Physical Education 2004-2005

1. Physical Education2004-2005

2. Aims for the Day • To introduce the curriculum for Physical Education • To become familiar with the structure and content of the PE Curriculum • To engage in sample activities suitable for both junior and senior classes

3. Session 1: Overview Aquatics Warm-up Aquatics and playground games Session 2: Games Session 3: Outdoor and Adventure Activities Conclusion PE Inservice – Day 1

4. Timetable

5. Physical Education – inservice 2004-2005 • One day inservice • One day in school planning

6. What is Physical education ? “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.” Page 2 Curriculum Statement

7. Why Physical Education?

8. Key messages • 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 boys and girls. Page 3 Teacher Guidelines

9. Physical Education and Sport • “Sport is formalised physical activity involving competition or challenges against oneself, others or the environment, with an emphasis on winning”

10. “Physical education focuses on the child’s holistic development, stressing personal and social development, physical growth and motor development. Goal-setting, within the curriculum, focuses on individual improvement and not on winning or being the best” Page 6 Teacher Guidelines

11. Strands of the Curriculum The curriculum is divided into six strands: • Athletics • Dance • Gymnastics • Games • Outdoor and adventure activities • Aquatics Pages 15, 25, 37, 49 Curriculum Statement

12. Developing understanding and appreciation

13. Approaches and Methodologies • Direct teaching approach • Guided-discovery approach • Integrated approach Teacher Guidelines, pages 42 -47

14. Assessment : an integral part of learning

15. Aquatics

16. What is Aquatics? • Confidence and Competence • Enjoyment of Water • Water Safety • Stroke Development

17. Strand Units of Aquatics Infants to 6th • Hygiene • Water Safety • Water – Safe Entry and Exit • Buoyancy and Propulsion • Stroke Development • Water-based Ball Games • Understanding and appreciation of aquatics Pages 62-64, Curriculum Statement

18. Hygiene

19. Water safety

20. Importance of water safety • “The vast majority of drowning incidents, along with many other aquatic injuries are preventable.”

21. Entry to and exitfrom the water

22. Buoyancy and propulsion

23. Stroke development

24. Water-based ball games

25. Understanding and appreciation of aquatics

26. Resources

27. Games

28. Aim of Session To introduce, through activities, the content and methodologies of the Games strand.

29. Key Message

30. Why Games? The games strand fosters the child’s natural tendency to play… It enhances the development of basic skills and many opportunities are provided for social interaction. Page 4, Curriculum Statement

31. Types of Games • Invasion games e.g football, hurling, basketball • Net/ court games e.g tennis, badminton, volleyball • Striking/ fielding games e.g. rounders, cricket • Target games e.g. skittles, bowling Page 4, Curriculum Statement

32. Strand Games Strand Units Sending, receiving, and travelling Creating and playing games Understanding and appreciation of games Page 10, Teacher Guidelines

33. Activities

34. Ball handling: Kicking : Carrying and striking: Rolling, throwing, bouncing, fist pass, spin pass Dribbling, shooting, passing hands, racquet, hurley Curriculum pages 21,31,43,55 Sending ,receiving, travelling

35. Creating and playing games • Playground/Indoor games • Development of small-sided versions of games • Providing opportunities which allow children to create their own games Curriculum pages 21,32,43,56

36. Understanding and appreciation of games • Movement skills • Problem-solving and decision-making – tactics and strategies • Applying rules • Use of space • Players/activities – local/national/international Curriculum page 22,32,44,56

37. Approaches and Methodologies • Direct teaching approach • Guided-discovery approach • Integrated approach Pages 42 –47, Teacher Guidelines

38. Organisation • Individual, pairs, group and team play • Station teaching • Grids Pages 51 – 54, Teacher Guidelines

39. Considerations • Broad and balanced • Balanced approach to competition • Differentiation • Multi-class situation • Resources and facilities

40. Resources • Large balls • Small balls • Bibs • Beanbags • Space markers • Hoops • Bats, racquets, hurleys, unihoc sticks • Whistles, watch

41. Photographs

42. Outdoor and Adventure Activities

43. Aims of the Outdoor and Adventure Session • To introduce teachers to the structure and content of the Outdoor and Adventure Strand • To provide teachers with the opportunity to experience a sample of outdoor and adventure activities • To enable teachers to implement aspects of the Outdoor and Adventure Strand in their schools

44. “ Education in, for and about the outdoors” Forde, 1981

45. Focus Physical activity in the outdoors • Active learning • Physical challenges • Trust and co – operative activities Page 5, Curriculum Statement

46. Strand Units • Walking (cycling and camping 5th and 6th) • Orienteering • Outdoor challenges • Water based activities ( 5th and 6th ) • Understanding and appreciation of outdoor and adventure activities. Page 11, Teacher Guidelines

47. “Many of the suggested activities appeal to the child who may not be highly motivated to participate in physical activity” Page 11, Teacher Guidelines

48. Activity

49. Orienteering

50. Why Orienteering?