M3 – Understanding Physical Education

Understanding Physical Education

This module builds on the experience of the student who has engaged with the foundation course in physical education and taught some physical education to children in junior classes, prompting them to reflect on teaching physical education in both junior and senior classes. The student is provided with opportunities for deepening understanding of strands of the Primary PE Curriculum (e.g., gymnastics, athletics) while beginning to explore strands such as outdoor and adventure activities. Teaching methodologies and approaches including integration with other subjects will be analysed with reference to their application in the physical education lesson. Promotion of physical activity within lessons, development of fundamental movement skills and development of the child’s understanding of movement activities underpin the work.

Suggested Number of ECTs

2,5

Total Workload 125h

Theory-Based - 4 h
Movement-Based - 20 h
Structured Independent Work - 8 h
Independent Work - 93 h

TEACHING METHODOLOGIES

Movement Based, Theory Based Lectures, Individual tasks, Group tasks, Structured Independent tasks.

FACILITIES

Indoor sports hall and outdoor sports field

Dimensions Core

D1S1, D1S2; D1C1.
D2K1; D2S1, D2S2, D2S3, D2S4, D2S5.
D3S2; D3C1, D3C2, D3C3.
D4S1, D4S2; D4C1, D4C3.
D5C1.

Dimensions Extended

D1C2, D1C3.
D2K2, D2K3, D2K5; D2S6, D2S7, D2S8; D2C2, D2C3.
D3K2, D3K3; D3S3, D3S6
D4K2; D4S4; D4C4, D4C5.
D5S3; D5C4, D5C5.

Indicative Content

Curriculum, Planning and teaching physical education, development of fundamental movement skills, safe practice, Integration with other subjects e.g., Geography, Mathematics

Differentiation/inclusion, Focus on teaching pedagogies and approaches, assessment
Focus on teaching strands of the curriculum: Athletics, Gymnastics, Dance, Outdoor and adventure strand, Games for senior classes

MODULE LEARNING OUTCOMES

LO1: recognise the importance of continuing to develop knowledge and expertise related to teaching physical education with reference to the Physical Education Curriculum;
LO2: identify and apply key teaching methodologies for teaching physical education related to individual and group/teamwork underpinned by the principles of maximum participation, differentiation, and promotion of high levels of physical activity;
LO3: engage critically and analytically and develop a personal understanding of teaching physical education with reference to key considerations such as the role of competition, inclusion, safety, and personal responsibility;
LO4: develop integrated pedagogical approaches for teaching physical education linking it to work in other subjects of the curriculum;
LO5: use a range of strategies to support, monitor and assess children’s progress;
LO6: begin to use some digital tools (e.g., iPads) to enhance teaching in physical education.

Click here to open the Essential Reading for this Module

National Curriculum
Primary School Sports Initiative. (n.d.). Primary School Sports Initiative Resource Materials for Teaching Physical Education (PSSI). http://pssi.pdst.ie/clickme.html
Graham, G., Holt/Hale, S. A., & Parker, M. (2020). Children moving: A reflective approach to teaching physical education. (Tenth edition.). McGraw-Hill Education: NY.

Click here to open the Module Resource

	RESOURCE (Expansion of Indicative Content Content) Note: This module resource is based on a structure of 12 weeks x 2 hours
	1.Introduction to Year 2 Physical Education Theory-Based Lecture (1 hour) Best Practice for full engagement in the module to include safe practice. Assessment of the module Presentation of module schedule Physical, Affective and Cognitive Development through Outdoor and Adventure activities (OAA) Movement-Based (1 Hour) *Sample Cooperative Challenges:* Steppingstones/Frogger, Hula Hut, Shuffle Pack, Bull ring; circle soccer; Quoit/hula hoop pass etc Exploration of Walking Activities and Outdoor Challenges PSSI Online Resource Pedagogy focus: processing including debriefing in an O&AA lesson; the place of outdoor challenges in long-term and short-term plans
	2.Physical, Affective (Social/Personal) and Cognitive Development through Outdoor and Adventure Activities (O&AA) (2) Movement-Based (2 Hours) Outdoor and adventure activities: rationale, content, pedagogy *Exploring Orienteering activities* Using control cards Undertaking Photo Star indoors and outdoors Undertaking Photo Orienteering Orientating a map Pedagogy focus: teacher questioning to prompt learning
	3.Physical, Affective (Social/Personal) and Cognitive Development through Outdoor and Adventure activities (O&AA) (3) Movement-Based (1 Hour) Reading a Map-integration with Geography Undertaking a ‘Map Walk’ – map orientation and route planning Using an iPad to record location of a control. Undertaking Point to Point Orienteering Exploration of different versions of Orienteering: Star Orienteering, Score Orienteering, Mass Orienteering Theory-Based Lecture (1 Hour) Lesson planning for O&AA with particular attention to the strand units of O&AA and embedding them in lesson plans. Managing a class in an open environment Pedagogy focus: teacher observation linked to learning outcomes and success criteria; using technology to support teaching and learning
	4.Physical, Cognitive and Affective Development through Athletics Movement-Based (2 Hours) Exploration of dynamic stretching in the context of warm-up activities Consolidation of running short distances/sprint with a focus on efficient technique for start (including reaction sprints) and finish (acceleration) Running for distance activities e.g., team relay Throwing: the standing overarm throw (tennis ball/javelin); using an approach run Running a standard relay: baton changeover technique Understanding and appreciation of athletics: how to prompt learning about athletic events, athletes (local and international) and preparation/training of athletes. Exploring Athletics activities from PSSI resource materials Pedagogy focus: using images of athletics/athletes to prompt learning; class organisation to optimise physical activity levels.
	5.Physical, Cognitive and Affective Development through Athletics (2) Movement-Based (2 Hours) Measurement and timing of children’s achievements: integrating with mathematics. Pacing for running longer distances Jumping for height: Exploration of different ways of jumping e.g., scissors technique Running over obstacles: including development of rhythm/pattern over evenly spaced obstacles (hurdling) Lesson planning for athletics Pedagogy focus: group teaching using stations. Exploring PSSI Resource sample illustrating station teaching 6.Physical (including developing and mastery of Fundamental Movement Skills), Affective and Cognitive Development through Games. Theory-Based Lecture (1 Hour) Universal design for learning (UDL) in physical education and inclusion Analysis of UDL as an approach to teaching and inclusion Illustrating and experiencing some examples of the application of UDL in PE Exploring the Disentangling Inclusion in Primary Physical Education website to assist teachers in their work. Applying UDL to Games and beyond Movement-Based (1 Hour) Warm Up: Incorporating games skills in your warmups e.g., dribbling. Focus on (a) locomotor skills running, jumping, turning (b) object-control skills: throwing, catching, striking, Identifying skills in games teaching points Demonstrating games skills Selecting activities to develop and practise skills. Applying skills to modified games play. Pedagogy focus: Using task cards to guide children’s learning; Using grid and station teaching methodology. See PSSI Resource materials Games 3 ^rd ,4 ^th , 5 ^th and 6 ^th Class level 7.Critique of Readings and Resources Online Seminar/ Workshop/Tutorial (2 Hours) 8.Physical (including Fundamental Movement Skills) Affective and Cognitive Development through Games Movement-Based (2 Hours) Identifying practices for senior classes to develop games skills. Playing with opposition: 3v1; 3v2; 5v5 Playing, refereeing, and adapting modified games Planning games lessons Using space effectively, defending, attacking, scoring, communication Pedagogy focus: group teaching using stations and/or grids; inclusive practice: applying the TREE principles to adapt activities; illustrating examples of good games teaching, how to manage rules and adapt games, application of best practice related to grouping/selecting teams; demonstrating and explaining. 9.Physical, Cognitive and Affective Development through creative dance Movement-Based (2 Hours) *Exploring dance activities from* *PSSI dance lessons* Exploring what children learn in dance with a focus on the Principles of Movement: body awareness, relationships, spatial awareness, dynamic awareness. Identifying dance activities which include exploration of using different body parts, making different body shapes and performing different body actions. Creating and performing dance sequences Pedagogy focus: organising children to perform dance compositions; self- and peer-assessment 10.Physical, Cognitive and Affective Development through folk dance Movement-Based (1 Hour) Exploring children’s movement to music: action songs Folk dances from different countries. Theory-Based Lecture (1 Hour) School Placement (SP) Preparation Short term planning: Examining sample lesson plans illustrating lesson components. Long-term planning: Examining sample progressional schemes incorporating the lessons from each week. Discussing some of the PE issues related to school placement using school placement guidelines on teaching PE. Explore resources specific to school placement. Collaborating with the external provider and implications for your teaching on SP Promoting inclusive practice on SP 11.Physical, Affective and Cognitive development through Gymnastics Movement-Based (2 Hours) Lesson introductions including warmups for gymnastics – and exploring specific activities to promote the strength of the child. Exploring gymnastics using the Principles of Movement and/or the Skill Theme Approach Exploration of Individual Work: Travelling including jumping and rolling; balance (including mirroring and matching, creating symmetrical/asymmetrical balances) Rolling activities underpinned by examination of the PDST video resource https://www.scoilnet.ie/pdst/physlit/videos/ Creating and performing sequences of movement: Working together to link travel and balance. Pedagogy focus: facilitating group gymnastics performances, checking for understanding (questioning) and providing feedback using success criteria. 12. Physical, Affective and Cognitive development through Gymnastics (2) Movement-Based (2 Hours) Exploring specific gymnastics skills (e.g., forward roll and cartwheel) Exploring pair and group balances involving matching, mirroring, balance, and counterbalance Short term planning for gymnastics: examining sample lesson plans. Pedagogy focus: questioning and providing feedback; Using an i-Pad to support self- and peer-assessment. Read PSSI Gymnastics lesson plan Resource Pedagogy focus: assessment – questioning, feedback, self- and peer-assessment.