Physical Education

Physical Education Policy for Holy Family Boys National School, Askea, Co. Carlow.

IntroductionThis Physical Education policy for Holy Family Boys National School, Askea, was formulated by the Principal, PE Postholder and teaching staff. It was reviewed in October 2006 in consultation with the PCSP PE Cuiditheoir and again in June 2012.

RationaleWe believe that 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. Through a diverse range of experiences providing regular, challenging physical activity, the balanced and harmonious development and general well-being of each child will be fostered in our school.

VisionWe envisage that in PE each child will be given the opportunity to develop their physical skills and competencies to their full potential appropriate to their age and ability in a safe and supportive environment.

The planning and management of the PE Curriculum in our school will always have the children as the focus of attention, through the provision of a broad balanced and well differentiated programme of physical activities.

AimsWe endorse the aims of the Primary School Physical Education Curriculum: The aims of Physical Education in Holy Family Boys National School are:

To promote the physical, social, emotional and intellectual development of the child. To develop positive personal qualities. To help in the acquisition of an appropriate range of movement skills in a variety of contexts. To promote understanding and knowledge of the various aspects of movement. 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 UnitsOur 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 (see diagram 1 in appendix). 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. Aquatics, is the exception and the pool-based section of this strand will be taught at second, third, fourth and fifth class level.

Physical Resources-Facilities and EquipmentThe following facilities are available to the children and staff for Physical Education.

1. A school yard – suitable for small sided games.2. School green area / field – suitable for all outdoor games, athletics and some out-door and

adventure activities.3. School hall – suitable gymnastics, dance activities and small sided games.4. Graiguecullen Swimming Pool. This is used for the aquatics strand.5. Two Basketball courts.

Our school has a well resourced Physical Education store containing the necessary equipment for the implementation of the six strands. (list in appendix) Equipment is checked regularly and stock replenished as often as budget allows. Literature, DVDs, CDs, tapes, books and lesson ideas are available to teachers in the Physical Education section of the Staff Room Library. The school will also use the CD of PE lesson plans prepared by the Primary School Sports Initiative.

Approaches and MethodologiesWe will use a combination of the following approaches:

Direct teaching approach e.g. teaching a specific skill. Guided discovery approach e.g. children creating their own sequence in dance. Integration e.g. Geography and Outdoor Adventure Activities – directional and spatial

awareness.

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:

Warm Up --- Main Activity --- Cool Down

Children With Different NeedsGeneral Adaption Suggestions

Equipment: Rules, Prompts, Cues:

Larger/lighter bat Demonstrate/model activityUse of Velcro Partner assistedLarger goal/target Disregard time limitsMark positions on playing field Oral PromptLower goal/target More space between studentsScoops for catching Eliminate outsVary balls (size, weight, colour, texture) Allow ball to remain stationary

Allow batter to sit in chairPlace student with disability near teacher

Boundary/Playing Field: Actions:Decrease distance Modify graspsUse well-defined boundaries Modify body positionsSimplify patterns Reduce number of actionsAdapt playing area (smaller, obstacles removed) Use different body parts

Time:Vary the tempoSlow the activity paceLengthen the timeShorten the timeProvide frequent rest periods

Tennis BowlingUse larger, lighter balls Simplify/reduce the number of stepsUse shorter, lighter racquets Use two hands instead of oneUse larger head racquets Remain in stationery positionSlow down the ball Use a partnerLower the net or do not use a net Give continuous verbal cuesUse brightly coloured ballsAllow a drop serveStand closer to net on serveDo not use service courtUse a peer for assistance

Basketball SoccerUse various size balls (size, weight, texture, Colour) Use walking instead of runningAllow travelling Have well defined boundariesAllow two hand dribble Reduce playing areaUse larger/lower basket If student uses a wheelchair, allow him to holdSlow the pace, especially when first learning ball on his lap while pushing the wheelchairIf student uses wheelchair, allow him to hold Use a deflated ball, beeper ball, brightly ball on his lap while pushing wheelchair coloured ball

Use a target that makes noise when hit

VolleyballUse larger, lighter, softer, bright coloured ballsAllow players to catch ball instead of volleying Allow student to self toss and set ballLower the netReduce the playing courtStand closer to net on serveAllow ball to bounce firstHold ball and have student hit it

Potential Areas Of Difficulty For Students With Mild General Learning Disabilities

Potential area of difficulty Implication for learning Possible Strategies* Fitness Levels It may be necessary to

set targets to improve fitness

Include active warm ups and drills for skills practice

Vary activities in the lesson to include the use of gross motor skills, regular short periods of exercise daily; cooling down exercises and consultation with parents/guardians

*Listening and responding The student may have difficulty with short-term memory and concentration span.

Keep instruction simple and clear. Students repeat instruction.

Demonstration(s) of task; verbal analysis of task; student performs task; teacher affirms task

Move to new instruction regularly*Co-ordination and balance

The student may have difficulties in fine and gross motor skills in all strand areas

Teach suitable gait for skill, for example, throwing and catching a ball, jumping and landing, balancing

Give good visual demonstrations Re-affirm good examples and practices Use additional equipment to suit the

needs of the student, for example softer balls, larger target

Provide physical support to student in performing skill, for example, jumping

Spatial and body awareness

There may be safety issues for students engaging in movement exercises

Provide suitable group arrangements, restrict area of movement, plan for the student to engage in follow the leader, and copying and contrasting exercises

Use specific body parts in exercises e.g. make a shape with the upper part of the body

*left-right orientation It may be necessary to include regular exercises with these movements

Include warm-up exercises/stretches. Students mirror actions of peers or teacher: O’Grady says; Follow the leader

Include exercises with equipment using both sides of the body

*Behaviour This will necessitate the smooth progression of lesson structure with clear instructions.

Establish routine format for class and the expectations of desired behaviours

Ensure that the student is suitably placed in the class for optimum learning

Check that the student is attending by reinforcing and questioning

Involve the student where possible in demonstration

Encourage the student and assign tasks opportunities for success

*social integration Keep appropriate balance between cooperative and competitive activities. Foster enjoyment of activities with others. Encourage individual student’s interest in particular aspects of the strands.

Group student(s) appropriately Use co-operative fun activities regularly Give encouragement and acknowledge

good effort Set appropriate skill development level

commensurate with students’ ability level

Set reasonable targets for co-operative activities (individual and group)

Assessment and record keepingAs 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. (Assessment for learning). Teachers will keep their own records of pupils’ achievement. They will use these records to report annually to children, parents and relevant staff. (Assessment of learning). Children may be asked to self-assess and peer assess where appropriate. (Assessment as learning).We will assess

o Willingness to participate in activitieso Readiness to engage with a certain activityo The level of competence of a child in carrying out an activityo Interest in and attitude to activityo Willingness to cooperate in individual, pair and group activities

Our assessment tools are:

o Teacher observationo Teacher-designed tasks

Multi-Class Teaching

In our school multi-grade teaching is a fact of life. Teachers may plan their lessons with this in mind and adapt the curriculum where necessary.

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 (SNA’s), will be made to ensure that all children experience the richness and breadth of a full Physical Education curriculum.

Teachers will endeavour to support and ensure the participation of children with special needs by planning to include all children in P.E. activities. This will mean we have to focus on the abilities of each child. Children with special needs in mainstream classes who have been allocated a Special Needs Assistant will have the benefit of this assistance while engaged in physical education activities when the SNA is present in the class at that particular time.

We will also plan to include children who may have physical disabilities by planning to include them in all PE activities and by adapting the activities as necessary.

Children with exceptional ability/talent for PE will be encouraged and supported by acknowledging their talents and creating additional challenges for these children in the strands of the PE Curriculum in which they excel. Those challenges will be based on the activity being pursued by the rest of the class. In

addition, the children will be encouraged to maximise their talent by forging links with local clubs (if links have not been established already) so the child(ren) can bring their talent to a higher level. The children with exceptional ability will, on occasion be encouraged to assist their classmates in achieving proficiency in the activities they are undertaking.

All children will be encouraged to participate in all PE activities through the use of co-operative fun activities. We will also give encouragement and acknowledge good effort wherever possible. Our main aim is to set activities close to each child’s ability level but at the same time challenging them to improve their performance. Reasonable targets will be set for all children at individual, pair and small group levels.

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. 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.

In line with Department of Education and Science recommendation, it is the policy of Holy Family B.N.S., Askea, not to charge for in-school curricular activities. However, when organising the aquatics strand, this school is unable to meet the cost of running and adequate aquatics programme. As a result, the Board of Management has given permission to charge a nominal fee to each child. No child will be denied access to swimming lessons due to lack of financial resources and the school has made provision for such children to attend classes.

Due to the increased enrolment of children from other countries in Holy Family B.N.S. it is vital to help these children integrate. PE provides great opportunities for this integration.

o Dance: introduce dances from other countries in the area of folk dance. The children from other countries will also appreciate the folk dances which are an integral part of our Irish culture.

o Large sporting events such as the Olympics, World Cup and Special Olympics will be used to look at the customs and sporting culture of some of the participating countries.

o Introduction of games from other countries i.e. boules, lacrosse, yet at the same time acknowledging the special place that Gaelic games hold in our culture.

Linkage and IntegrationEvery attempt will be made to link the various strands for the PE curriculum and to integrate the other subject areas with PE, where appropriate.(e.g. Gymnastics with Language; Dance with Music; Aquatics/Games with SPHE; Athletics with Maths; Orienteering with Geography and Gaeilge used to give simple directions).

Organisational Planning

Timetable

In this school each class will have one hour of PE each week – this will be blocked in 1 x 60 minute period or 2 x 30 minute periods.Class(es) will attend swimming lessons in the month(s). The Games, Outdoor and Adventure activities and Athletics strands are done at a time when it is hoped the weather will be fine and will allow the PE lessons to be based outside.

Below is a sample grid used for all classes

PHYSICAL EDUCATION – YEARLY PLANSeptember-October November-December January-March April-JuneGames Dance Aquatics GamesAthletics Gymnastics Dance Outdoor & AdventureOutdoor & Adventure Games Games Athletics

This school will use its discretionary time for the 10 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. MonthSwimming - 2nd January and February 3rd April and May 4th April and May 5th September and October

Code of EthicsAll teachers and coaches working in the school context will be expected to adhere to the school Child Protection Statement and the Code of Ethics of Irish Sport, produced by the Irish Sports Council. They should always ensure that the treat children with integrity and respect and that the self-esteem of children is enhanced. All adult actions in sport should be guided by what is best for the child and carried out in the context of respectful and open relationships.

If coaches from a local or a national sporting organisation are invited into the school to work with the children as part of their PE class, they will be used to support the class teacher in the implementation of some of the PE curriculum strands in the school. They will not replace the class teacher and ultimate responsibility for the class lies with the class teacher. The class teacher will in turn support the coach on certain occasions when this will lead to maximum benefit for the children in the class.

If there is a suspected case of child abuse in the class (even if it becomes apparent in the context of a PE class), all teachers will adhere to the Department of Education and Science Child Protection Guidelines to be used with the ‘Children First Guidelines’ 2011 produced for all personnel working with children.

After School and Breaktime ActivitiesOpportunities are provided for children to participate in and enjoy a variety of extra curricular activities. These include basketball, gaelic football, hurling and indoor soccer. Participation based extra curricular activities offer opportunities to all who wish to partake in these lunch-time and after school activities. School representative teams are also catered for in inter-school competitions. Children are encouraged to play games and practice skills during break-time at the different play zones.

Holy Family B.N.S. organises two sports days. The Junior day incorporates Junior Infants to First Class. The Senior day incorporates 2nd to 5th Classes. 6th Class run the sports day in conjunction with the teachers. Both Sports days take place in the school yard/field and St Laurence O’Toole’s Athletic Track. Emphasis is on enjoyment and participation in a non-competitive environment. The children move from station to station ensuring active engagement in a variety of activities. Each team is comprised of pupils from different classes.

We encourage the children to take part in local sports activities and clubs and will endeavour to pass on information regarding local sports clubs.

Information and Communication Technology

Information and communication technology may be integrated with PE through the use of the school computer, digital cameras, photo-copier, digital video-camera, DVS’s, CD’s and the internet. The School Blog also acts as a means of communication with both parents and the whole school community by displaying pictures and posting regular updates of school matches.

Health and SafetyThe children are required to wear the school tracksuit and bring appropriate gear on the day they have Physical Education. Children should not wear 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. Location of all First Aid Kits is made known and the medical conditions of the specific at risk children are made known to the Class Teacher.

In all PE lessons, children will warm up and cool down. This develops good practice.

The equipment used will be suitable in size, weight, and design to the age, strength and ability of the child and be of good quality and in good repair.

We will endeavour to have an appropriate surface for the activities in the PE lesson.

A portable First Aid Kit is available when pupils are participating in after school sports or matches in other schools.

Individual Teachers’ Planning and Reporting

Teachers’ preparation will be based on this plan and the planning of individual teachers will feed into the overall school plan. Teachers will plan based on the strands as outlined on the yearly timetable. There should be clear progression as children move from class to class.

The Cuntas Miosuil will be very relevant in reviewing and developing the school plan for the following years.

Staff DevelopmentThe school has a library of relevant resource material which will aid the teachers in their development and implementation of the PE curriculum. The school will access the PCSP PE Cuiditheoir through the Regional Curriculum Support Service to support the staff in certain strands. Visiting coaches for GAA and Rugby or Basketball 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 InvolvementParents have a responsibility to encourage their children to participate in all strands of the Physical Education curriculum. In order to implement swimming lessons and to partake in school sport we may need the assistance of parents in a supervisory capacity, transporting children to sporting events and helping with supervision. As with any curricular plan in the school, parents can inspect the PE Policy in the office.

Community LinksLocal 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. Notices relating to local sporting activities will be posted on our PE Notice Board.

Evaluating the PolicyThe means of assessing the outcomes of the plan include:

Teacher/parent/community feedback Children’s feedback regarding the activity level, enjoyment and skill development Inspectors’ suggestions/WSE recommendations Second level feedback

The criteria for evaluating this policy will be:

The level of enjoyment and play for the children 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

Implementation:

Roles and ResponsibilitiesThe Principal and PE Postholder will co-ordinate the progress of the policy, encourage and accept feedback on its implementation and report to staff on findings. Each teacher is responsible for implementing this plan with his/her own class.

The plan should be monitored and reviewed by the staff in May/June 2013 when we will reflect meaningfully on how well the PE programme has been taught and received in the school.

Teaching and LearningMost 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, four 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. Our Board of Management has decided that a designated member of staff will be present to supervise all activities organised by visiting/support coaches.

Ratification and Communication

This Physical Education policy was ratified by the Board of Management on ____________________and parents can inspect the plan in the school office.

APPENDIX 1

Strands and Strand Units

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 a appreciation of games

Outdoor and Adventure Activities * 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

Athletics

St. Laurence O’TooleAthletic trackMatsNon Slip Spot MarkersSpace MarkersTall conesBeanbagsCanes – short – HoopsAgility hurdlesBibsFootball, basketball and Soccer jerseys.Relay batonsFoam discusBalls – Gaelic, basketballs,Unihoc, foam footballs etc]ChalkStop watch – mobile phone.Agility laddersFoam Javelins

Aquatics

Swimming lessons on termly basis.

Dance

CD Player.Music for various types of dance.

HOLY FAMILY BNS PE EQUIPMENT INVENTORY JUNE 2012

Games

Balls – wide varietyHoopsFull basketball hoops (3)Mini basketball hoopsSpace MarkersLarge conesSmall conesBeanbagsIndoor hurleysOutdoor hurleysHurley helmetsRacquets, BibsUnihoc sticksGaelic goals, Soccer goals & nets

Gynastics

Mats HoopsBenchesSpace MarkersNon slip marker spots

Outdoor and Adventure Activities

Rounders kitBenchesSchool digital cameraSchool digital camcorderBenchesHoops

Indoor goals medium and netsIndoor goals small and netsTag belts 30+Low cane hurdlesSkipping ropes

APPENDIX 3

Reference Books / Manuels / Websites

Reference Books and Manuals are stored in the Staffroom.

Useful Websites:

www.irishprimarype.comwww.seomraranga.comwww.pcsp.iewww.pecentral.orgwww.gameskidsplay.netwww.primaryresources.co.ukwww.teachingideas.co.ukwww.pevideo.org

STRAND GYMNASTICAS

Movement Develop basic movement actions.Develop body awareness through variations of direction, pathways, level, shape, speed and effort.Link skills to produce a short sequence of movement.Begin to develop work with a partner.

Understanding and appreciation of Gymnastics

Talk about movement and ask and answer questions about it.

STRAND GAMES

Ball skills of sending, receiving and travelling;

Begin to develop ball handling skills e.g. rolling, throwing, catching.Begin to develop kicking skills e.g. kicking, controlling, dribbling, trapping, stopping.Begin to develop carrying and striking using beanbags, soft balls, small bats.

Creating and playing Games

Create and develop games in pairs.Play simple playground games.Call the Number Squirrels and Tree Saucers and DomesBuzy Bees Foxes and Geese Shamrocks and LeprechaunsFrozen Beanbags Chinese Knee-boxing

Understand and appreciation of Games

Talk about and develop movement skills relevant to games.Develop problem-solving and decision-making strategies.Apply simple rules to games.Gaelic Games will be given particular consideration as part of the Games Programme as it forms an integral part of our traditions and culture.

STRAND OUTDOOR AND ADVENTURE ACTIVITIESWalking, Cycling *and Camping*

Undertake short walks or adjacent to the school grounds.Find an object in a confined area of the school site, given simple clues.

Orienteering Identify areas of the hall, playing field.Follow directions.

Outdoor Challenges Undertake adventure trails e.g. stepping across markers.

Understanding and appreciation of outdoor and adventure activities

Begin to develop an appreciation of and respect for the environment.

STRAND AQUATICSWater Safety See SPHE – Safety Hygiene – Be Safe Programme.

Entry and ExitBuoyancy and PropulsionStroke DevelopmentWater-based Ball GamesUnderstanding and appreciation of AquaticsHygiene

Integration of PE with other subjects

SPHE – Feelings, Safety, Body Parts.Gaeilge – Cliuchi, Dance.English – Language, Listening.Maths – Number Work.SESE – Outdoor Games.Geography – Directions.Science – Environmental awareness and care.Music/Drama – Dance and Gymnastics.

AssessmentTeacher designed tasks.Teacher Observation.

Appropriate dress and footwear. Tracksuit, trainers, No Jewellery.

Resources

In regular use – Uni. Hoc. Soft balls. Bean bags. Hoops. Benches. Mats. Cones.Target Sets – (nets in throw at) giant (1m diameter) basket. Extra Hoops.