| Subject: PE | Topic: Invasion Games
| No. of Learners: 21 | Gender: Female
 | Average Age: 13-14 | Year: 2^nd Year
| No. of Lessons: 6 | Duration of Lessons: 80mins
| Specific Pupil Needs: One student with dyslexia One student with ASD Four students with SLD’s – language, numeracy, literacy and numeracy and reading and writing. One of these students also has cerebral palsy One student with a MGLD   |  

Students have completed blocks of badminton, athletics, gymnastics and soccer in first year. Students have also just completed a seven-week module on health-related fitness using the PSR model and so understand the importance of exercise and the various types of exercise which will assist them in maintaining physical activity levels along the lifespan. Some students in this class participate in sport outside of school, majority being camogie, football and soccer, these students would have a deeper knowledge of these areas including attacking and defending during invasion games. 

 

Students should be competent at a range of FMS after first year PE. We also developed some locomotor FMS during the HRA model including jumping, skipping and running. Similarly during rugby and basketball, students have developed sport specific skills along with FMS of catching, throwing, landing and dodging. Although some students still have difficulty some FMS such as vertical and horizontal jump. One student has cerebral palsy so has difficulty with balance and co-ordination.

 

This class have several students in the group who have a negative attitude towards PE and who struggle to participate. These students have a lazy attitude towards PE so need to be encouraged but not pushed or they will not participate. There are behaviour issues with some students in this group.

 

Having previously engaged in the PSI and HRA models with this class group, it is evident that there is a diverse range in attitudes and skills amongst them, with some students who play their sports at a high level, being involved with their county team in various sports such as soccer, camogie and competing nationally in boxing. Other students have no interest in playing sport and have a lazy attitude to any type of physical activity. Along with this, students are not exposed to sport in their home and local environments and therefore do not appreciate or understand the many roles in sport alongside the player role. Therefore, implementing and facilitating this model will develop students understanding, appreciation and involvement in sport. All students will participate as this model demands full team participation and students will learn about all of the roles both playing and non-playing. 

 

There are three major goals which will be the focus of this unit of work which will aim to involve all students and for them to develop an appreciation and deeper understanding for sport. Siedentop (1994) expresses the desire for students to be competent, literate and enthusiastic sports people. According to Siedentop (1994):

 

As emphasised by Physical Best (Program), & National Association for Sport and Physical Education. (2005), “school based physical education is strongly recommended because of its effectiveness in increasing physical activity and improving physical fitness among adolescents and children. Physical education programmes can help prepare children and adolescents to lead physically active and healthy lives.” (p.5) By using the Sport Education model through the medium of dance, students will develop as a competent, literate and enthusiastic sportsperson and students will therefore value sport and remain involved in it outside of school and into the future.

Dance is a sport which everyone can be involved in, all of these students have danced at some point in their lives, whether it be with a dance troop, taking classes, at a disco or in their bedrooms. Therefore, this will appeal to all students. Some may be shy or reluctant to participate at the beginning as some students struggle with self-confidence, the various roles will help with this, involving everyone as they begin to flourish and get involved with their teams.

 

This will all take place in the school’s PE hall. Each lesson will begin with the role call and housekeeping. Students then have ten minutes to get changed into their PE gear. Once students are sitting on the benches, we will recap on the previous weeks lesson as well as sharing the learning objectives and outcomes of the lesson. This is imperative, so students know what they are going to be learning about and what they will be able to do at the end of the lesson. (Smith, 2013). A digital learning wall will also be in use showing students video clips of various dances and genres. Students will then engage in a warm up which will eventually be led by each of the team’s captains throughout the six weeks. The teacher will serve as a facilitator for the lesson as students work in pairs or their teams for the majority. A combination of direct instruction, co-operative learning and peer/small group teaching from the teacher will be essential for the learning experience of students.  (Luttrell & Chambers, 2013) The lesson will conclude with a cool down and lesson recap so students can refer back to the learning intentions. Before students get changed, they will share how they are feeling and what they have learnt on the exit card.

Setting and achieving personal goals, being able to reflect on my own learning

Being healthy, physically active, being social, being confident, being positive about learning 

Listening and expressing myself, performing and presenting

Co-operating, peer learning, peer assessment.