The students have participated in modules including team challenges, spike ball, basketball, gymnastics and athletics in junior cycle. They have also engaged in a HRA module in the previous five weeks. Through this they have developed a good understanding of how the body reacts to different types of exercise.

Students have developed mixed levels of FMS development in the previous scheme. These include locomotor, manipulative and stability FMS. Students have not worked well in group activities requiring skills such as communication and working with others skills.

They appeared far more enthusiastic when they are given the maximum amount of time to participate in activity. I will need to be creative to motivate participants and ensure they engage with the learning intentions through the activities.

Rugby is one of the most popular games played not only in Ireland but all over the world. There are currently over 150,000 registered players in Ireland with the numbers growing in recent years (www.irishrugby.ie). This largely due to campaigns aimed at popularising the game for children. Therefore providing learners with an opportunity to engage with the sport is certainly valid.

This tag rugby approach is hugely suited to children of this age as the focus is not on physical development or prowess. The focus instead is on running, handling, defensive and attacking skills (www.irishrugby.ie). These provide learners with the basic, essential skills needed for rugby before they begin to think about physical development. It also may give students who may fear the physical aspect of the game an opportunity to engage with it.

The initial lessons will focus on handling and running skills. The focus will be placed on these skills both in games and drills. As learners develop proficiency in these areas the focus will move more to tactical awareness. This will require the focus of lessons to move to attacking and defensive principles. Each lesson will begin with a recap on the previous lesson and then an explanation of learning intentions. The lesson will then move to adapted games and drills which focus on the lesson topic. The lesson will then close with a recap and checking of understanding. All lessons will take place in the PE hall. Learners will be provided with a learning wall consisting of visual aids for the main topic of the lesson. Peer learning will be encouraged through demonstrations and team games. An approach of guided discovery will be adopted especially during the weeks focused on tactical development.  The scheme will conclude with a tournament as the learners will be split into four teams.

·  Learners complete worksheets where they must convey their knowledge.

·  Learners communicate in group work to persuade others about a tactical approach

·  Learner’s covey knowledge when questioned.

·  Learners read learning wall.

·  Learner’s link related words to defending and attacking.

 

·  Learners count score in the game.

·  Learners count passes in the game.

·  Learners become aware of angles when passing and running.

·  Learners become aware of width and depth when passing and running.

Learners develop skills of staying well as they develop competency and confidence in rugby. These skills they develop are transferable to many games and provide learners with the opportunity to participate in many sports with confidence. This leads to a greater chance of lifelong physical activity engagement and of course staying well.

Learners develop skill of managing themselves as they increase confidence and leadership skills. These leadership skills can allow learners to become more independent in general life and make better informed decisions.

Learners develop communication skills throughout all activities. They discuss skills and tactics with their peers. They listen to explanations and try to explain to others. They also attempt to convey the knowledge they have learnt both orally and on paper.

Learners develop working with others skills as teams discuss tactical approaches. Learners also self-assess each other and provide constructive feedback.