The Sport Education Model “requires all participants to experience the many roles found in sport. In this way, the student truly learns about sport and all its roles thus yielding a more comprehensive educational experience” (Siedentop, 1994, p.4). As there are some pupils in this class who regularly practice gymnastics at their gymnastics club and others who have never attempted gymnastics before, this model will cater for all levels and will provide students with opportunities to perform gymnastics and to engage in non-performing roles such as those of: coaches, judges, encouragers, recorders and choreographers.

Learners will consider the rules and safety precautions and their importance in the physical education lesson.

 Gagné, M., Ryan, R.M., and Bargmann, K. (2003): “Autonomy Support and Need Satisfaction in the Motivation and Well-Being of Gymnasts”. Journal of Applied Psychology, Volume 15, Pg. 372-390. 

 

Luttrell, S. & Chambers, F. C. (2013). Senior Cycle Physical Education Curriculum and Instructional Models: Pathways for Teacher Implementation. Dublin: ePrint Limited.

 

 

Mitchell, D., Davis, B., and Lopez, R. (2002): “Teaching Fundamental Gymnastics Skills”. Champaign, IL: Human Kinetics.

 

 

Morgan, N.S. (2009) Quick, Easy and Effective: Behaviour Management Ideas for the Classroom. London: Jessica Kingsley Publishers.

 

National Council for Curriculum Assessment (2004): “Physical Education: Junior Cycle Guidelines for Teachers”. Dublin: Department of Education and Science.