Their has been much discussion in relation to learning and what best describes how each person receives, assimilates and acts upon perceptual stimuli in the environment (Searson & Dunn, 2001).

 

Having worked with this First Year group over the last number of months it has become apparent that there is a different level of ability within the class (Mixed Ability) and that some learners learn at a different pace to others. Based on these observations, the (PSI Model): Personalised System of Instruction Model would greatly enhance the student’s ability to learn in within the Physical Education Environment. This model allows students to learn at their own pace, students learn to be autonomous learners, motivated and self-directed in relation to their learning. Coinciding with these benefits, students will learn to assess each other using (PSI Workbooks). Personalised System of Instruction model was first developed by Fred Keller in the 1968 and was introduced to Physical Education by Daryl Siedentop in 1974. Professor Keller rationale for using the (PSI) instructional model was based on the premise that the learning environment was difficult, limited equipment, and there was a wide range of student ability. While I have good resources at my disposal and the learning environment is good, there is a wide range of ability in my First-Year class. Based on this rationale I will be adopting the (PSI) model for the purpose of this module. 

Athletics in Ireland has a long and proud history. The first national championships were organised in College Park on July 7^th, 1873 and have been held every year since. Athletics Ireland is the National Governing Body for track & field, cross country, race walking and road running in Ireland. On the track, Ireland had produced numerous World and Olympic champions across all disciplines of the sport and is one of the most active contributors to the sport at international level. (Athletics Ireland, 2015) Within the Physical Education environment, the learners will be exposed to the various aspects of athletics and the primary fundamental movement skills of running, jumping and throwing will be developed. This structured six-week block will assist the learners to explore the concept and the different principles behind athletics and the assorted games and activities within the strand. Along with other modules, athletics will also provide the learners with a developed knowledge of the fundamental movement skills of running, jumping and throwing which will be channelled into other PE modules throughout the year.

 

In the organisation of the learning experiences I am implementing a great deal of team work, pair work and group work to help facilitate self-discovery in the students’ learning as well as increase the level of interaction and participation in the classes. In order to incorporate the (PSI) model into the, module I will be insuring that students can pair up in groups based on their level of ability/ allowing student to learn at rate suitable to them. I will also make it a very social and inclusive environment for the learners, adopting some of the guidelines for the (PSI) model where students /teacher will co-design a (Charter) to remind student on how they are to behave within the confines of the Physical Education environment. De Bono (Thinking Hats) could also e used in conjunction with the (PSI), model allowing students more autonomy and responsibility in relation to their own learning. Several students have been disruptive in recent times and this (Classroom Contract) and (De Bono Thinking Hats) will be an innovative and constructive way to keep them on task cooperating and working with others in a respectful manner. By building on earlier skills and previous knowledge students can benefit more from learning process and progress further in their development (Naylor & Keogh, 1999, p.93). I will also be concentrating on development of individual technique and giving feedback on how to improve it and this will result in high level of interaction between students. Safety issues pertaining to throwing and jumping will all be implemented and informed of the students before lessons commence.   

 

Housekeeping routines at the beginning of each lesson will be followed by a group discussion outlining the learning outcomes of the lesson, linking and recapping on previous lessons and introduction of the class. This will be followed by a wide variation of warm up games which will be engaging, fun and related to the topic of the lesson. The main body of the lesson will involve three main tasks with an emphasis on fundamental movement skills, skill development and performance and team/group challenges. More complex and different task will be introduced at different stages of the module where the teacher will facilitate their learning during these times. Only by helping students to become more confident and competent participants in physical activities, teachers can have a positive influence on student further participation at present and later in life (NCAA, Short Course, 2014, p. 3). Teacher will also conclude the lesson with a cool down activity followed by a discussion at the end of the lesson.

 

PE Hall & Pitch, Whistle, Bibs, Whiteboard & Markers, learning wall materials, Flexi Cones & Pole markers, Squat Sticks, Javelins, Crash Mats, Ladders & Hurdles, Indoor balls, Relay Batons, Hoops, CD Player, Stopwatch, Athlete Profile Sheets, Score cards, Tennis balls, Shot putt.

 

Assessment will happen through teacher observation of students’ levels of participation and engagement in lesson activities and their ability to execute the skill with proper form and technique. The teacher can then use this knowledge to provide the pupil, or a group of pupils, with constructive feedback relating to their performance. Teacher questioning will also play a key role in every lesson which will aim to develop their understanding of a specific skill, techniques for running such as “High Knees “  “head up” looking straight ahead. However, Peer and Self-Assessment will be fundamental to the incorporation of the Personalised System of Instruction play an essential role in all activities as pupils will be working individually and in pairs/groups and engage in peer teaching of skills