has learned about wellbeing, i.e. the knowledge, skills and dispositions students have gained” (NCCA, 2016, p.72)