Move Well Move Often Physical Literacy... · Seminar 1 Seminar 2 Seminar 3 2017 Locomotor Skills...
Transcript of Move Well Move Often Physical Literacy... · Seminar 1 Seminar 2 Seminar 3 2017 Locomotor Skills...
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Move Well Move OftenDeveloping the physically literate pupil through the lens of
fundamental movement skills
Seminar 2 - 2018
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What we are
Teachers and school leaders
Teacher Educators
Facilitators/Enablers
Purveyors of lifelong learning
What we are not
Evaluators
Policy makers
Curriculum developers
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.ieClár Áma
Session 1 Overview of Physical Literacy
Sos beag
Session 2 Stability Skills and the PE Curriculum
Lón
Session 3 Teaching Methodologies and Planning
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.ie3 Year CPD Rollout
Seminar 1 Seminar 2 Seminar 3
2017
Locomotor
Skills
2018
Stability
Skills
2019
Manipulative
Skills
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.ieKey Messages
Fundamental Movement Skills are a core element
of Physical Literacy
Explicit teaching of FMS has the potential to enhance the learner
experience
Moving well and moving often contributes to the
overall wellbeing and development of the child
Physical Literacy is an outcome of a quality PE
programme
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.iePolicy Context
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.ieMove Well, Move Often and the PE Curriculum
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.ieEmbed FMS into PE
PE PLAN
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Overview of Physical Literacy
Session 1
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.ieReview of Physical Literacy
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Video – what is Physical Literacy? Liverpool John Moores University:
https://www.youtube.com/watch?v=umMukVTCTaQ
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The physically literate child can be described as having the ➢ motivation➢ confidence ➢ movement competence➢ knowledge and understanding
to value and take part in physical activity throughout their personal lifelong journey.
(Whitehead 2017)
Physical Literacy
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Discuss:● The key characteristics of
Physical Education● The key characteristics of
Physical Literacy➢ The relationship between both
Complete the template on page 3 of your booklet
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Physical literacy can be considered as a goal or outcome of high quality PE.Hyndman and Pill 2017,Rotert and MacDonald 2015
Physical Education Physical Literacy
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Video – What is the connection between PE and Physical Litearcy?
CAHPERD: Dean Kriellers
https://www.youtube.com/watch?v=XYaghYWOBGw&index=2&list=PLOVkSLVzfxZ4yzjT
qdvVcU-OwlJvXlPxI
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.ieFundamental Movement Skills
Locomotor SkillsTransporting the body in any
direction from one point to another
Stability SkillsBalancing the body in stillness and in
motion
Manipulative SkillsControl of objects using various body
parts.
• Walking• Running• Hopping• Skipping• Jumping for height• Jumping for distance• Dodging• Side stepping
• Balancing• Landing
• Catching • Throwing• Kicking• Striking with the hand• Striking with an implement
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.ieReview Locomotor Skills
Locomotor Skills
Walking
Running
Hopping
SkippingJumping
for Height
Jumping for
Distance
Dodging
Side stepping
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.ieActivity: Follow the facilitator...
Walking1. Explore the teaching points of walking or hopping with the facilitator.
2. Discuss the benefits and challenges of teaching the skill.
3. Identify and clarify any concerns with regard to teaching a specific teaching point that you may have.
Hopping
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1. Analyse each teaching point.
2. Discuss:
• What is easy to teach?• What is difficult?
3. Share:
• Experience• Tips • Practical approaches to
teaching
Activity: Group Work (Choose 1)
Skipping Dodging
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1. Get into groups of 4, then pair up.
2. The first pair teach the first 3 teaching points to their partners .
3. The second pair teach the second 3 teaching points.
4. Discuss.
Activity: Peer Teaching (Choose 1)
Jumping for Height
Side stepping
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1. Work with a partner and choose one - Running or Jumping for Distance
2. Assess your partner’s technique using the assessment tools (p12 & 13)
3. Provide your partner with feedback on the assessment
Note: Be strict when assessing and watch one movement per
teaching point
Activity: Peer Assessment Challenge
Running Jumping for distance
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.ieThe Journey So Far…
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Video – The Journey so Far – PDST
www.scoilnet.ie/pdst/physlit
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.ieThe journey so far...
Physical Literacy in my School
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LettersBook 1, page 59 (skipping)
Hoop Tag Book 2, page 102 (side stepping)
Spot, hop, add them up Book 3, page 34 (hopping)
Move Well Move Often Activities
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Stability Skills and the PE Curriculum
Session 2
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Balancing
Stability SkillsLanding
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.ieLanding
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1. In groups of 4, explore landing (from various heights if possible).
2. Generate 6 teaching points for landing, discuss them and write them down.
3. Report back.
Landing Task Time
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.ieLanding Video
Video – Landing – PDST
www.scoilnet.ie/pdst/physlit
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.ieBalancing
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.ieBalancing Video
Video – Balancing – PDST
www.scoilnet.ie/pdst/physlit
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1. In groups of 3, explore balancing using the movement inspector (Book 3, page 102).
2. During the ‘Can you balance...’ activity take turns in the role of teacher and provide feedback on the ‘quality’ of balances being performed.
Exploring Balancing
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1. Landing: Embed the skill of landing in a gymnastic sequence.
Assessment: Observe and provide feedback to your partner.
2. Balancing: Embed the skill of balancing into a gymnastic sequence.
Assessment: Self Assessment web
See lesson plan in participant booklet
Stability skills and the Curriculum
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.ieGymnastics Sequence 1 (in pairs)
• A strong starting shape
• At least 3 different ways of travelling
• 4 jumps with a focus on landing particularly the teaching point of landing with our arms out in front.
• A change in levels
• A strong finishing shape
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.ieGymnastics Sequence 2
(groups of 4)• A strong starting shape
• At least 2 different ways of travelling
• 2 jumps
• Balances:
-2 Individual (including 1 T Balance)
-2 Partner
-1 Group balance
• A strong finishing shape
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.ieReflection
Learner Outcomes
Learner Experiences
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Teaching Methodologies and PE Planning
Session 3
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.ieVarying The Learning Environment
Space Task Equipment People
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These examples would be preceded by a warm up and followed by a cool down in a typical lesson.
Whole – Part - Whole
Dance – Balancing
Whole • Compass Dance
Part • Focus on balancing
Whole • Compass Dance
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.iePlanning for teaching FMS in PE
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1. The importance of enjoyment and play.
2. Maximum participation by all children.
3. The development of skills and understanding.
4. A balance between competitive and non-competitive
activities.
5. A balance between contact and non-contact activities.
6. Providing opportunities for achievement for each child.
7. Providing activities equally suitable for girls and boys.
PE Curriculum Teacher Guidelines - page 3
The 7 key messages of PE
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Embedding FMS in your PE plan
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Video – Embedding FMS in PE – PDST
www.scoilnet.ie/pdst/physlit
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6 week
block
(dates)
Strand
Fundamental Movement Skills at Class Level
J. Infants S. Infants 1st Class 2nd Class 3rd Class 4th Class 5th Class 6th Class
04.09.18 –
12.10.18GAMES Throwing Kicking
Striking with
the HandKicking
Striking with
an implementDodging Kicking
Striking with
the hand
15.10.18 –
30.11.18GYMNASTICS Walking Landing
Jumping for
heightSide stepping Balancing Skipping Catching Landing
3.12.18 –
25.01.19DANCE Balancing
Jumping for
HeightSkipping
Jumping for
distanceLanding
Jumping for
HeightHopping Side stepping
29.01.19 –
8.3.19 GAMES Catching Dodging Balancing Running AQUATICS AQUATICS AQUATICS AQUATICS
12.3.19 –
3.5.19 ATHLETICS Running
Striking with
an implementLanding
Striking with
an implementThrowing
Jumping for
distanceRunning Throwing
7.5.19 –
21.6.19O&A Skipping Side stepping Hopping Dodging Running Catching Balancing Skipping
Group Planning Activity
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www.activeschoolflag.ie
Using school self-evaluation to support PE planning
www.schoolself-evaluation.ie
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.ieUsing SSE to support PE planning
Domain Standard PE context
Learner experiences
Pupils reflect on their progress as learners and
develop a sense of ownership of and
responsibility for their learning
Pupils use MWMO assessment web rubrics to assess their own FMS skills
Pupils use the MWMO stairs rubric to set goals to improve their FMS skills
Pupils use the take home activities to further enhance their development of FMS
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.ieNext Steps
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.ieSupporting PE in your school
Is the move well move
often being used as a
support to the PE
curriculum by all teachers
within your school?
How did you share the
knowledge gained at
Move Well, Move Often
seminar day 1 with the
rest of the staff?
A shared approach to physical education leadership which emphasises consultation and collaboration is highly effective (Clohessy 2017).
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From small beginnings...
Sharing the message…
Use the MWMO presentation at a Staff meeting
Create a Communal space for
MWMO books
Classroom display
PE journals
Hall display
Use the take home
activities
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… come great things
Update the school PE
plan
If comfortable, invite others to
observe you teach
If comfortable offer to model MWMO with another class
Ask for time to support MWMO
in school
Print out assessment templates
and rubrics
PDST in-school support
Onwards and Upwards
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Write down ways in which you will help to lead the
development of the following areas in your school:
Leadership in PE
Physical Education
Physical Literacy
Fundamental Movement Skills
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www.pdst.ieIn-school support
Planning tools and support materials
Workshop dates, venues and support materials
PSSI lesson plans
Summer course
Move Well, Move Often Website
www.scoilnet.ie/pdst/physlit
PDST Twitter
@PDSTpe
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In-school support
www.pdst.ie/schoolsupport
School roll number
schoolsupport2018
It is essential to fill out the on-line application form in order for your application to be considered
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.iePDST Physical Literacy Summer CourseTeaching Children To Move Well and Move Often
Athlone Navan MonaghanDublin West
Kildare
Wexford Kilkenny Waterford Cork West Cork
Tralee Laois Sligo
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● Clohessy, L. (2017) Playing to our strengths: Physical Education Leadership in Irish Primary schools, unpublished thesis (Doctor of Philosophy), Mary Immaculate College.
● Department of Health and the Department of Transport, Tourism & Sport (2016) National Physical Activity Plan - Get Ireland Active! http://www.getIrelandactive.ie/Professionals/National-PA-Plan.pdf. Accessed 1 Mar. 2017.
● Hyndman, B & Pill, S (2017). What’s in a concept? A Leximancer text mining analysis of physical literacy across the international literature. European Physical Education Review 1–22
● Roetert, E. P., & MacDonald, L. C. (2015). Unpacking the physical literacy concept for K–12 physical education: What should we expect the learner to master? Journal of Sport and Health Science, 4, 108–112.
● Whitehead, M. (2015) International Physical Literacy Association. <htts://www.physical-literacy.org.uk/> Accessed January 13, 2017.