Subject:Physical Education | Topic: Health Related Activity (HRA)
                                     No. of Learners: 23 | Gender: Mixed
                                            Average Age: 12-13 | Year: 1^st
                      No. of Lessons:6 | Duration of Lessons: 80 minutes
Specific Pupil Needs: A number of students have behavioral and emotional difficulties

Students have participated in various schemes so far in relation to Junior Cycle Physical Education. They have completed schemes related to athletics, gymnastics and co-operative games. As this is a 1^st year class, certain students have completed some of these modules in a primary school setting and others are members of different clubs and sporting associations outside school which has helped with the benefits of physical activity. Going forward, students have a good understanding relating to knowledge content associated to the muscle groups from previous lessons by participating in warm-up and cool-down activities which has pointed out different components related to this concept. 

 

So far students have completed three other schemes associated to physical activities. In the class, the majority of students have developed good fundamental movement’s skills (running, jumping, throwing, balancing and direction change). Students have come across many skills needed to perform tasks which have made them competent and confident movers relating to a variety of activities. 

Students attitudes associated to Physical Education activities has been excellent up until this point, and this scheme/unit of work was chosen by my students as they have never heard of it before and were intrigued by its meaning. Throughout this year, my students have been fully engaged and have displayed no challenging or behavioural attitudes. They have integrated well as a class group and are always eager to learn.

‘’Health-related physical education programmes can achieve positive outcomes in physiological, clinical, behavioural, cognitive and affective measures’’. (Harris and Cale, 1997)

As most of my students are physically active and know various components of exercise, they wouldn’t be familiar with the term HRA. With this limited understanding of physical activity, I aim to tackle this concept through circuit trainings and the beep test. As their teacher, I have a huge impact on my student’s life in relation to their physical activity behaviour. Encouraging and supporting students allows them to adapt to a broader view and gain knowledge on the promotion and role of physical activity. 

HRA is a useful topic for this age group as they will improve their fundamental movement skills. As well as their FMS, they will target areas in more complex forms such as muscular strength, muscular endurance and flexibility (health related components of fitness) and also ability, balance, co-ordination, power and speed (skill related components of fitness . In this class group certain student’s fundamental movement skills are less dominant than others and this unit of work will give them to opportunity to improve. The students will also be able to note their progress by the end of this scheme as they will complete a fitness test at the beginning, during every lesson by completing circuit training and a HIIT session. Student’s results will be noted and can then be compared at the end of the scheme for their own benefit. These results will be kept private and only compared to their own results and not their peers. HRA can be important for overall physical literacy as it allows students to demonstrate an understanding relating to the effects of exercise on the body and it identifies components of health/skill related fitness through involvement in relevant physical activity. By students participating in lessons associated to HRA, the students will improve their overall ability in physical education.

In 1995, Don Hellison developed the instructional model of Teaching Personal and Social Responsibility through physical activity. The reason behind developing this model was done due to the fact of his direct experience working with youths at risk. His aim was to help students develop themselves as individuals and learn through their responsibilities by conducting appropriate behaviours associated to themselves and others. In accordance to TPSR Alliance website; ‘’Physical activity is used as a vehicle to teach students various life skills that they can practice in the gym and transfer to other settings such as school, community, and home life’’. (Tpsr-alliance.org, 2014)

 

‘’In a time of education where the focus becomes teaching competencies for future oriented learners there is increasing awareness that students need to be “independent lifelong learners”. (Jones, 2019) 

In correspondence to these statements, TPSR teaches students life skills and the means associated to discipline. By integrating these skills into the lessons, students are given a structure where these skills are not only to be seen in the gym or on a field but are transferred to other aspects of their daily lives. Educators have began to understand that the TPSR instructional model has been successfully taught and demonstrated which has made classes run smoothly and that classroom management is less dependent on the teacher and more so on the students. (Icsspe.org, 2015) 

The purpose of Teaching Personal and Social Responsibility through physical activity is to provide students with a framework in order for them to understand the concepts associated to responsibility. By highlighting responsibility throughout this unit of work, students are targeting their well-being and well-being of others. This model is constructed with fundamental levels, with each level having its own set of goals. The responsibilities are highlighted in each level and are depicted in order for us teachers to implement progressive physical activity throughout.

 

This scheme will be carried out in the hall as weather will most likely not permit students going outdoors. Housekeeping at the beginning of the class such as the roll call, ensuring students have gear and are wearing no jewellery will be completed. A recap of what was done in the previous class will be expressed to reiterate what was learned in the last lesson. Learning intentions for the current class will then be shared. A warm up will start the class off which will encourage all students to get active and participate. After the first few classes the students will then lead their own warm up. As the class develops skills and movements, points of the scheme will be taught through various activities. Circuits will be used in lessons to promote HRA. A cool down will also be included in each lesson to emphasise the importance of it. A quick recap on the lesson will then included and any new words and skills they learned in the class will be highlighted.

 

During each lesson I will integrate different personal skills. At the beginning some students will lack in self-control and wouldn’t represent themselves as a team player, but by the end of this scheme students will have found self-direction and improved skills referring to leadership and helping others. 

 

By implementing personal and life skills into this unit of work, students will begin to realise to importance of each level:

 

Lack of self-control and a non-team player

 

Self-control and peaceful conflict solving

Getting along, being self-starter and trying new skills

 

Being on-task, setting and sticking to personal goals and resisting peer pressure

Showing caring, sensitivity and concern for others in the class

Integrating TPSR values into other areas of life and being role models

‘’Fundamental movement skills are building blocks of movement forming the basis of more advanced and specific specialised actions and representing the foundation for future participation in physical activity and sport’’. (Clark, et al 2002)

During this unit of work, many fundamental movement skills will be targeted such as; locomotors and balance skills. These fundamental movement skills will be completed by students in a fun, enjoyable and successful environment in order for them to master the skill through quality more so than quantity. This unit of work will be broken down into a six week scheme, with the last two weeks relating to theory. Within the four weeks, students will break down simple skills into key components to help the students learn and understand. Fundamental movement skills are very important for students physical development, confidence and competency which is why I am emphasising the importance of the health-related components of fitness (cardiovascular endurance, muscular strength, muscular endurance, flexibility, and body composition) and the skill-related components of fitness (agility, balance, co-ordination, speed and power). 

 

Literacy skills will be targeted throughout this scheme of work. The students will become familiar with new words in relation to HRA. This will be done through the learning wall and by reiterating new words in a particular lesson. The students will be brought to the learning wall at the beginning of each class where new words will be introduced. It is important that these new words are mentioned throughout the class to ensure that they remember them. 

 

Numeracy skills will be included in this scheme of work through circuits and sequences. The students will also have to improve spatial awareness when completing HRA. Students will note their progress through results from their fitness tests.  

Students will have to reflect upon their own learning. Students will have to evaluate their own skills when asked and be aware of when they are doing something correctly or incorrectly. 

 

Listening and speaking for a crucial component during the PE class in order for teamwork to be expressed but also to make the lesson worthwhile and enjoyable.

 

- Laminated pictures of circuits                                                                                    - 

-  Fitness test app (bleep test)                                                                            
 - Fitness Booklets

- Speaker

- Cones

- Stopwatch

-  Apple TV

Harris, J. and Cale, L. (1997). How healthy is school PE? A review of the effectiveness of health-related physical education programmes in schools. Health Education Journal, 56(1), pp.84-104.

 

Tpsr-alliance.org. (2014). TPSR Overview. [online] Available at: http://www.tpsr-alliance.org/tpsr-overview [Accessed 9 Feb. 2019].

 

Jones, R. (2019). Active and Healthy Magazine. [online] Appec.asia. Available at: https://appec.asia/wp-content/uploads/formidable/11/Beyond-Behaviour-Management-Introducing-TPSR.pdf [Accessed 9 Feb. 2019].

 

Icsspe.org. (2015). [online] Available at: https://www.icsspe.org/system/files/Teaching%20Physical%20and%20Social%20responisbility%20through%20PA%20%28Hellison%29.pdf [Accessed 9 Feb. 2019].

Clark, J. E., & Metcalfe, J. S. (2002). The mountain of motor development: A metaphor. In J. E. Clark & J. H. Humphrey (Eds.), Motor development: Research and reviews (Vol. 2, pp. 163-190). Reston, VA: National Association of Sport and Physical Education.