Learners have taken part in a 5 week soccer scheme & 5 week HRA scheme where the skills of running, balance and agility were addressed. Students have little or no prior knowledge of Spikeball but have a general idea of volleyball. Students have a basic knowledge of skills involved in spikeball.

 Prior Skills

The students demonstrated an average to low quality of FMS throughout the previous schemes, whereby students were able to demonstrate the skills of running, throwing and jumping at a basic level but struggle with balance and coordination.

 

Students demonstrated a desire to take part in physical education throughout the previous schemes, with very few students not taking part in any lesson thus far apart from injuries or genuine excuses. I expect the students will be engaged in this scheme as there is a large competitive side to it.

There are 7 strands of the Junior Cycle Physical Education Programme, and it is important that all areas of the programme are covered throughout the three years. The strand of ‘games’ is split up into different types of games. This scheme falls under the section of net games. 

(JCPE Syllabus, p29).

http://www.jcpe.ie/resources/JCPE_Syllabus.pdf 

On the first day, the teacher will split up the students up into small, mixed ability (determined by a pre-knowledge/pre-experience questionnaire groups). These groups will be assigned a colour which their equipment, name and overall identity will be based on. The groups may be changed depending on the success/teacher observation from the first and second. From this point on the teams will be formed and will stay as a unit until the end of the scheme. Each week the student will take on a different role in the journey towards the final goal. These roles may be doubled up e.g. one person with two roles.

 | Role | Job description:
| Coach | Organise practice sessions, practicing skills, focus strategies Using coaching eye app
| Captain | Creating a unified group
| Record keeper | Individual accountability, reflection, scoring
| equipment manager | Equipment set-up, preparation
| publicist | Reflection, photos
| statistican | Provide insight of team performance (work with coach) Using performance analysis app
| referee | Players perform within boundaries of the rules.
| player | Play to the best of your abilities

 

Each group will get a task sheet and a description of each of the roles in a folder each week. Every lesson, the students arrive at the class they will sit on the benches (in a semi-circle) (with their teams). The teacher will greet the students and call the roll, check for any injuries/illness, check shoe laces are tied and that all jewellery/mobile phone are put away. Students will be reminded of the previous session and briefly told the learning outcomes for today’s lesson referring to the learning wall.  Students will gather in their zone of the hall (posters/pictures with their teams to discuss the activities. Each activity will carry points that the students can achieve if done correctly and these should be noted by the recorder. The equipment manager will set up the activity while the coach read the instruction and explains to the rest of the group. All the students must ensure that they are contributing to their role to ensure their team will be successful in the final event. The students will return to the benches, facing the learning wall. In the early lessons, the students will reflect on the session and suggest how these activities benefit them during the tournament. In the latter lessons, the students will reflect on the how they performed in the tournament. After the tournament, students will be awarded prizes accordingly. I will thank the students for their attention and excuse them from the hall when the bell sounds.

NSW Department of Education and Communities, 2015, p 3. 

Wellbeing is a relatively new area of learning that is being introduced into schools. All across Ireland. “This area of learning will make the school’s culture and ethos and commitment to wellbeing visible to students. It will include learning opportunities to enhance the physical, mental, emotional and social wellbeing of students. It will enable students to build life skills and develop a strong sense of connectedness to their school and to their community” (NCCA, 217, p 8).

Elements of wellbeing such as being social, being healthy & physically active, being confident will be linked into the lessons whenever possible.

Volleying http://www.sportnz.org.nz/managing-sport/search-for-a-resource/guides/fundamental-movement-skills :see Manipulative skills: see hands pg. 237
Running https://youtu.be/2hU04IFAr7Q?list=PLrOa7LNP0maWa6EPlnkvHlk3VsBqhuMZq

Turning
Twisting
Transferring weight
Stretching https://www.myactivesg.com/start-out/children-youth/guide-for-parents/fundamental-movement-skills/stability-skills
Balance http://ccea.org.uk/curriculum/foundation_stage/areas_learning/physical_development_movement :see balance
Jumping
Landing. https://www.youtube.com/watch?v=Y-cs8F6hryw&index=9&list=PLrOa7LNP0maWa6EPlnkvHlk3VsBqhuMZq

· Learning the key words and phrases associated with Spike-ball (see Capture the Flag activity). 
 · Communicating with one another during the activities (about strategy/skills/team identity etc.). 
 · Reading instructions about their role in the team and the activities they must carry out (at the beginning of class).
 · Discussing, reading and writing with their peers about their activities and reflecting on their performance (Edmodo: end of class) 

Digital identity and well-being: Be safe on the internet (other key skills) 
 2. ICT proficiency: Everyone getting a turn and practice. 
 3. Information, data, and media literacies: Tournament schedule 
 4. Digital creation innovation and scholarship: Performance analysis 
 5. Digital learning and development: Performance analysis 
 6. Communication collaboration and participation: Performance analysis

●       Whistle

●       Benches

●       Bibs

●       Whiteboard and Marker

●       Learning Wall Posters 

●       Exit Card

●       Cones

●       Poles

●       Nets

Student progression in terms of fundamental skill acquisition and development