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Teacher Guidelines

Physical Education

Primary School

Curriculum


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PhysicalEducation

Teacher Guidelines


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Contents PagePhysical education in the primary curriculumWhat is physical education? 2

Physical education in a child-centred curriculum 2

The content of the physical education curriculumBasic structure and terminology 6

School planning for physical educationCurriculum planning 16

Organisational planning 24

Classroom planning for physical educationConsiderations for the teacher 34

Section 1

Section 3

Section 4

Section 2


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Physical Education Teacher Guid

Page

Approaches and methodologiesA variety of approaches 42

Direct-teaching approach 43

Guided-discovery approach 43

Integration 45Organising the physical education lesson 51

Approaches to athletics 56

Approaches to dance 61

Approaches to gymnastics 74

Approaches to games 84

Approaches to outdoor and adventure activities 91

Approaches to aquatics 94

Looking at childrens work 98

Information and communication technologies 101

AppendixSuggested list of equipment for physical education 104

Playground/indoor games 106

Athletics games; Games for aquatics 109

Source references for the curriculum and guidelines 110

Glossary 112

Membership of the Curriculum Committee for Physical Education 115

Membership of the Primary Co-ordinating Committee 116

Acknowledgements 117

Section 5

Section 6


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Physicaleducation in

the primary

curriculum

Section 1


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What is physicaleducation?Physical education provides uniqueopportunities for children to move withease and confidence as they enjoy actionssuch as running, turning, twisting,chasing, throwing, catching, striking,floating and balancing. They areencouraged to respond to challenges tothe mind and body, to participate, tocompete and to co-operate with others.

From their earliest years children enjoyphysical activities. The physical educationprogramme which provides a wide varietyof movement activities builds on theseearly experiences of the child. Thephysical education lesson should answerthe needs of the child who looks forwardto it with a sense of anticipation andexcitement.

In contributing to the holisticdevelopment of children, physicaleducation shares much with the othersubjects of the curriculum. Childrenlearn to relate to and communicatewith each other and to develop self-esteem and confidence. They areencouraged to develop initiative andleadership and to acquire positive

attitudes towards physical activities.They are helped to make informeddecisions concerning a healthy life-style. Learning in other subject areascan be enhanced and consolidated inthe physical education lesson. Forinstance, skills developed in the physicaleducation lesson, such as estimating,measuring and reading simple maps,are common to other subjects.

Physical education in achild-centred curriculumWhen implementing the programme,the school, building on the principlesof variety and diversification, shouldconsider

the importance of enjoying physic

activity. The child who associates fand enjoyment with physicaleducation lessons and who gains asense of achievement will developthe positive attitudes so necessaryfor continued participation inphysical education lessons andphysical activity.

the importance of play in its manyforms in the learning anddevelopmental process. Through

play the child learns to moveeffectively, to think, to interactsocially with others and to expressfeelings.

maximum participation by allchildren in the physical educationlesson. The desire by children foractive participation can be seen asthe starting-point for the teacherwhen planning and implementingphysical education lessons. Lesson

which can be identified as successfin achieving the pre-determinedobjectives will inevitably be thosewhere the children were activethroughout the entire lesson.

Physical education provides

children with learning

opportunities through the

medium of movement and

contributes to their overall

development by helping them to

lead full, active and healthy lives.

Physical education in the

primary curriculum

2


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the development of skills andincreasing understanding of theactivities which the children areexperiencing. The development ofskills forms a significant part of thecurriculum for physical education,beginning through structured playactivities at infant level and extendingthroughout the class levels. As the

skills are developed there should bean emphasis too on increasing thechilds understanding of the activitieshe/she is engaged in. This can beachieved by adopting appropriateteaching methods where discussionis an essential part of the process.

providing a balance betweencompetitive and non-competitiveactivities. Activities incorporatingsome elements of competition canbenefit the child as he/she progressestowards the achievement of his/herpotential. The positive opportunitiespresented include the developmentof respect for opponents, rules andclassmates as officials. However, thepressures of competition can formbarriers to progress for somechildren, and competition does notalways present the ideal environmentfor development of skills. A balance

should therefore be sought betweenprovision for competitive and non-competitive activities.

providing a balance between contaand non-contact activities. The neeof the individual child should beconsidered when selecting suitablactivities. A balance should besought which, for example, allowsthe child who favours non-contactactivities to enjoy those activitiesand yet be able to engage in conta

activities, where possible modifiedsuit his/her needs.

providing opportunities forachievement for each child. It isessential that the child be presentwith achievable tasks, regardless othe activity he/she is engaged in.The satisfaction of achievement isthe factor that motivates manychildren to continue to participatein physical activity.

providing activities equally suitablfor girls and boys. Activities whichhave traditionally been associatedwith either sex can be presented,sometimes with modifications, to amixed class. Single-sex classes shoube exposed to a range of activitiesfrom all six strands where possiblethus ensuring that a balancedprogramme is presented to them.

Considerations when

implementing a

programme of physical

education the importance of enjoyment

and play

maximum participation by all

children

the development of skills and

understanding

a balance between

competitive and non-

competitive activities

a balance between contact

and non-contact activities

providing opportunities for

achievement for each child

providing activities equally

suitable for girls and boys

Physical Education Teacher Guide


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The content

of the

physicaleducationcurriculum

Section 2


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Basic structure andterminologyThe physical education curriculumoffers the teacher a structured,balanced programme of work. Thecontent has been delineated atfourlevels: infant classes, first and secondclasses, third and fourth classes, andfifth and sixth classes, and divided intosix strands:Athletics, Dance, Gymnastics,Games, Outdoor and adventure activities

andAquatics. Five of the strands areoutlined for implementation at eachlevel; the aquatics strand is outlined forimplementation at any of the levels orover a number of levels, depending onthe availability of a facility for aquaticsand the stage at which the child beginsthe programme. Each strand is sub-

divided into strand units, a number ofwhich will form the basic sections ofthe content covered.

AthleticsTheAthletics strand contains a broadrange of running, jumping andthrowing activities. Emphasis in theathletics programme should be onproviding opportunities for the child tochallenge him/herself to run faster or

for a longer period, to throw animplement further and to jump furtheror higher. These natural movementactivities should be developed intosimple athletic activities and events.Early activities focus on individualchallenges and competition with theemphasis on personal improvement

related to appropriate targets. Aschildren gain satisfaction from theseexperiences they are motivated toengage in the more formal running,jumping and throwing practices.

Traditionally, athletics has been taughas a summer term activity, but aspectsof the strand can be taught througho

the year. For instance, some hurdlingand long jump practice can beundertaken indoors, and most runninactivities can be undertaken outdoorthroughout much of the school year.Indeed, if the indoor area is largeenough, some throwing activities mayalso be possible.

As the athletics programme embracesactivities related to running, jumpingand throwing, it is particularly suitab

for children of different abilities.Progress can be measured individuallyand for children of limited ability thisparticularly satisfying because they csee their improvement. The athleticalable child has unlimited targets and inot restricted by any lack of ability onthe part of other children in the classIn addition, the rules are simple andeasy to understand, and this makes iteasier for the child to act as a judge.

Strands of the physical

education curriculum

Athletics

Dance

Gymnastics

Games

Outdoor and adventure

activities

Aquatics

Strand units of the

athletics curriculum

Running

walking, jogging or

running over distance

sprinting

relays

hurdling

Jumping

Throwing

Understanding and

appreciation of athletics

As the athletics programme

embraces activities related to

the diverse skills of running,

jumping and throwing, it is

easily adaptable to suit

different abilities.

The content of the physical

education curriculum

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DanceThe Dance strand helps children tolearn through dance and to learnabout dance. Through dance, childrenare encouraged to improve bodymanagement skills, understand arange of movement concepts, workharmoniously with others, and develop

creativity and imagination. In exploring,creating and performing danceschildren come to understand thatdance is a medium for the expressionof ideas, thoughts and feelings.

Participation in dance is appropriatefor children of any age and eithergender and provides many opportunitiesto enhance work in other subject areaswithin thematic work. Teachers canprovide a basic framework through

which to develop a love of dance. It isimportant to begin the dance activitiesat the appropriate level. Children whohave little or no dance experience haveto begin at a level suitable to theirneeds, gradually building up skill andconfidence with an experience whichevery child enjoys. The dance strandconsists of folk and creative dance.

Folk dance

Folk dancing can be presented tochildren with opportunities to sharethe rhythms, feelings and actions ofother dancers. Children learn to dancsome Irish dances and some folk danfrom other traditions. The teachershould remember that the emphasis

should be on enjoyment in the danceand on full involvement by the childrrather than mechanically concentration the movements involved in thedance. The spirit of caring for andlooking after others in a dance, sharinand being part of a harmonious grouis a most important aspect of folkdancing for the child.

In the early stages children are giventhe opportunity to invent and create

they gradually experience theenjoyment of performing folk dancesfrom other countries and some Irishdances. Beginning with individual wothey progress to dancing with others pairs and in small groups. Music shoube selected carefully to allow childrento enjoy lively rhythms at a pace whicis appropriate for them to perform thdance. Opportunities may arise wherethe social and cultural background ofsome of the folk dances can be explor

Strand units of the dance

curriculum

Exploration, creation and

performance of dance Understanding and

appreciation of dance

Children who have little or no

dance experience have to begin

at a level suitable to their needs,

gradually building up skill and

confidence with an experience

which every child enjoys.

Exploration of social and

cultural aspects of dance

Folk dances celebrating work

such as the Danish

Shoemakers Dance provide

opportunities for children to

examine the cultural

background of the dance.



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8

Gymnastics an essentialaspect of the overall movemen

education of the child


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Creative dance

When creating dance, the childdevelops movements which express andcommunicate ideas and feelings.Children should have opportunities toexplore and develop an idea inprogressive stages, allowing time topractise, discuss and refine their

movements. Creative dance encourageschildren to acquire simple technicaland performing skills, focusing on theexpressive qualities of movement. Theemphasis should be on enjoyment anddeveloping positive attitudes to dance,thus creating an environment wherechildren feel confident to experimentwith ideas and to perform the danceswhich they create.

GymnasticsThe Gymnastics strand outlines themovement activities for each class leveland indicates how movement can bedeveloped sequentially. The activities

outlined are designed to promote skilbody management, an essential aspecof the overall movement education ofthe child. The focus is on body actionsuch as jumping, turning, swinging anbalancing and with the control andmanagement of body movements inincreasingly challenging situations.Movement tasks should provide all

children with opportunities forachievement, with tasks set to matchtheir stages of development.

As the children gain in competence,the teacher should apply appropriatequestioning to seek to increase thechilds understanding of movement.The gymnastics curriculum alsoemphasises the importance of safetywhen handling equipment.

Specific skills in gymnasticsThe Gymnastics strand contains activitwhich refer to the teaching of specificskills. A specific skill is a set move whito be performed correctly, requires gobody line, for example a headstand orhandstand. Whereas all aspects ofgymnastics have to be planned with aemphasis on the state of readiness ofthe child, this applies particularly to tteaching of specific skills. To be able tperform these with a degree of succes

the child needs to be strong and suppand be able to create tensionthroughout the body. The teachershould only teach these skills when thchild is proficient in the introductoryexercises. However, this does not meanthat skills are an end in themselves: thare a basis from which purposeful andcreative gymnastics can develop.

Strand units of the

gymnastics curriculum

Movement

Understanding and

appreciation of movement

Children prepare for a gymnastics lesson



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GamesThe Games strand is concerned withthe development of skills, the creationand playing of games and theunderstanding of games. Traditionally,there has been an emphasis on playingthe game or practising skills in isolationfrom the game. This curriculum

endeavours to link the practice of skillswith the playing of a mini- (small-sided) game. These mini games aremodified to suit the developmentalstages of the children; rules should beadapted and the size of the playing areaand equipment adjusted to meet theirneeds. In addition, emphasis is placedon skills such as the effective use ofspace and decision-making, thusencouraging the development of agreater understanding of how gamesare played.

The games programme should provideopportunities for children to developskills and understanding throughenjoyable individual, small-group andteam activities. Throughout the gamesprogramme they should be presentedwith appropriate tasks for developingtheir understanding of games. As theybecome more skilful they gain a sense

of achievement and satisfaction.Opportunities to improve personalperformance and to guide others toimprove should be provided. Developingan understanding of games shouldenable children to appreciate and enjoygames as participants and spectators.

Children should experience a balanceof skills and games in a number ofcategories. Playground games help thchild to move effectively and to interawith others. They are included in thestrand unit Creating and playinggames. A selection of invasion games,net games, striking and fielding gametarget games and shared court gamesalso suggested in this strand unit. Thesuggested games are included asexemplars. Invasion games suitable fomodification for children at primarylevel include hockey and hurling,soccer, Gaelic football and rugby,basketball, netball and Olympichandball. Net games include tennis,volleyball and badminton. Striking anfielding games most suitable for thisage group would be rounders or cricke

Target games include bowling, andshared court games include handballThe class programme should include balanced selection from the abovecategories.

Strand units of the

games curriculum

Sending, receiving and

travelling Creating and playing games

Understanding and

appreciation of games

Developing an understanding of

games should enable children to

appreciate and enjoy games asparticipants and spectators.

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Outdoor and adventureactivitiesThe Outdoor and adventure activitiesstrand is an aspect of the physicaleducation curriculum that traditionallymight not have been considered byschools in their programme. However,aspects of the content may have been

part of the geography programme, forinstance. Many of the suggestedactivities appeal to the child who maynot be highly motivated to participatein physical activity.

In the infant programme children arepresented with a variety of activitieswhich lay the foundation for outdoorand adventure activities. Simplechallenges are offered to them tonegotiate obstacles or to find their way.

The skills gained while engaging inthese activities are built upon as theyprogress through the primary school,sampling aspects of outdoor challengesand orienteering, for example. Thepresentation of the curriculum catersfor a broad range of activities. Whileindividual circumstances may preventthe implementation of some of theseactivities, the selection of a sample ofactivities will provide children with a

flavour of the opportunities presentedby engaging in outdoor pursuits.Sometimes schools may select otherappropriate activities suited to theircircumstances.

Some of the suggested activities in thoutdoor and adventure activities stracan take place indoors. This is often tbest place in which to learn basic skilbefore applying them outdoors. Manyorienteering skills, for example, can bdeveloped initially using the schoolbuilding as a base. Other activities cabe undertaken within the school

environment with little outside help omay require travelling to centressuitable for these activities. A localplayground may provide the idealenvironment for some of the outdoorchallenges, for instance. Whicheveroption is chosen, an opportunity ispresented for the child to begin aprogramme which leads to a love ofoutdoor activities.

The programme can be linked closelywith the social, environmental andscientific education curriculum. Forinstance, children develop directionaskills while exploring their school orlocality when they undertakeorienteering tasks, while positiveattitudes towards caring for theenvironment are fostered as thechildren engage in outdoor activities

Strand units of the

outdoor and adventure

activities curriculum

Walking (cycling*, camping*)

Orienteering

Outdoor challenges

Water-based activities*

Understanding and

appreciation of outdoor and

adventure activities

*strand units or sub-units for

fifth and sixth classes only

Many of the suggested activities

appeal to the child who may

not be highly motivated to

participate in physical activity.



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AquaticsThe aquatics curriculum recognisesthat there is more to swimming thanlearning to swim strokes and competingin swimming competitions. Theemphasis is on acquiring a set offundamental skills, attitudes andunderstanding before becoming

competent in traditional strokes. It isimportant that the child displaysconfidence, eagerness to participate,willingness to listen to instructionsand an understanding of and respectfor rules before development of a strokeis attempted.

Play in the water assists the child inlearning and is the preferred path forhelping the child experience thebeneficial aspects of water. Many of

the strand units contain sample gameswhich can be used to introduce,reinforce or develop the skills to betaught. These aquatic games arelearning experiences which canmotivate a child to try something orreward the child for accomplishing atask. Games can augment learning byserving as a means for practice,feedback and reinforcement. Theaquatics programme should reflect theimportance of play in the developmentof competence in the water.

The strand is presented as onecomplete unit, allowing implementatiprogressively at whatever stage thechild has an opportunity to beginwater-based activities. Where theaquatics strand is provided for infantcareful consideration needs to be givto the appropriateness of the activitieto the developmental stage of the chi

and to the practical considerations ochanging clothes.

Developing understanding and

appreciation

Each strand in the curriculum contaia strand unit Understanding andappreciation which is designed tofoster an understanding andappreciation of the activitiesexperienced by the child as the stranis explored. Observation, discussionand questioning are features of thisstrand unit. For instance, the child isencouraged to observe particularaspects of movement in gymnastics(e.g. pathways taken), to interpret amood (e.g. excitement) in dance or todevelop an understanding of pacewhen running. A knowledge of eventsin athletics or recognising opportunit

to become involved in clubs are otherexamples of the content of this unit.

Strand units of the

aquatics curriculum

Hygiene

Water safety

Entry to and exit from the

water

Buoyancy and propulsion

Stroke development

Water-based ball games

Understanding and

appreciation of aquatics

Pictured opposite

Outdoor and adventure activities

present exciting challenges for children

in the physical education lesson.



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Providing opportunitiesfor a range of skills throughGaelic games


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Schoolplanning for

physical

education

Section 3


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Providing a broad,

balanced physical

education programme

The programme should

meet the needs of the school

include all strands of the

curriculum where possible

provide for progression and

continuity

recommend some selection

within strands

School planning for physical

education

16

The successful implementation of thephysical education curriculum will bedependent on efficient planning by theschool and teachers. This section willexamine two aspects of this planningprocess:

curriculum planning issues inphysical education

organisational planning.

Curriculum planningSome of the issues which may need tobe discussed as part of the schoolsplanning for physical education includethe following:

The purpose and nature of

physical education in theschoolExploring and discussing the purposeand nature of physical education in theschool can form the starting point forplanning the programme. Thecontribution of physical education tothe harmonious development of thechild should be examined, leading toan understanding of the role whichphysical education may play in the

curriculum.

A broad and balanced physiceducation programmeAs the curriculum providesconsiderable flexibility for the schoolplanning at school level will helpteachers to ensure that the physicaleducation programme

meets the needs of the school.

Where a school has a strongtradition in a particular activity, itshould ensure that due emphasis iplaced on other aspects of thephysical education programme, thuensuring that children experiencebalanced programme of activities.The school that is situated in an awith a strong games tradition, forinstance, while acknowledging theneed for games in the programme

should also emphasise other stranwithin the programme.

includes all strands of thecurriculum where possible. It isimportant to remember that wheremay appear impossible to implemea complete strand, because ofconstraints of facilities or resourceit may be possible to implement astrand unit or indeed part of astrand unit.

provides for progression andcontinuity between classes. Eachlevel of physical education isdependent on the implementationof the previous level.


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Timetabling should allow for

maximum time for activity in thephysical education lesson.


Progression involves children moving

from simple tasks to more difficulttasks

from natural movements to skilful,artistic ones

from dependence toindependence in learning

from performing given tasks tobeing able to structure their own

from using given criteria to judgeperformance to developing theirown criteria to evaluateperformance.

There are two elements of theprogression: difficulty and quality.Progress in the level ofdifficulty ofperformance may be achieved in avariety of ways. For instance, the use of

smaller targets at which to aim a ballwhen playing games, or combiningmovements to create increasinglycomplex sequences in gymnastics,increase the levels of difficulty.Progress in the quality of performancecan be identified through a variety ofactivities, some requiring better poise,others requiring increased control ofthe body, better footwork in netball orbasketball, or improved tension in

gymnastics.Continuity is ensured when regularlessons which are appropriatelytimed are built in to the wholeschool plan, with activities outlinedfor each class and implemented byteachers in accordance with theschool plan.

recommends some selection withistrands. Where it is possible toinclude all strands of the curriculuin the schools programme, someselection within strands may benecessary. For instance, within theGames strand it may be useful tooffer advice on the selection of anumber of small-sided (mini-) gam

while still ensuring a wide range oexperiences. Within the Gymnasticsstrand it may be possible to achievthe objectives outlined in a relativshort unit of work by carefullyselecting themes. The programmeshould advise teachers on such aselection.

The amount of time to bedevoted to physical educatioThe allocation of time to the differenstrands of the physical educationprogramme will have to be consideredand agreed. Time-tabling requiremenwill have to be discussed, allowing formaximum time for activity in thephysical education lesson.Arrangements could be agreed whereclasses share the responsibility forlaying out and storing equipment.


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... ensure that the child pursues

a healthy life-style and develops

a positive attitude towards

physical activity.

18

While a timetable for use of facilitieson a weekly basis is necessary, it may behelpful to consider the amount of timedevoted to a subject over a period oftwo weeks or a month, when strands ofthe programme which may need to beblocked are considered, e.g.Aquaticsor Outdoor and adventure activities.Provision could also be made for

ensuring that strands of the curriculumwhich need to be spread over theschool year to ensure progress are givenconsideration.

Integration with other subjectsMany of the broad objectives ofphysical education, such as thedevelopment of self-esteem, confidenceand initiative, are shared with othersubjects. Within physical education it is

through learning opportunitiesprovided in the various aspects ofmovement that the achievement ofthese objectives can be enhanced.Physical education can be integratedwith English, Gaeilge, geography, art,music, mathematics and especiallysocial, personal and health education.The development of other curricularareas can be enriched through aprogramme of physical education which

is broad and balanced. Planning for thetransfer and reinforcement of learningfrom one area of the curriculum toanother is essential to ensure success.It is important therefore for schools toconsider the links that exist betweenphysical education and other subjectsat each class level.

Physical education and healtHealth-related fitness emphasises thestate of health of the body a bodywhich works efficiently and a feelinof physical well-being. It is not specifto any particular sport and is not to bconfused with physical fitness, whichimplies various levels of fitness as

appropriate to particular stages ofdevelopment and to particular sports

From the earliest years the health-related fitness of the child is promoteby school and parent partnerships.Both should co-operate to ensure thathe child pursues a healthy life-styleand develops a positive attitude towarphysical activity. Initially, this ispromoted through experimenting witand exploring movement and develop

the natural tendency to play. As thechild progresses through the primaryschool, opportunities to develop furthhis/her awareness of the role of physiactivity for health should be provided

Promoting gender equitythrough physical educationIn planning the physical educationprogramme, consideration should begiven, on an equitable basis, to the

needs and interests of both girls andboys. Access to a balanced programmof physical education activities shoulbe ensured for girls and boys.


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The suitability and modification

of activities within individual

strands should be considered

carefully to ensure the benefits

to the child.

Safety precautions cannot

remove all risks but should

eliminate unnecessary hazards.


Consideration should be given to

the need for gender equity

helping children to build positiveattitudes towards all activities

providing equal access for allchildren to the physical educationequipment and facilities and to theplay areas

grouping children for physicaleducation. While it may be necessaryto group pupils occasionally fordifferent activities, this should notbe done solely on the basis ofgender.

the needs of girls and boys whenpromoting the health-related fitnessof children.

Providing for differing abilitiesTeachers need to consider planningto suit differing abilities. Guidelines onpossible methods of providing for therange of abilities would be helpfulwhen the teacher plans work for aparticular class.

Planning for the child withspecial needsAs physical education is a necessary

part of the curriculum for all children,the programme should offer each childthe widest possible range ofexperiences. A safe and secureenvironment should be provided forphysical education appropriate to thechild with special needs.

A child who is especially gifted shouldbe challenged by tasks appropriate tohis/her level of ability. On the otherhand, the child whose rate of progresis considerably slower may need tohave skills, activities and equipmentmodified. Specialist advice may besought to identify the appropriateactivities. The suitability and

modification of activities within theindividual strands should be considercarefully to ensure the benefits to thechild.

Safe practice in physicaleducationPhysical education includes manyactivities which offer a challenge to thchilds initiative, determination andcourage. Safety precautions cannotremove all risks but shouldeliminate unnecessary hazards. Thefollowing should be considered:

the working relationship establishbetween teacher and class is one othe most important factors infostering a safe learningenvironment

the medical condition of individuachildren, which may affect their

safety during a physical educationlesson, should be made known to tteacher

the skill and knowledge of theteacher, combined with the sense responsibility of the child, can helprevent accidents


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20

an awareness of the age, stage ofdevelopment and any special needsof the child is essential in ensuringthe childs safety

the safety statement within theschool plan should containprocedures to be adopted shouldaccidents occur in the physical

education lesson.Posture

Emphasis should be placed on themaintenance of good posturethroughout all activities, which isespecially important when lifting andcarrying apparatus.

Warm-up, cool-down

Children need to acquire a practicalknowledge and understanding of

warming-up and cooling-down in orderto prepare the body safely andeffectively for exercise and to recoverafterwards. This process starts withtheir following consistent good practiceand culminates in their designing theirown relevant and appropriateprocedures. Teachers need to presentwarming-up and cooling-down activitiesthat are safe and enjoyable.

Clothing

Each school should devise anappropriate practice for dress forphysical education. Changing out ofthe clothes worn during the physicaleducation class immediately afterwardis a desirable practice where possibleThe clothes worn should allow mobili

during all activities and should beappropriate for a variety of condition

Appropriate footwear is especiallyimportant. On no account shouldpupils work indoors in stockinged feewhich do not grip the floor, nor shouthey be allowed to work barefoot unleconditions are suitable. Jewelleryshould not be worn.

Equipment

The equipment used for all activitiesshould be suited in size, weight anddesign to the age, strength and abilityof the child and should be of goodquality and in good repair.

Great care is needed in the choice anuse of apparatus; damaged apparatusshould never be used. The condition all equipment and working areas shoube checked regularly to ensure that thchildren are working in a safe and cle

environment.


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Assessmentan integral part of

teaching and learning in physical

education

... to enhance the experiences of

the child in physical education.


Assessment in the curriculumAssessment is an integral part of theteaching and learning process inphysical education, as in other areasof the curriculum. While individualteachers have been forming judgementsabout progress in physical education,it has not always been approached

by the school in a systematic way.As teachers discuss and plan for theimplementation of the physicaleducation curriculum, assessmentissues should be considered at schoollevel. Such discussion should lead to ashared understanding of howassessment can enhance teaching andlearning in physical education andculminate in the formulation of aschool policy for assessment. Thefollowing considerations could informsuch discussion.

Purposes of assessment

The curriculum identifies the roles ofassessment in physical education onpp. 68-74. Assessment provides theteacher with information which helpsto enhance the experiences of the chin physical education. It can help theteacher to discover what pupils can d

and what they know and understand.It can indicate the different rates ofprogress that children are making andhelp to monitor the childsachievements related to the objectiveof the physical education programmeAssessment can help teachers in theplanning of future work in physicaleducation and identify difficultieswhich children may be experiencing,thus helping the teacher to adaptactivities for the individual child.

Communication with other teachers,with parents and with otherprofessionals and transferringinformation to second-level schools ienhanced by the information gleanedfrom assessment. Assessment can helpschools evaluate the development of tcurriculum in physical education.


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Assessment tools in

physical education

teacher observation

teacher-designed tasks

curriculum profiles

22

A range of assessment tools

The curriculum advises that a variety offorms of assessment be used to ensurethat a full range of abilities in physicaleducation is assessed and to allow forindividual learning styles. The formsidentified below are compatible withteaching and learning in physicaleducation, as they can be undertakenas teaching and learning take place. Theforms of assessment recommended are

teacher observation: the monitoring ofchildrens progress as the actuallearning takes place in physicaleducation

teacher-designed tasks: the wide rangof tasks which the teacher sets forthe child to complete and which cbe assessed as the children arelearning

curriculum profiles: a way in which tchilds progress can be assessed anrecorded using indicators. As

curriculum profiles for physicaleducation have not yet beendeveloped at national level, schoolmight wish to devise profiles whichmeet their individual needs.

Manageability of assessment

If assessment is to complement theteaching of physical education it shouprovide useful information withoutimpinging on valuable teaching time.The system introduced should be

practical and should be quickly andeasily implemented. The recording ofinformation during a physicaleducation lesson should be minimal tensure that the children are active ansafe throughout and that they continto enjoy the lesson.

Building a common understanding

of assessment

Discussing the progress and

achievements of individual children athe curriculum profiles from differentclasses will facilitate discussion amonteachers about assessment. A commounderstanding of the language used ithe recording of assessment will benecessary to ensure consistencythroughout the school. Moderation o


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assessment occurs as teachers shareteaching experience in this way andcome to a common understanding ofwhat assessment of physical educationrepresents.

Recording and communicating

The assessment tools recommendedin the curriculum which are selected

for use by the school will provideinformation on a childs progress andachievement and will provide the basisfor communication with other teachers,parents and others in the educationalcommunity.

Thepupil profile card will be used torecord this information and willfacilitate communication. The profilewill need to be adjusted and updatedon a regular basis, thus helping toensure continuity and progressionbetween classes.

Any report of a childs progress might

contain information, gathered by theuse of the assessment techniquesoutlined above, related to

the attitude of the child toparticipation, which is indicated bfactors such as

acceptance of winning or losing

understanding of fair play

the appropriateness of dress forthe physical education lesson

the effort displayed by the child

the application of safe practices

the childs achievement related tothe strands of physical educationwhich he/she engages in, which isindicated by factors such as

physical competence

knowledge and understanding oactivities

creative and aestheticdevelopment

development of health-relatedfitness.

Creative and aesthetic development through dance


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Planning for physical

education should

create a common

understanding of physicaleducation

aim to utilise fully the

interests and expertise of the

teaching staff

provide real help to the

teacher

involve an examination of the

facilities and resources

available to the school

contribute to the overallschool plan which will be

reviewed by the board of

management

determine how the school

intends to phase in the

introduction of the new

programme

involve review and evaluation

involve communication

between teachers, parentsand the board of

management

determine the roles of the

principal and the teacher in

the planning and

implementation of the

programme.

24

Organisational planning

Developing the school plan forphysical education

Planning for physical education should

create a common understanding ofphysical education. Organisational

planning for physical educationshould be a collaborative andconsultative process. The principalhas a key role to play in encouragingthe contribution of all staff and infostering a shared responsibility forplanning the programme. Theplanning process should help tobuild a common understanding ofphysical education. Thisunderstanding will be fostered by aprocess of consultation and

collaboration involving the principaland teachers and, where appropriate,parents and the board ofmanagement.

aim to utilise fully the interests anexpertise of the teaching staff. Sommembers of the school staff mayhave developed expertise in oneparticular strand of the curriculumothers may have developed and usa variety of approaches. While theclass teacher is the most appropriateacher to teach the physical

education curriculum, theimplementation of the programmeenhanced when teachers shareexpertise with other staff membersThis may extend to teaching physiceducation or a particular strand ophysical education to anotherteachers class. However, it should remembered that in order toimplement the programme a teachdoes not need to be a specialist in

the teaching of physical educationor to be able to demonstrate orperform the skills to be taught.

provide real help to the teacher. Twritten statement that results fromthe process of planning provides avaluable reference for the staff. Thprocess of planning itself, howeverequally important in giving the woof teachers a clear sense of directiand purpose.


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a teacher does not need to

be a specialist in the teaching of

physical education or to be able

to demonstrate or perform the

skills to be taught.


involve an examination of thefacilities and resources available tothe school. Every effort must bemade to improve the quality of thefacilities and resources where it isdeemed necessary. The availability ofsuitable outdoor and indoorfacilities and the large and smallequipment provided for use should

be examined. Provision should bemade for the recording, storing andaccessing of all equipment. It shouldbe remembered, however, that wherefacilities are limited it may not bepossible to implement all strandunits of a particular strand but onestrand unit could be taught veryeffectively. The implementation ofpart of another strand unit may alsobe possible. For instance, when

teaching athletics it may be possibleto teach all aspects of the Runningstrand unit in a school yard withlittle or no equipment as well asparts of the Throwing strand unit.

contribute to the overall school planwhich will be reviewed by the boardof management. Within theresources available to it, the boardshould ensure that adequatefacilities and resources are available

for the implementation of the plan.The safety statement for the schooldevised by the board should makeprovision for safety during thephysical education lesson.

determine how the school intendsphase in the introduction of the nprogramme. Where new schemes abeing drawn up it may be possibleincorporate some of the learningactivities which formed part of theprevious schemes. A sensibleschedule for implementation willtake into account changes in the

subject and changes in othersubject areas.

involve review and evaluation. Theon-going review and evaluation wiidentify successful aspects of theprogramme and those which mayneed further development. Thisprocess helps the teacher to planefficiently and informs thedevelopment of the school plan fophysical education.

involve communication betweenteachers, parents and the board ofmanagement. This can be fosteredthrough discussions, school or clameetings, circulars or a range ofother methods.

determine the roles of the principand the teacher in the planning animplementation of the programme

The principal should

examine the facilities andresources available and seek toimprove provision where necess

raise awareness among all thoseinvolved in teaching physicaleducation of their different,although complementary, roles


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26

devise a timetable to meet theneeds of all classes within theschool, ensuring the maximum useof all facilities throughout theyear.

The role of the teacher could beoutlined as

devising balanced programmes, in

line with the school plan, whichcater for the particular needs ofeach child

helping the child develop apositive self-image, co-operationwith others and a sense of fairplay

ensuring that the childexperiences a variety of vigorousand challenging activities

fostering a stimulating and secureenvironment in which the childcan be creative and imaginative

linking physical educationactivities with other curricularareas when appropriate

evaluating the programme andassessing the progress of the child

providing information to parents,in line with school policy, about

the class programme for physicaleducation

consulting parents on theprogress of the child

having due regard for safety byensuring that the child adoptssafe practices.

Some of the work of developing orco-ordinating the implementationof physical education might beundertaken by a teacher or teachewith a particular interest or expertin the area. If this approach is usesuch a teacher can undertakeresponsibility for

encouraging the teaching staff tparticipate in the formulation othe physical education plan

gathering information about theamount of physical educationcurrently taught and the contenof the existing programme

devising, in consultation with thstaff, a written plan

reporting on the progress of woon the plan

organising the necessaryresources to implement the plan

presenting draft documents to tstaff at each meeting

supporting colleagues as theyprepare schemes of work andimplement the plan

informing new members of theteaching staff about the plan.


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Organising and managingsupport for the physicaleducation programme

Support of parents

Effective partnerships are dependenton good organisation and management.The support of parents for theprogramme of physical educationshould be sought so that childrenderive maximum benefit from physicaleducation. An appreciation of theimportance of physical educationshould be fostered in the wider schoolcommunity. Parents with particularexperience in the area of physicaleducation could be encouraged toassist when specific opportunities arise.Talks on topics related to physicaleducation could be organised by

parents or they could be encouraged tohelp with activities such as Sport for AllDay, visits to the swimming pool andoutdoor education trips.

Support of coaches

National and local sports organisationsmay offer to provide coaching ofparticular sports on a voluntary basis aspart of the physical educationprogramme. In the same way, dancers

associated with particular projects topromote dance in education may offerto teach dance. Employment schemesmay offer personnel to assist in thedevelopment of particular sports.

In determining the role of any coacheleaders or dancers the teacher shouldidentify the

needs of the children

gaps in provision

extent to which the supportpersonnel will benefit the individuchild and class

previous experience with youngpeople of the personnel selected

qualifications of the supportpersonnel

knowledge of health and safetydisplayed by the support personne

organisational skills of the supporpersonnel.

The class teacher should then discus

with the personnel selected therequirements of the class and ofindividual children within the classwhere appropriate, the schools policyon physical education and the classprogramme for physical education. Thselected personnel can then supportthe role of the teacher in the implemeation of a programme which will benethe individual child and the class. It iessential that a class teacher be prese

as the coach works with the class.


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The teacher must retain overall

responsibility for planning,

organisation, control and

monitoring to ensure that the

childs physical activity is

coherent, consistent, progressive

and controlled.

Provision should be made for the

recording, storing and accessingof all equipment.

28

The school should take on theresponsibility for ensuring that allthose involved in teaching are awareof their different, althoughcomplementary, roles. It shouldconsider the Code of Ethics and GoodPractice for Childrens Sport in Ireland

which offers guidance for personnelinvolved in sport. While it may be

beneficial for sports coaches anddancers to assist during curriculumtime, their role should be one ofsupport, not of substitution for theteacher. The teacher must retain overallresponsibility for planning, organisation,control and monitoring, to ensure thatthe childs physical activity is coherent,consistent, progressive and controlled.

The in-career development needs of

teachersDuring planning for the physicaleducation programme, the needs ofteachers for in-career developmenteducation should be met. Any staffmembers who wish to avail of in-servicetraining for physical education shouldbe encouraged and supported. Coursesdesigned to enhance the teachersimplementation of a strand or strandsof the physical education programme

should be provided. The co-ordinator ofthe programme could identify therelevant courses for teachers. Practicaladvice on how a range of assessmenttools could be used in the assessmentof physical education will be requiredby many teachers.

Managing and organising resource

and facilities

The availability of suitable outdoor anindoor facilities and the large and smequipment provided for use should bexamined. Provision should be made the recording, storing and accessing all equipment.

Use of indoor and outdoor facilitie

It is possible to implement manyaspects of the programmes of athleticand games using an indoor area.However, an outdoor area providesmore scope for the development of acomprehensive programme. An outdograss facility is an additional featurewhich can enhance both programmes

Gymnastics and dance are best suited

to an indoor area, with only very smalaspects of each programme beingpossible outdoors for a limited timeeach year.

The organisation of aquatics will beinfluenced by the degree of access topool facilities, the provision oftransport and the availability of suitaqualified swimming teachers. For somschools access to a facility for aquaticis not possible, but every effort shoul

be made to provide even a short blocof time for each class at some stageduring the primary years.


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Outdoor and adventure activities canbe undertaken initially in most schoolsor school grounds. When the schooland its surroundings have beenexplored, progression will naturally leadto new activities beyond the schoolgrounds. The need then arises toexplore outdoor facilities in the localarea. Where possible, a visit to an

outdoor education centre which offersa wide range of activities may beundertaken. The class teacher shouldconsult the staff of the chosen centre toplan activities appropriate to the needsof the individual class.

Use of community facility

Where an appropriate indoor oroutdoor facility is not available withinthe school, access to a community

facility should be examined and timeallowed to travel to use it wherenecessary.

Availability of equipment

A comprehensive range of equipmentis necessary to teach a balancedprogramme of physical education.Storage and maintenance of equipmeis essential and children should betaught to store equipment carefullyand to report any damaged equipmen

Advice on handling and storage ofequipment should form part of thesafety statement of the school. (SeeAppendix for list of suggested equipment


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30

Use of publications, books, video

and audio tapes

During planning, teachers shouldreview the materials available forsupporting the programme. Many ofthe governing bodies of various sportspublish valuable materials for use byteachers and coaches. A wide range of

books on physical education is available,as well as books concentrating onparticular sports modified for teachingchildren. Posters and charts are alsovaluable in raising awareness of aspectsof the programme. Some form of

indexing or filing of teaching materiawithin the school can help teachers uthem most effectively.

Video recordings of carefully-selecteddance performances or sportsprogrammes can enhance the teachinof the programme. Specific skills, forinstance, can be demonstrated with t

aid of a video. Audio tapes are animportant resource for the teachingof dance. Suitable music for folk andcreative dance should be collectedand filed.

In addition, many books based onsporting themes are available forchildren; some relate the story of asports personality, some contain factsabout sport and others relate thestories of children involved in sport.

These books will prove useful in theteaching of physical education andshould be available in the school librawhere possible.

Support of national governing

bodies, local clubs or groups

National governing bodies representivarious sports offer trainingprogrammes for teachers, as well assupport materials. Local sports clubscan support schools in implementingthe physical education programme, andance groups may offer to perform fochildren or invite children to take parin workshops. Any opportunity the clacan get to watch a game or aperformance can make a valuablecontribution to their physicaleducation.


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Establishing links with local sports

clubs and dance groups

Schools should consider liaison withlocal sports clubs and dance groupswhere possible to facilitateparticipation by the children inactivities provided by clubs or groups.Specialist coaching is often offered by

clubs, and children are provided withopportunities for social and personaldevelopment as they join in activitieswith other children.

Physical education in smallschools or schools with limitedfacilitiesWhere schools have specific problemsrelated to a lack of indoor and outdoorspace, consideration might be given to

the use of the classrooms, corridorsand school grounds for orienteeringexercises

the provision of markings on theplayground for athletic activities andsmall-sided games

the use of local facilities, e.g.community centres, parish halls,youth clubs, etc.

co-operation with other primary or

second-level schools in sharingfacilities

allocating more time to physicaleducation in good weather

visiting an outdoor education centreproviding facilities for manyworthwhile activities

forming links with sports or danceorganisations which provide suppopersonnel and equipment. (See alsp. 27, Organising and managing supp

for the physical education programme

When planning the teaching ofcomposite classes the teacher mightconsider

individual or partner work whichallows for different activitiesappropriate to different stages ofdevelopment using the sameequipment and play area

introducing follow-up activities tobasic lesson where one group has opportunity to practise again whatwas covered in the basic lesson whthe other group moves ahead anddevelops further the content of th

basic lesson

group work using the stationteaching method where a groupwork together at a station and moon to complete a different task orplay a different game at anotherstation. In this way a group can becomposed of children of similarability or children at the same claslevel. (See Approaches andmethodologies, p. 51.)

using the support personnelprovided by sports or danceorganisations to help with groupteaching. (See also p. 27, Organisingand managing support for the physica

education programme.)


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Classroomplanning for

physical

education

Section 4


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Considerations for the

class programme

the experience of the class

the guidance offered by theschool plan

use of a variety of teaching

methods and approaches

the time devoted to each

strand and the depth of

treatment

the period of the year in

which activities might take

place

establishing a code of

practice for physical

education lessons

the availability of resources

and support

the integration of strands

with other subjects

the involvement of pupils in

the organisation of physical

education

how to provide for differing

abilities

how pupil progress might be

assessed

Classroom planning for

physical education

34

Considerations for theteacherMany of the most important concernsfor the teacher when planning aprogramme of work for a class are thosediscussed already in Curriculum planning.

In addition, consideration should be

given to the following:

The learning needs of thechildrenIt is essential to establish theexperience of the class to date withparticular reference to the workcompleted in the various strands.Liaison with the previous class teacherand consulting the class recordscontaining information gained from

previous assessment should provide theinformation necessary for building anew programme.

The schools programme forphysical educationThe aims and broad objectives of theschools programme and the guidanceoffered in the school plan on theselection of appropriate strands andstrand units will provide further

direction for the teachers work withthe class.

Teaching methods andapproachesThe use of a wide range of methods aapproaches is essential when teachinphysical education and should beconsidered as the teacher selects thecontent of the class programme.Suggestions for a range of approache

which are particularly suited to theteaching of physical education areprovided on pp. 42-101.

TimePlanning a class programme involvesconsidering the time to be devoted toeach strand and the depth of treatmeof each strand. It should be noted thait is not necessary for each strand tohave an equal share of curriculum tim

provided that the agreed objectivesoutlined for each class can be achievein the time allocated to a particularactivity. Some activities will requiremore time than others. Time fortravelling to a pool or outdoor activitcentre, for example, should be planneIt is recommended that the year bedivided into blocks of four to six weekA strand or part of a strand may becompleted in this time. Where a part a strand is covered in a block of timemay be useful to complete it at anothtime of the year. Fig. 1 illustrates agames unit which is initiated inSeptember and is completed later inthe programme.


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When to teach each strand

Selecting the period of the year inwhich activities might take place i.e.when to teach each strand, may involvesome of the factors outlined below

where access to the indoor oroutdoor facility is restricted at anytime it may be helpful to have two

strands running concurrently onesuitable for teaching indoors, theother for teaching outdoors. It isessential to consider activities whichmay be affected by weather and toplan an alternative activity whichcan be undertaken indoors, wherepossible, where a late cancellationis necessary.

the time of the year at which acceto an aquatics facility is possible

the time of the year at whichtravelling off the school site isfeasible, e.g. for an orienteeringexercise

the importance of encouragingmaximum participation in vigorou

activity should be considered duricold weather or when a class isconducted during the early morni

September November January April

October December March June

Games Dance Gymnastics Games

Athletics Gymnastics Dance Outdoor/Adv.

Games Athletics

Fig. 1(a). Sample plan of work for physical education for infant classes

September November January April

October December March June

Games Dance Aquatics Games

Athletics Gymnastics Gymnastics Athletics

Dance/Games Outdoor/Adv.

Fig. 1(b). Sample plan of work for physical education for first to sixth classes


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36

Establishing a code of practice for

physical education

Consideration should be given todevoting time in initial lessons toestablish a code of practice for physicaleducation lessons including changingof clothes, moving to and from the playarea and methods of organising,

distributing and setting out equipment.Suggested methods of organisation areoutlined on pp. 51-54.

The availability of resourcesand supportIt is helpful to establish what resourceand support might be available:

another staff member may shareexpertise

another class may share the task o

setting up or dismantling equipme materials or resources may be

available to help plan units of work

an in-service course may giveguidance on the implementation othe strand

a national governing body (withresponsibility for a particular spormay offer support in the form ofcoaching of a particular sport withteacher guidance, or a local dancegroup could visit the school toperform or to engage children indance

parent volunteers may be invited thelp with certain activities, e.g. trito a local adventure playground.


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IntegrationIt is important to consider how certainstrands or strand units can beintegrated with other subjects.Integration could take place withinphysical education (linkage) or withother subjects. Many playground games,for example, could be planned as part

of an athletics or games unit. WhileFig. 1, page 35 presents a programmewhere a block of time is devoted to aseries of lessons, aspects of theOutdoor/ adventure activities strand areparticularly suited to an integratedapproach combined with a full-dayexperience at a given time. Furthersuggestions for integration aredescribed on pp. 45-47.

Involvement of pupils in theorganisation of physicaleducationIt is recommended that the teacheridentifies how pupils can be active inorganising lessons. Examples of suchpractices are:

Children at all class levels can beinvolved in laying out the equipmefor the lesson.

Children from third class onwardsmay be encouraged to devise andpresent a simple warm-up exerciseseries of exercises havingexperienced many presentations ogood practice. Some children maydevelop this aspect further bycreating a warm-up routineaccompanied by music andpresenting it to the class.

Children in fifth and sixth classesmay be able to devise simpleorienteering exercises based on amap of the school grounds whichthey could present for use byyounger children in the school.

Preparing for a games lesson, setting up stations for different activities


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Providing for differing

abilities

applying different levels of

difficulty to tasks setting a common task but

allowing children to operate

at different levels

placing an emphasis on a

variety of strands, strand

units or different activities

within a strand

grouping children sometimes

by ability and sometimes by

gender

38

Providing for differing abilitiesTeachers will need to plan activitiesthat allow children to undertake tasksappropriate to their levels of ability.When planning to suit differingabilities, consideration should begiven to the following strategies:

applying different levels of difficulty

to tasks. For instance, one child maybe asked to throw a beanbag andcatch it with both hands whilestationary, another child may bechallenged further by being asked toperform the activity while moving. Ina different context, a child is askedto discover how far she can run intwo minutes, while another child isasked to discover how far he can runin one-and-a-half minutes.

setting a common task but allowingchildren to operate at differentlevels. For instance, composing adance where children may show adifferent response to the samestimulus allows for individualdifferences.

placing an emphasis on a variety ofstrands, strand units or differentactivities within a strand. Theteacher can cater for the varying

abilities and experience within agroup of children by selecting froma range of strands or strand unitswhen planning the programme.In this way, he/she can provideopportunities for the children withexperience of particular activities toexcel and to work at a different level

in other activities of which they halittle or no experience. Planningshould provide for a balance in theselection of activities, thus caterinfor differing abilities.

grouping children sometimes byability and sometimes by gender.Where the station teaching metho

is used (see p. 51) it is possible togroup children of similar abilitywhere this may prove beneficial. Inlesson where children are playing small-sided version of a game, theycan be more active in the game ifthey are playing with children ofsimilar ability. It may be importantform single-sex groups for someactivities. For instance, in a classwhere girls havent had experiencea game such as football, it may bemore beneficial if a group of girlsplayed the small-sided version of tgame together. This will encouragegirls to become more active in thegame situation. However, it shouldbe remembered that many girls mabe capable of joining with boys inother groups. When children areengaging in contact activities, thesize of the child should beconsidered and children could be

paired or grouped accordingly.


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AssessmentAssessment is an essential componentof the cycle of planning, teaching,learning, assessment and evaluation.The ways in which various activities canbe assessed should be considered, withreference to the school policy onassessment, as the teacher plans classes

or units of work. The exemplar lessonsand units of work contained in theApproaches and methodologiessection, pp. 42-101 indicate howassessment techniques may be appliedin the context of lessons or units. Theapproach Looking at childrens workoutlined on pp. 98-100 offers furtherguidance on how childrens experienceof physical education can be enhancedby observing their progress. Theoutcomes of such assessment will inturn inform the planning of future work.


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Mini-games providing fordiffering abilities


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Approaches

and

methodologies

Section 5


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Approaches and

methodologies

42

A variety of approachesOne of the keys to the successfulteaching of physical education is theuse of a broad range of approachesand methodologies. This section of theguidelines outlines some of theapproaches that have been found tobe particularly suited to physical

education in the primary school.

As it is acknowledged that schools,classes and teachers will vary, somemethods will suit particularcircumstances better than others, andthe nature of the strands themselvesnecessitates the use of a variety ofteaching methods. There is a need toexamine the teaching methods whichwill best enhance the achievement ofthe objectives, taking factors such as

the content and context of the lessoninto account, as well as the needs ofthe learner.

Teaching approaches are notnecessarily exclusive. An effectiveteacher is likely to switch and mixapproaches to suit the objectives of theunit of work or the lesson. As objectivesvary within a lesson, the effectiveteacher will move between differentteaching approaches or methods. The

teacher begins by deciding what he/she wishes to achieve and then choosesthe most appropriate method ofrealising those objectives.

Exemplars

Throughout this section of theguidelines exemplars are included.Many exemplars contain lessons orunits of work illustrating a broad rangof approaches and methodologies,detailed content of the lesson or unitand some methods of assessment.

Exemplar 2 illustrates how physicaleducation can be integrated with othsubjects, while Exemplars 68 illustrafolk dances which may be used to forfolk dance lessons or units of work.

Selecting appropriate methodologi

and approaches

Among the teaching approaches whicare particularly appropriate forteaching physical education are

the direct-teaching approach the guided-discovery approach

integrated approaches.


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Direct-teachingapproachThe direct-teaching approach involvesthe teacher in telling or showingchildren what to do and in observingtheir progress. It entails the teachermaking all, or most of, the decisionsconcerning the content of the lessonand the child responding toinstructions. It is a useful approach ifthe objectives are concerned withperforming folk dances, for instance.It allows for practice of skills within agames situation where the teacherdecides on the nature of the practiceand the time allocated to it or thenumber of repetitions. Direct teachingis appropriate too for use whenorganising activities, ensuring that

safety practices are being applied andin the handling of PE equipment. Thus,it can feature as part of the teachersapproach in a wide range of lessons.

Guided-discoveryapproachThe guided-discovery strategy involvesthe teacher in designing a series ofquestions that will eventually lead to

one or more appropriate answers andultimately the discovery of a particularconcept or solution. It is one of theapproaches that offer children theopportunity to make decisions, solveproblems or take initiative. The use ofthis approach promotes discussionamong children and enhances thechilds capacity to evaluate.

The guided-discovery approach can bused where the teacher wishes to placan emphasis on leading the children explore and experiment with movemechallenges. It may be utilised as a chiexplores movement through informalplay experiences. It can be used whenthe teacher wants children to thinkabout the application of concepts or

tactics in games, where appropriatequestioning can lead to a deeperunderstanding of how a skill can beemployed in a games situation.

This section of the guidelines providemany examples of the application ofthese approaches in the exemplarlessons.

Exemplar 1 illustrates many instances guided-discovery learning. Where the

guided-discovery approach is used it indicated by the use ofbold type.Throughout all the activities where, fexample, children are challenged todiscover better throwing techniquesand striking actions, to develop scorisystems and rules or to select betteroptions or tactics when playing gamethe teacher is guiding their learning.The teacher may select a direct-teaching approach when organisingand setting up some of the practicesand games in this unit.


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Lesson 1, 2

Twos: rolling and stoppingpractices.

Twos: throwing and catchingpractices, using a small ball,include under-arm and over-

arm throw.

Children discuss

which throw is more

effective for height or

length?

Individual: striking practicesusing a bat

strike a ball along theground with a bat andretrieve it

strike a ball against a wall

using a bat.

Children discuss

how can you control

the striking action to

produce a strong or a

gentle shot?

Group: Relay activities,carrying a ball on a bat.

Lesson 3, 4

Twos: develop throwing andcatching practices whilemoving in a given area (grid).

Twos: create a striking gamewhere only one partner has

a bat.

Children discuss

scoring

rules

Fours: One pair teachesanother pair or the class thegame they created.

Children continue to work inpairs playing the games thatothers created.

Lesson 5, 6

Fours: play games of mini-rounders (2 fielders, 1batter, 1 bowler)

batter rotates after everythree bowls, batter scores by

running to marker and backto base before fielderreturns ball to bowler

Children discuss

how fielders return the

ball to the bowler:

under-arm throw, over-

arm throw or roll

when each of the above

actions is appropriate.

Lesson 7, 8

Fours: play mini-rounders asin previous lesson.

Children discuss

where batters aim to

hit the ball, e.g.between fielder and

bowler, over the head

of the bowler, to the

open side of the

fielder.

Exemplar 1A guided-discovery approach in a unit of work in games second cla

ThemeThis unit of work is designed to develop the games skills ofthrowing, catching, striking, carrying and running. It aims toencourage children to play games that develop these skills andto create games.

Warm-up activities focus on running, dodging and chasing games stretching exercises

AssessmentAmong the techniques which may be used are: teacher observation: observations on childs interaction w

partner and group, competence displayed as skills arepractised, understanding of activities, creativity displayedwhen creating games, fitness level of child, application ofsafety practices

teacher-designed tasks: striking practices, carrying a ball oa bat, etc.

curriculum profiles: use teacher observations to complete

curriculum profile.

44


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IntegrationThe teacher should consider howobjectives can be achieved throughintegration. Physical education hasmany objectives which are developed byother subjects such as Gaeilge, English,art, music, mathematics and especiallysocial, personal and health education.

The development of these subjects canbe enriched through a programme ofphysical education which is broad andbalanced. Some of the opportunities todevelop links with these subjects areoutlined below:

SPHE: The emphasis in the physiceducation programme on promotienjoyment of and positive attitudetowards physical activity and itslifelong contribution to healthcomplements the strand unit of theSPHE programme Taking care of mbody. Engaging in activities outdocan be linked with the strand unit

Environmental awareness and careGames and athletics provide valuabopportunities for the child to learnto accept decisions and rules and tdevelop the concept of fair play,which the strand unit Relating toothers explores. Swimming and othaquatic activities can promote safeconsiderations developed in thestrand unit Safety and protection.

Measuring and recording achievement


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46

Language: The use of a variedmovement vocabulary (verbs,adverbs), the interpretation ofdirections, descriptions ofmovements, discussion of rules andwriting or telling of experiences insport or outdoor activities all help todevelop and enrich language. Poetryand literature may be used as stimuli

for dance.

Gaeilge: Ba chir an Ghaeilge ashnomh isteach go ndrtha agusde rir a chile sna ceachtannacorpoideachais agus i mionchluichagus i ngluaiseachta sgartha nabpist. Is fidir cimni adhanamh ar an mid Gaeilge asidtear sna ceachtanna rang gorang. Is fi go mr na pist aspreagadh chun Gaeilge a labhairt

eatarthu fin agus iad ag imirtcluich agsla agus ag cleachtadhna scileanna a bhaineann leo.

Is fidir

bainisteoireacht ranga adhanamh tr Ghaeilge

gnthorduithe a thabhairt

ceisteanna a chur

fearas beag a ainmni as Gaeilg

foclir a bhaineann le cluich

agsla a sid

damhsa a mhineadh tr Ghaei

comhrir a bhaineann legluaiseacht a sid, m.sh. bg acrochadh/ ag luascadh/ agdreapadh

foclir a bhaineann lelthchleasaocht a sid, m.sh.bg ullamh, ridh, gluaisig

cuid de na treoracha a scrobh a

Gaeilge nuair at an treodireacar sil ag na pist.

Timing and recording achievement


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SESE: The development ofgeographical skills such as usingmaps is promoted as the childrenengage in outdoor activities. Inaddition, the study of theenvironment, weather and terraincan be undertaken through outdooractivities. The origin of dance musicand the history of games and sports

can be explored. Local, national andinternational sports can form thebasis for study.

Arts education: Non-verbalcommunication can be developedthrough gymnastics and dance,linking with activities in the dramalesson. Themes from sportingexperiences and outdoor activitiescan be explored through drama alsoand may form the springboard for art

work. Music can be used for warm-upactivities and complementsgymnastics and dance lessons. Artwork can inspire ideas for dance anddance movements and themes may beinterpreted in a variety of visual artsmedia, e.g. drawing, painting, clay andcostume design. National tunes forsporting occasions can be explored,as well as folk songs or campfiresongs during outdoor activities.

Maths: Opportunities are providedto develop appreciation of shape abalance and to estimate, measureand compare. Results may berecorded, angles may be exploredand league tables examined.

Exemplar 2 illustrates how strands othe physical education curriculumcan be integrated with other subjec


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Exemplar 2An integrated approach applied to dance and athletics

48

Visual arts

interpreting a flood/

thunderstorm/

blizzard/hurricane in a

fabric and fibre collage

(see Visual Arts Teacher

Guidelines, Exemplar 3)

Music

listening to music, e.g. Skaters

Waltz, Walking in the Air

English

language

poetry

creative writing

SESE

formation of ice

gales, storms

DanceStimulus: Weather


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SPHE

record heart rate before

and after running, discuss

the differences found

Gaeilge

lim, tomhas na lime agus an

toradh a scrobh

Maths

record time taken to run

20 m and 200 m and

compare the results

measure standing long

jumps or throws and

compare the results

SESE

discuss the influence of

altitude on performance

AthleticsRunning, jumping, throwing


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Organising the physicaleducation lessonThe physical education lesson needs tobe carefully planned to ensure effectiveorganisation. All lessons should beorganised to encourage maximumparticipation by the child. This can beachieved in some instances by carefully

planned whole-class activity, but veryoften it is more effective to dividechildren into groups. Some methods forgroup work are outlined below.

Individual, pair, group and team

play

Teachers need to plan for children towork alone or with others, co-operatively and competitively. At infantlevel, most activities will be undertakenfirst by an individual child, and this can

then be developed into partner work.Small groups may learn to worktogether. Providing opportunities forgroup work during first and secondclasses should enhance co-operation inpreparation for the development ofteam play in a games situation, forinstance. Team play is appropriate forchildren from third to sixth class, butteam play should always suit theindividual needs of the child. Small-sided games and mini versions ofgames with modified rules are mostsuitable. Larger groups of childrencan work together in dance andgymnastics lessons from third to sixthclass, developing from initial workundertaken individually to work with apartner and work as a member of asmall group.

Station teaching

The use of stations is appropriate inteaching games, gymnastics, outdoorand adventure activities, athletics oraquatics. This is a framework whichallows maximum numbers of childrenparticipate, providing opportunities fcontinuous practice for groups worki

on different tasks at the same time.It is particularly useful whereequipment is limited.

Children work with specific equipmenpractising certain skills or playingdesignated games. The class mayconsist of six to eight groups. After agiven time (30 seconds to 5 minutes,according to the activity beingcompleted) they move on to anotherstation or point to practise a differen

set of skills or play different games.Exemplar 3 illustrates this approachbeing implemented in the athleticslesson.


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Exemplar 3Use of station teaching in an athletics lesson infant class

52

Activities at each station

Station 1: Hop (facing sideways) from hoop to hoop. Explore other ways of travelling from hoop to hoop.Station 2: Bounce towards each pair of lines, bounce over the space between them. Explore other ways of crossing over the lines.Station 3: Begin inside the hoop, take off on one foot and land on two feet inside the next hoop, land on one foot inside the nex

hoop and continue this pattern to the end. Explore other patterns when you repeat the activity.Station 4: Run over the hurdles.Station 5: Walk to each pair of hurdles. Bounce over the space between the pair of hurdles. Explore other ways of crossing the pa

of hurdles.

Assessment: among the techniques which may be used are:

teacher observation: observations on childs interaction within a group, competence displayed(e.g. co-ordination), understanding of tasks set, application of safe practices, rules within the group or class

teacher-designed tasks: application to tasks set during lesson curriculum profile: use teacher observations to complete curriculum profile.

Layout of equipment

Equipment is laid out as in the diagram above. X denotes a marker to indicate where each activity begins and ends.

Station 1: Hoops are placed end to end.Station 2: Lines are marked on the ground in pairs, using chalk or tape.Station 3: Hoops are scattered no more than 30 cm apart.Station 4: Canes are placed across pairs of cones (approx. 30 cm high), or use low hurdles.Station 5: Low hurdles are placed in pairs, with approx. 30 cm between each hurdle and 2 m between each pair.

Class organisation

The class is divided into five groups, and the equipment for the

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