[P1](Collier, 2007, p.25)

 [P1]The Gaelic Fotball specific skills they learned include catching, kicking, the pickup, handpass and fielding

 

 [P1](O’Leary & Griggs, 2010, p.74)

 [P4](Casey & Goodyear, 2015, p.63)

 

 [P1](Lafont, 2017, p.330)

 [P1](Bodsworth & Goodyear, 2017, p.565)

 [P1](Ille, 1999, p.290).

Decoding skills are nurtured as students learn subject-specific terms (e.g. symmetry, handstand, weight-transference etc.)

V
isual literacy will be developed from observing task/skill cards or video of their colleagues’ performance : “imaging skills can also play a role in the short term retention of … routines[P1] ” 

Writing may be honed on occasion for non-participants and participants through some self-assessment or reflective exercises 

Students must effectively communicate with other members on their team to ensure everyone is participating and meeting their job requirements as is needed. Their frequent use of communication will also prove pivotal to their increased ability: “role of verbal exchanges between peers for knowledge acquisition[P2] ” 

 

Students will need creativity and an ability to link a theme to a performance when they begin to devise sequences win lessons.

 

 [P1](Illie, 1999, p.291). 

 [P2](Lafont, 2017, p.329)

Students will utilise an iPad and applications such as Hudl and Dartfish in order to record, analyse and correct movement patterns of their colleagues in class.

 

Students will source and examine appropriate “YouTube videos/videos of school Athletes prior to activity[P1] ”, and use these examples to improve their insight, and ability to create a routine: “digital media texts can support citizenship and inform decision-making[P2] ”- Wellbeing

 

In addition to becoming competent with regard to technology, students will need to demonstrate they are capable of
 “,Being responsible, safe & ethical in using digital technology[P3] ” remaining on-task,  only utilising iPads when necessary and for the benefit of the group.

 [P1](Bodsworth & Goodyear, 2017, p.571)

 [P2](NCCA, 2017, p.57)

 [P3](NCCA, 2017, p.23)

Students develop measurement skills, they consider their workspace and angles when trying to complete a movement safely.

 

Subsidiarity applies, where different rolls or shapes can be used for students to reach the same concluding position in a sequence. 

 

Problem solving is used, if students must devise a routine finishing in a particular position, they must gather information, and logically meet the conditions of the performance including the necessary steps.

 

Identifying patterns and sequences is critical to gymnastics as students must “show an ability to link movements[P1] ” 

 

Some aspects of representation are used are students are required to embody themes and concepts in their sequence indifferent manners.

 [P1](JCPE, 2009, Gymnastics-Syllabus).

 [P1](Oliveira, 2010,p.12)

where students had to work in groups cooperatively, which increased their relatedness…enjoyment[P2] ” 

 [P1]“(JCPE, Guidelines, 2009,).

 [P2](Fernandez-Rio et al, 2017, p.99)

Bodsworth, H., & Goodyear V. (2017). Barriers and facilitators to using digital technologies in the Cooperative Learning model in physical education Physical Education and Sport Pedagogy, 22:6, 563-579, DOI: 10.1080/17408989.2017.1294672

 

Casey, A., and V. Goodyear. (2015). “Can Cooperative Learning Achieve the Four Learning Outcomes of Physical Education? A Review of Literature.” Quest 67 (1): 56–72. Retrieved from  https://doi.org/10.1080/00336297.2014.984733

 

Collier, C, Perlman, D & Fisette, J. (2009). Getting open: games that teach spatial awareness, Future Focus, 30(2), 25-28. Retrieved from http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1631&context=edupapers

 

 

Fernandez-Rio, J., Sanz, N., Fernandez-Cando, J., & Santos, L. (2017;2016;). Impact of a sustained cooperative learning intervention on student motivation. Physical Education and Sport Pedagogy, 22(1), 89-105. doi:10.1080/17408989.2015.1123238

 

Fisette, J., & Walton, T. (2015). “Beautiful You”: Creating Contexts for Students to Become Agents of Social Change, The Journal of Educational Research, 108:1, 62-76, DOI: 10.1080/00220671.2013.838537

 

Ille, A., & Cadopi, M. (1999). Memory for Movement Sequences in Gymnastics: Effects of Age and Skill Level. Journal Of Motor Behavior, 31(3), 290.

 

 Johnson., T & Johnson., D. (1999).Making Cooperative Learning Work.  Theory into Practice, 38 (2), 67-73. Retrieved from http://www.proiac.uff.br/sites/default/files/documentos/cooperative_learning_johnsonjohnson1999.pdf

 

 

 

Junior Cycle Physical Education. (2009, June). Gymnastics- Syllabus. Retrieved from http://jcpe.ie/index.php?option=com_content&view=article&id=141&Itemid=182

 

Junior Cycle Physical Education. (2009, June). Gymnastics- Teacher Guidelines-Introduction Retrieved from http://jcpe.ie/index.php?option=com_content&view=article&id=117&Itemid=165

 

 

Junior Cycle Physical Education. (2009, June). Gymnastics- Teacher Guidelines-Level 2. Retrieved from http://jcpe.ie/index.php?option=com_content&view=article&id=130&Itemid=167

 

 

 

Lafont, L., Rivière, C., Darnis, F., & Legrain, P. (2017;2016;). How to structure group work? conditions of efficacy and methodological considerations in physical education. European Physical Education Review, 23(3), 327-338. doi:10.1177/1356336X15626639

 
Luttrell, S. (2013). Cooperative Learning- Cooperate to Learn we instead of me!. Senior Cycle PE. Retrieved from https://ucc-ie.blackboard.com/bbcswebdav/pid-1629034-dt-content-rid-2413273_1/courses/2018-ED4313/Luttrell%202013-%20Cooperative%20Learning%20Presentation.pdf

Mosston, M., & Ashworth, S. (2008). Teaching Physical Education (4th Edition). New York City, New York: Pearson Education

 

National Council for Curriculum and Assessment. (2017). Junior Cycle Wellbeing Guidelines. Dublin, Ireland. NCCA. https://www.juniorcycle.ie/NCCA_JuniorCycle/media/NCCA/Curriculum/Wellbeing/Wellbeing-Guidelines-for-Junior-Cycle.pdf

 

 

O’Leary, N ., & Griggs, G. (2010). Researching the pieces of a puzzle: the use of a jigsaw learning approach in the delivery of undergraduate gymnastics. Journal of Further and Higher Education, 34:1, 73-81, DOI: 10.1080/03098770903477110

Oliveira, G., & Porpino de Oliveira K. (2010). Rhythmic Gymnastics and School Physical Education: Critical Perspectives Education. Pensar a Prática, Goiânia, v. 13, n. 2. 1-16. Retrieved from http://revistas.ufg.emnuvens.com.br/fef/article/viewFile/8632/7796

 

 Rosenthal R.,
& Jacobson, L. (1968). Pygmalion in the Classroom. The Urban Review, 3(1), 16-20. Retrieved from https://www.uni-muenster.de/imperia/md/content/psyifp/aeechterhoff/sommersemester2012/schluesselstudiendersozialpsychologiea/rosenthal_jacobson_pygmalionclassroom_urbrev1968.pdf