“There is strong evidence to support the multiple benefits of physical activity to health and wellbeing. It promotes healthy growth and development in children and young people. It contributes to cognitive function. It is important for healthy ageing and helps to maintain quality of life and independence when we grow older. It is also a preventative factor for many non-communicable diseases” (Department of Health, 2016). HRA is a strand that can be used to develop both the levels of physical fitness and level of understanding about the importance of physical activity. It can also be used to develop the level of knowledge about different aspects of HRA – activity and the body, health benefits of physical activity, health related fitness etc. On completion of the course students will be more confident and more competent in helping themselves as well as others in this area when necessary. 

All lessons will be linked to each other ensuring a smooth transition from week to week. By building on earlier skills and previous knowledge attained, students are able to benefit more from the learning process and progress further in their development (Naylor & Keogh, 1999, p.93). This concept is extremely important in all of the subjects, not just physical education. 

Students will be working individually as well as in pairs and in groups (individual tasks, pair assessments). Both a teacher centred approach and a student centred approach will be used during learning. Students will actively take part in the design of a training programme. By analysing and thinking about the process students will become more independent and critical learners. This multidimensional approach allows teachers to help students and pass on the knowledge but it also allows students to develop their own understanding while learning specific skills and taking part in physical activities (NCAA, 2014). 

Every class will start with introduction of the topic and specific areas that will be addressed during the lesson. Any learning aids available will be demonstrated, using the students’ iPads. During the lessons, students will be introduced and familiarized with the topic covered on a particular day. Teacher will help to find or provide the material on the topic and students will work on the tasks as required. Every lesson will be linked into previously and the lesson that is coming up. 

Students will be working individually as well as in pairs and in groups (individual tasks, pair assessments). The main aim of the scheme is for students to be able to successfully navigate an orienteering course as part of team challenge whilst demonstrating excellent communication skills, team work and responsible personal behaviour

pens / flashcards 

markers / brochures

controls / whistle 

worksheets / bibs

learning wall / cones

mats / benches 

 While working in their groups each student has to make a contribution towards the common/group goal or a task

Individual Accountability
Every individual student is accountable for contributing towards the group as well as mastering the material that must be learned by the group

Group Processing
Students must set the goals as a group, assess their progress and decide on any changes that are required

Social Skills
Students are encouraged and supported in developing social skills. They are encouraged to develop leadership, communication and conflict management skills.

Face - to -Face Promotive Interaction
While some of the group work is carried out individually, some must be carried out in a group. During these tasks students are encouraged to support, help and teach each other (Li & Lam, 2013).
 

Speaker

iPad

Exit Cards

·       Turning

·       Running

·       Hopping

·       Skipping

·       Rocking

·       Agility

·       Balance

Bibs - cones - Soccer balls - Soccer goals - stopwatch 

It also developed from the observation that only the more elite athletes in schools got the opportunity to compete on sports teams and that these benefits should be made more widely available to all students, regardless of talent.

The teacher is much like a coach, although the model calls for student coaches to assume major responsibility for their teams. Daily lessons are divided between practice and competition, with more time devoted to the competition schedule as the season progresses.

The sport-education model also suggests that students learn the roles of coach, referee, and administrator.

Students organize their teams, make substitutions, referee games, keep records, publish future schedules and recent results, and generally learn to administer their own teams and the details of the particular sport season.

In this model, good sports behaviour is not just a hoped-for outcome, but is central to the purpose of the program. Students learn what it means to be a good competitor, how important the role of a good referee is, and how important honest, fair competition is to the sport experience.

Department of Health (2016). Get Ireland Active! National Physical Activity Plan for Ireland

Dyson, B., & Brown, M. (2005). Adventure education in your physical education program. In J. Lund and D. Tannehill (Eds.). Standards-based physical education curriculum development. Sudbury, MA: Jones and Bartlett

Dyson, B., Griffin, L. L., & Hastie, P. (2004). Sport education, tactical games, and cooperative learning: theoretical and pedagogical considerations. Quest, 56, 226-240 

Glatthorn, A. A. (1993). Learning twice: an introduction to the methods of teaching. New York: Harper Collins

Hellison, D. R. (2003). Teaching responsibility through physical activity. Human Kinetics

Hjelm, B., & Stork, S. (2006). Really easy sensational physical education cooperative tasks. Teaching Elementary Physical Education, 17, 59-62 

Levy, H. M. (2008). Meeting the Needs of All Students Through Differentiated Instruction: Helping Every Child to Reach and Exceed Standards. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, Volume 81, Issue 4

Luttrell, S. & Chambers. F. (2013)  Senior Cycle Physical Education Curriculum & Instructional Models Pathways for Teacher Implementation. Dublin: eprint.ie Ltd

Naylor, S. & Keogh, B. (1999). Constructivism in classroom: Theory into practice. Journal of Science Teacher Education, 10, 93-106

NCCA. (2016). Senior Cycle Physical Education Framework. NCCA.

 

Siedentop D., Hastie P.A., Van der Mars H. (2011) Complete guide to sport education. 2 nd edition Champaign, IL: Human Kinetics

 Siedentop, D., & Tannenhill, D. (2000). Developing teaching skills in physical education. Mountain View, CA: Mayfield Publishing Company