Physical Education

Physical Education  

  • Aquatics
  • Athletics
  • Dance
  • Games
  • Gymnastics
  • Outdoor and Adventure

 

 

Fundamental Movement Skills 

Physlit

https://www.scoilnet.ie/pdst/physlit/fms-activities/

Physical Education Policy: 

Introduction

This Physical Education policy for the Primary School was formulated by the Principal and teaching staff. .

Rationale

The purpose of this policy is to provide practical guidance for teachers, parents and other relevant persons on the provision of the effective teaching of Physical Education in our school.

 

Vision

At St. Conleth and Mary’s we believe that participation in a well-planned programme of physical education is vital to the development of the whole child. We are guided by the Primary School Physical Education Curriculum in ensuring that children in our school are exposed to a rich variety of activities over the course of their five years with us. In order to cater for each pupil’s interests, needs and abilities, we strive to ensure a balance of individual, team, co-operative and competitive activities. In planning and implementing the Physical Education curriculum in our school we aim to provide a broad, balanced and well-differentiated programme of physical activities, in the course of which all children will find something to enjoy. By creating positive experiences around sport and exercise, we hope to encourage our pupils to make time for some form of physical activity throughout their school-going years and beyond.

 

Aims

 

We endorse the aims of the Primary School Physical Education Curriculum:

 

 

  • To promote the physical, social, emotional and intellectual development of each child

 

  • To develop positive personal qualities and enhance self-esteem

 

  • To help in the acquisition of an appropriate range of movement skills in a variety of contexts

 

  • To develop an appreciation of movement and the use of the body as an instrument of expression and creativity
  • To promote enjoyment of, and positive attitudes towards, physical activity and its contribution to lifelong health-related fitness, thus preparing the child for the active and purposeful use of leisure time.

 

 

Curriculum Planning

 

Strands and Strand Units

 

Our Physical Education curriculum is divided into six ‘strands’ or sections as recommended in the Primary School Physical Education Curriculum.  These six strands are; Athletics, Aquatics, Dance, Games, Gymnastics and Outdoor and Adventure Activities. Each strand is subdivided into strand units.

The curriculum is designed to be spiral in nature. The children will experience at least 5 strands in each year. As they progress through the school, they will experience opportunities to refine and develop their skills, abilities, knowledge and appreciation in each strand. The five strands, Athletics, Dance, Games, Gymnastics and Outdoor and Adventure Activities will be taught at each class level.

 

Athletics

The athletics strand aims to provide children with a variety of opportunities to develop the techniques of running, jumping and throwing as they progress through the school.

 

Aquatics

The aquatics programme is concerned with gaining competence and confidence near, in, under and on water.  All classes are offered a course of 4 to 5 lessons in the K Leisure Swimming Pool each year. A major component of this strand will be water safety, which will be taught in school each year by the class teacher often integrated with SPHE.

 

At the end of their primary years, we hope that every child will have learned to swim,  that all will have progressed in both confidence and competence, and that they will recognise and know how to deal with hazardous situations involving water.

 

Written permission is required if a child is not participating in swimming lessons.

 

Dance

The dance strand involves the children in creating, performing and appreciating movement as a means of expression and communication.  Creative dance and folk dance are involved in our programme.

 

Games

The games strand involves the playing of a variety of games to develop basic skills, enhance social interaction and introduce children to a wide variety of games.

 

Gymnastics

The gymnastics strand is concerned with the use of controlled movement in a creative way in response to set tasks both individually and in groups.  Children will refine and enhance their movement skills through a sequential programme of activities.

 

Outdoor and Adventure Activities

The outdoor and adventure activities strand is concerned with walking, cycling, and water-based activities, orienteering and outdoor challenge activities.

 

Physical Resources-Facilities and Equipment

 

The following facilities are available for Physical Education.

 

  1. School Yard – suitable for small sided games, ball games, Athletics and Outdoor & Adventure activities.
  2. College field – suitable for Games, Athletics and Outdoor & Adventure activities.
  3. School Hall – suitable for Gymnastics and Dance.
  4. K Leisure Swimming Pool. This is used for the aquatics strand.
  1. Ionad Spraoi le Chéile. Play area with purpose built equipment, nest                                                                                                    swing, monkey bars, slide, climbing frame, balance beams etc

 

Our school is developing a well resourced Physical Education store containing the necessary equipment for the implementation most strands. (list in appendix 1) This equipment is stored in our PE press. Equipment is checked regularly and stock replenished as often as budget allows. Literature, DVDs, CDs, tapes, books and lesson ideas are available in the staffroom.

 

Approaches and Methodologies

 

We will use a combination of the following approaches:

  • Direct teaching approach
  • Guided discovery approach
  • Integration

 

We will use methods that encourage maximum participation by the child through group work: Individual, pair, group and team play; Station teaching; Using a play area divided into grids.

 

Structure of a PE lesson:

Most of our lessons will follow the following format;

 

Warm up     ——-      Main Activity    ——-   Cool Down

 

 

Assessment and record keeping

 

As Physical Education is a physical activity-based area, most assessment is done within the lesson by observing, listening, asking questions and giving feedback to pupils. This will ensure that on-going achievements are recognised, areas of learning difficulty and high achievement are identified, the progress of a child is recorded and communicated to the child, other teachers and parents and the next stages of learning are planned.  Teachers report annually to children, parents and relevant staff through parent-teacher meetings and end of year school reports. Children may be asked to self-assess and peer assess where appropriate. We will assess;

  • Willingness and readiness to participate in activities.
  • The level of confidence and competence of a child in performing a skill and/or carrying out an activity.
  • Willingness to cooperate in individual, pair and group activities.

 

 

Our assessment tools are:

  • Teacher observation
  • Teacher-designed tasks

 

 

 

 

 

 

Timetable

 

In this school each class will receive a minimum of one hour of Physical Education per week.

 

 

PHYSICAL EDUCATION -YEARLY PLAN
Sept-Oct Oct-Nov Dec-Jan
Games 

Gymnastics

 

Swimming

Games 

Gymnastics

 

Dance

 

Swimming

Games 

Gymnastics

 

Swimming

Feb-Mar Apr-May May-June
Games 

Dance

 

Swimming

Games 

Outdoor/ Adventure

 

Athletics

 

Swimming

 

Games 

Outdoor/ Adventure

 

Athletics

 

Swimming

 

 

 

This school will use its discretionary time for the 5 weeks of the pool-based activities undertaken to facilitate the Aquatics programme in the school – in order to cover the time travelling to and from the pool.

 

 

 

Children with Different Needs

 

We acknowledge that each individual child has particular needs and all are at different stages of their personal development.  We also recognise that for some children, participation in certain strands of the Physical Education curriculum may be problematic because of physical, intellectual or emotional difficulties.  Every attempt, often with the valued assistance of additional staff (SNAs), will be made to ensure that all children experience the richness and breadth of a full physical education curriculum.

 

 

 

Equality of Participation and Access

 

We promote the needs and interests of all pupils regardless of ability, culture, gender or aptitude. Quality work to the best of the children’s ability is the target for everyone. We promote social learning by enabling the children to use and share the space and equipment safely to work co-operatively with partners or in small groups and to appreciate each other’s work. Every child will have access to all PE activities provided by the school and lack of financial resources on behalf of the child will not hinder their participation.

 

 

Linkage and integration

 

Every attempt will be made to link the various strands of the PE curriculum and to integrate the other subject areas with PE, where appropriate.

(e.g. Dance with Music; Aquatics/Games with SPHE; Athletics with Maths; Orienteering with Geography; Language development through discussion and questioning and Gaeilge used to give simple directions )

 

 

Code of Ethics

 

All teachers and coaches working in the school context will be expected to adhere to the school Child Protection Statement. They should always ensure that they treat children with integrity and respect and that the self-esteem of children is enhanced. All adult actions in PE should be guided by what is best for the child and carried out in the context of respectful and open relationships.

 

 

Extra-Curricular Activities

 

Opportunities are provided for children to participate in and enjoy a variety of extra curricular activities after school.  These include gaelic football, basketball, table-tennis and cross-country.  Participation based extra curricular activities offer opportunities to all who wish to partake in these. School representative teams are also catered for in inter-school competitions. The school organises a sports for all day / school sports day. Children are encouraged to play games and practice skills during break-time. Occasionally the school may organise an outdoor walking trip to suitable locations in the locality. School tours often include a PE element particularly in the senior classes.

 

 

 

 

 

 

Information and Communication Technology

 

Information and communication technology may be integrated with PE through the use of the school computer, digital camera, photo-copier, digital video-camera, DVDs, CDs and the internet.

 

Health and Safety

 

The children are required to wear the school tracksuit and bring appropriate gear on the day they have physical education.  Children should not wear dangerous jewellery.  Children are taught to handle all apparatus safely and carefully.  Correct methods of lifting and carrying are also taught. Should an accident occur in the PE lesson we will follow the procedures outlined for accidents in our Health and Safety policy.

 

Aquatics

All children are supervised in the changing rooms by their class teacher. However, if there is no male teacher going swimming, the pool will provide supervision in the boys changing rooms. Also an incident book is taken to each swimming session and is filled in by the swimming instructor.

 

Individual Teachers’ Planning and Reporting

 

Individual teachers will design a physical education plan specifically for their own class while at the same time ensuring that their class plans coordinate with and feed into the overall school plan, set out in the policy and progression grids (Appendix 2). This should ensure clear progression as children move from class to class. Strands covered in PE each month are recorded on the Cuntas Miosuil.

The Cuntas Miosuil will be very relevant in recording what has been covered and in reviewing and developing the school plan for the following years.

 

 

 

Staff Development

 

The school will access the PPDS PE Cuiditheoir through the Regional Curriculum Support Service to support the staff in certain strands..Visiting coaches for Games (gaelic football, and rugby) and Gymnastics may be used to supplement and support the work of the class teacher. These are recognised as up-skilling opportunities for the teachers involved. Teachers will be notified of courses relating to PE available in the area.

 

 

 

Parental Involvement

 

Parents have a responsibility to support and encourage their children to participate in all strands of the Physical Education curriculum without putting undue pressure on children to always win. Parents may view the PE policy in the school.

 

 

 

Community Links

 

Local clubs and sporting organisations are invited to provide information on the services that they provide.We are very much aware of the school’s role in the community and we are also conscious of the fact that the expertise of people in the community is an invaluable resource to any school. The community is also involved in fundraising for PE equipment for the school.

 

Evaluating the Policy

When evaluating the outcomes of our PE policy we will consider the views of children, parents and teachers as well as recommendations from Whole School Evaluation and Cigírí.

 

The criteria for evaluating the success of this policy will be:

  • The level of enjoyment exhibited by the children
  • The 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
  • The provision of opportunities for achievement for each child
  • The level of teacher satisfaction in teaching a broad, balanced curriculum.

 

 

Roles and Responsibilities

 

The Principal and staff will co-ordinate the progress of the policy, encourage and accept feedback on its implementation. Each teacher is responsible for implementing this policy with his/her own class.

The plan should be monitored and reviewed by the staff  and we will reflect meaningfully on how well the PE programme has been taught and received in the school.

 

Teaching and Learning

Most of the teaching in Physical Education will be conducted by the class teacher with the class group. However, visiting coaches may be available to support teachers in the implementation of some strands.  In aquatics, specialist swimming coaches are employed by the school to teach swimming.  All support coaches’ work under the supervision of the class teacher in planning and implementing the PE programme. The class teacher will be present to supervise all activities organised by visiting/support coaches and will retain ultimate responsibility for the class.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix 1

 

 

Strands and Equipment

 

Athletics

 

Equipment:  Hurdles, Ladders, Relay batons, Javelins, Discus, Shot putt, Hammer, Stopwatch, Tape Measure, Long Jump mat

 

Dance

 

Equipment: A variety of C.Ds. differing in mood, tempo and style.

Dance rings

 

Games

 

Equipment: Bean bags, footballs, tag rugby belts, sponge balls of varying sizes and shapes, volleyballs, basketballs, hurleys, uni-hoc sticks, badminton and tennis racquets, movable goals, tennis/volleyball/badminton net, table tennis table + bats and balls, rounders/cricket bats, cones, markers, vests.

parachutes, bibs in various colour, fling socks, lacrosse set

 

 

Outdoor and Adventure Activities

 

Equipment:

The Playground, Orienteering pack, hula-hoops, maps of school,

Canoeing, boogie boarding etc, are generally done as part of School Tours in the senior classes.

 

Gymnastics

 

Equipment:

 

Mats, benches, horse.

 

 

 

 

 

 

 

 

 

 

OVERVIEW OF THE PHYSICAL EDUCATION SYLLABUS 

Strands                                             Strand units

—————————————————————————————————–

Athletics                                *           Running

*           Jumping

*           Throwing

*           Understanding and appreciation of

Athletics

—————————————————————————————————–

Dance                                    *           Exploration, creation and

performance of dance

*           Understanding and appreciation of dance

—————————————————————————————————–

Gymnastics                          *           Movement

*           Understanding and appreciation of

gymnastics

—————————————————————————————————–

Games                                   *           Sending, receiving and travelling

*           Creating and playing games

*           Understanding and appreciation of games

—————————————————————————————————–

Outdoor and Adventure   *           Walking

*                     Orienteering

*   Outdoor challenges

*           Understanding and appreciation of

outdoor and adventure activities

—————————————————————————————————–

Aquatics                               *           Hygiene

*           Water safety

*           Entry to and from the water

*           Buoyancy and propulsion

*         Stroke development

*         Water-based ball games

*  Understanding and appreciation of aquatics

—————————————————————————————————–

Appendix 2

Strands and strand units

 

 

 

 

 

 

 

 

 

SECOND CLASS
ATHLETICS  Distance Running

30 sec – 2 min

Sprint:  20-30 m

Reactions and Standing Start

Relays:  Team Relays (BB)

Hurdling:  30 cm high

Identify lead leg – stepover

Skipping

Various jumps

Approach run (3 steps) for distance and height

Underarm

Over-arm (javelin throw)

GYMNASTICS –   Basic movement actions:  e.g. balancing, rolling, turning, twisting, stretching, climbing, transferring weight (variety of rolls)-   Body awareness through movement (direction, levels….)

–   Travelling on apparatus

–   Individual and pair sequences

–   Take off and landing skills

–   Posture/good body tension

–   Ability to lift, place apparatus

DANCE  –       Exploring different parts of the body and the ways in which the body can move-       Create movement at different levels using different pathways and forming different shapes

–       Explore an appropriate range of dynamics in movement

–       Communicate through simple body movement a range of moods or feelings

–       Perform simple singing games and folk dances.

 

–       Talk about dance phrases

DANCE  –       Exploring different parts of the body and the ways in which the body can move-       Create movement at different levels using different pathways and forming different shapes

–       Explore an appropriate range of dynamics in movement

–       Communicate through simple body movement a range of moods or feelings

–       Perform simple singing games and folk dances.

 

–       Talk about dance phrases

 

 

SECOND CLASS
GAMES Unihoc, Olympic handball, gaelic football 

Ball handling

Catching and throwing as individual and in pairs

Shooting at gargets

 

Kicking

Stepping and kicking ball on ground and from hands

Individual and pair

Shooting at targets

 

Carrying and striking

Bouncing ball and moving

Striking ball with stick

Dribbling ball with stick

Soloing ball and running

Pair gamesTarget games

Playground games

Throwing games

Challenges

 

 
OUTDOOR& ADVENTURE – Short walks outside school

Topic walk

– treasure hunts, scavenger hunt, matching pairs games, hunt relay

 

 

 

Boundary walk

Identify areas of hall, field, school

NSEW

Animal trail

Following a simple map plan

Snake walk

AQUATICS  Hygeine

Water safety

Entry to and exit from the water

Buoyancy and propulsion

Stroke development

Water based ball games

Understanding and appreciation of aquatics

 

 

 

 

 

 

THIRD & FOURTH CLASS
ATHLETICS  Distance Running

30 sec – 3 min

Sprint:  30-60 m

Reactions and Standing Start

Relays:  Team Relays and change over in straight line

Hurdling:  30-40 cm high over 20-40 m

Lead leg & 3 strides

 

Skipping

Various jumps

Landing on 2 feet

Scissors jump over obstacle

Approach run 5 (strides)

Overarm throw

Approach run and throw

Shot-putt

Discus throw

(standing position)

GYMNASTICS –   Sequence of movement, vary direction, pathways etc.

–   Move and travel on floor and an apparatus

–   Headstand and handstand

–   Forward and backward rolls (at the discretion of the teacher)

–   Produce and perform sequence

–   Develop good body tension and posture through gymnastics

–   Show increased control in take-off, flight and landing

–   Observe and describe movement and ask and answer questions about it.

 

 

DANCE  Explore more complex movements of body parts and body actions to include weight transference

 

Explore and communicate through body movements a range of moods and feelings

 

Create, practise and perform dances showing a clear beginning, middle and end using simple techniques of unison

 

Respond with increasing sensitivity and imagination in movement to still life such as words, stories, poems, pictures and music

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

THIRD & FOURTH CLASS
GAMES  Basketball, camogie, gaelic football

 

Ball handling

Difference passes – throwing and catching

 

Kicking

Running and kicking on ground and from hands

 

Carrying and Striking

Hand passing

Soloing with hurley

Bouncing and running

 

Small sided games

Pig in middle

3 headed monster

Pass and follow

Playground games

Challenges

Make up simple game with limited equipment

 

Modified rules

Keeping scores

 

OUTDOOR& ADVENTURE Undertake forest walks

Topic walk

– treasure hunts, scavenger hunt, matching pairs games, hunt relay

 

 

 

 

Boundary walk

Map walk

Photo-star orienteering

NSEW square

Adventure trail

Tangle twister

Shuffle pack

Blind trail

Obstacle course

AQUATICS   

Hygeine

Water safety

Entry to and exit from the water

Buoyancy and propulsion

Stroke development

Water based ball games

Understanding and appreciation of aquatics

 

 

 

 

 

 

 

FIFTH & SIXTH CLASS
ATHLETICS  Distance Running

30 sec – 5 min

Sprint:  50-70 m

Shuttle sprints 30 m

Reaction & Standing Start

Relays:  Standard relay race with baton changeover

Hurdling:  40-60 cm high over 40-60 m

Lead leg & trail leg 150 m over random hurdles

Skipping

Various jumps

Standing jump

Approach run 3, 5, 7 strides

Scissors- technique over 50-60 cm hurdles

Javelin – standing

Javelin with approach run

Shot-putt with turn

Discus throw

GYMNASTICS –   Select and link a range of gymnastics actions to travel on the floor and on apparatus

Practice and perform a range of skills

–   Produce and perform more complex sequences with a partner on the floor and using apparatus

–   Show controlled take off, flight and landing

–   Produce group sequences

DANCE  Explore more complex movements of body parts and body actions to include weight transference 

Explore and communicate through body movements a range of moods and feelings

 

Respond with increasing sensitivity and imagination in movement to still life such as words, stories, poems, pictures and music

 

Explore and experiment with the use of costume and props to enhance creation and performance of dance

 

Perform a variety of selected Irish dances and folk dances.

 

 

 

 

 

 

 

 

 

 

 

 

FIFTH & SIXTH CLASS
GAMES  Rounders, Gaelic football

 

Ball handling

Develop and extend ball handling skills

 

Kicking

Develop and extend kicking skills

 

Carrying and striking

Soloing ball with toe tap

 

Small sided team games

Mini rounders

Make up simple games

Challenges

OUTDOOR& ADVENTURE Undertake a forest/country walk

Topic walk

– treasure hunts, scavenger hunt, matching pairs games, hunt relay

 

 

 

 

Star-orienteering

In hall, school grounds

Memory star

Point to point

Score orienteering

Adventure trail

Tangle twister

Shuffle pack

Blind trail

Obstacle course

Raised stepping stones

Skis

AQUATICS   

 

 

Hygiene

Water safety

Entry to and exit from the water

Buoyancy and propulsion

Stroke development

Water based ball games

Understanding and appreciation of aquatics