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Important Websites for Physical Education
Heywood community school provides an educational setting in which the person is encouraged to grow at every level – personally, academically, spiritually, socially and culturally.
It is apparent that Physical Ed. Provides children with many learning opportunities through the medium of movement and contributes to their overall physical and emotional development by facilitating them in leading full,active and healthy lives.
Physical Ed. contributes to the holistic development of the child and presents pupils with the opportunity to develop self-esteem and confidence.The Heywood C.S. PE plan shall endeavour to :
Include all children to some extent Stress the importance of enjoyment and play Develop skills and understanding Provide a balance between competitive and non-competitive activities Provide a balance between contact and non-contact sports Provide opportunities for achievement for all children.
To promote a positive perception of Physical Education as an integral part of balanced lifestyle through the medium of physical activity.
Physical Education is the only educational experience where the focus is on the body, physical activity and physical development. Physical Education helps the student to develop respect for the body- their own and others. Physical Education contributes to integrated development of mind and body. Physical Education develops an understanding of the role of physical activity in promoting health. Physical Education helps students to develop patterns of interest in physical activity, which are essential for healthy development and which lay the foundation for adult healthy lifestyles. Physical Education positively enhances self confidence, self esteem and reduces tendency to risk behaviours. Physical Education enhances social and cognitive development and academic achievement. Physical Education prepares students to cope with cooperation, competition, winning and losing. Physical Education makes distinctive contributions to developing social skills, moral and aesthetic development. Physical Education provides skills of knowledge for future life working in sport, physical activity, and leisure. Physical Education is inclusive regardless of ability, gender and culture. Physical Education reduces negative attitudes to school and drop out. Physical Education is the only comprehensive way of providing all students and young people with skills and knowledge for life long participation in physical activity and sport.
Heywood C.S. PE Department consists of 5 teachers at present. The members of the PE department are as follows :
The department work in close collaboration with one another and aim to provide pupils with the best physical educational experience possible.
In Heywood C.S. pupils are allocated a double class of PE once a week from 1st to 6th year. An exception to this is Transition year in which pupils are allocated three class periods of PE (2 hours).
Pupils are kept in their class groups for PE in 1st and 2nd Year. In 3rd 5th & 6th year if two classes are scheduled at the same time pupils are sometimes segregated into a boys class and a girls class. This may depend on the level of ability of the class. We have found that at senior cycle level girls partake more in the PE class and get more from it when they are separated from the boys. When the classes are mixed the girls feel very self conscious and can find the boys quite aggressive. Likewise they boys get more from the class as they are challenging themselves more.
Every student in Heywood Community School is expected to take part in PE class. We provide a holistic programme which allows pupils to experience a wide variety of topics. We cater for all ability levels and encourage all pupils to get involved and challenge themselves as much as possible.
Cultural diversity is an issue which we must be aware of within the PE class . For example different pupils have different religious beliefs e.g. Muslims fast from dawn till dust during Ramadan. Because of this they may be unable to take part fully within the PE class as they may feel weak or un energetic. As PE teachers we must remember that it is important to cater for the needs of all individuals and ensure they experience a sense of achievement even if it is only a small task they complete.
“Good teaching involves adapting goals, content, and pedagogy to individual needs so as to minimise failure and preserve ego strength. In all physical education is adapted physical education” (Sherrill; 1998; 8).
Planning and continual collaboration amongst physical educators is of utmost importance to the successful integration of these pupils. Finally adapted equipment and activities is a key component to integration.
“Integration is generally defined as a process in which all children are educated to the maximum extent possible in the least restrictive environment” (Hayes, M. 1989). In order to achieve this within the physical education setting teachers need to be creative and resourceful when it comes to teaching and adapting physical education classes. Activities need to be suitable and achievable. Selection of activities is perhaps the most important aspect of integration.
One of the keys to the successful teaching of physical education is the use of a broad range of approaches and methodologies.
Teaching approaches are not necessarily exclusive. We may be likely to switch and mix approaches to suit the objectives of the unit of work or the lesson. As objectives vary within a lesson, the teacher may move between different teaching approaches or methods. The teacher begins by deciding what he/ she wishes to achieve and then chooses the most appropriate method of realising those objectives. We realise that a flexible approach is needed at times in the teaching of PE and that a number of approaches may take within one lesson.Among the teaching approaches which are particularly appropriate for teaching physical education are;
the direct-teaching approach the guided-discovery approach the integrated approach.
The direct-teaching approach involves the teacher in telling or showing children what to do and in observing their progress. It entails the teacher making all, or most of, the decisions concerning the content of the lesson and the child responding to instructions. It is a useful approach if the objectives are concerned with performing folk dances, for instance. Direct teaching is appropriate too for use when organising activities, ensuring that safety practices are being applied and in the handling of PE equipment. Thus, it can feature as part of the teacher’s approach in a wide range of lessons.
We realise that this is one of the approaches that offer children the opportunity to make decisions, solve problems or take initiative. The use of this approach promotes discussion among children and enhances the child’s capacity to evaluate.The guided-discovery approach can be used where the teacher wishes to place an emphasis on leading the children to explore and experiment with movement challenges. It may be utilised as a child explores movement through informal play experiences. It can be used when the teacher wants children to think about the application of concepts or tactics in games, where appropriate questioning can lead to a deeper understanding of how a skill can be employed in a games situation.
The teacher should consider how objectives can be achieved through integration. Physical education has many objectives which are developed by other subjects such as Gaeilge, English, art, music, mathematics and especially social, personal and health education. The development of these subjects can be enriched through a programme of physical education which is broad and balanced.
Safety precautions cannot remove all risks but should eliminate unnecessary hazards.
All jewellery and gum must be removed at the start of the session. Check the area for any litter, glass or animal mess. Training shoes are to be fastened properly. Ensure students are fully warmed up before starting the lesson Full P.E uniform to be worn School Track Suit, runners, sports socks, Polo tee shirt(Navy) No horse play allowed at any time.
All jewellery and gum must be removed at the start of the session. Check the area for any litter, glass or animal mess. Make sure that the staring surface is not slippery Ensure students are fully warmed up before attempting the sprint start. Training shoes are to be fastened properly. Stress the importance of running slightly to the side of the person in front while passing the baton so as not to trip them up – Ensure students are properly warmed up at the start of the session. If a pit is available it should be thoroughly raked before use, checking it for litter, broken glass or animal mess.- Broom and rakes must always be stacked well clear of the pit and the teacher is to give the order to jump after having checked the area for this – A depth of 15 inches of suitable sand is recommended. The teacher is to use the “All throw, all retrieve” command after having checked that students are not throwing toward each other. – Students are to use only correctly weighted implements. The teacher is to use the “All throw, all retrieve” command after having checked that students are not throwing toward each other. – Students are to use only correctly weighted implements.- Javelins are to have their points buried in the ground and pointing straight in the air away from the activity area when not being used. – Students are to be told not to throw their javelin to a partner. Tell pupils with health effects to walk when appropriate If available make sure the cane hurdles are set up so that they will fall if knocked as opposed to tripping up the student.- The cane hurdles should have rubber bungs on each end. Ensure the bar will come down if knocked. – Check the stability of the supports. – Check the suitability of the landing mat. Landing mats should not be stacked one on top of the other unless a recommended covering to bind the mats together is used.
Play should not begin until the court is clear of stray shuttles. Ensure that all jewellery is removed before the lesson. Check the workspace before the lesson for any hazards, i.e. wet gym floor Encourage students to get into the habit of protecting the face with the racket head. All nets and posts should be correctly erected and secure. Play should not begin until the court is clear of stray shuttles.
Ensure that all jewellery is removed before the lesson. Check the workspace before the lesson for any hazards, i.e. wet gym floor All nets and posts should be correctly erected and secure. Play should not begin until the court is clear of stray basketballs or equipment.
Ensure that all jewellery is removed before the lesson. Check the workspace before the lesson for any hazards, i.e. wet gym floor Check the condition of all mats before they are used. Set the circuit up so as the teacher can see all stations at the same time. Students are to be made aware that there are at times, others working within their workspace. Ensure all students are aware and properly understand the support technique and what to do if the performer begins to lose balance. Check the condition of all mats before they are used. Don’t allow students to use dangerous balances. Students are to be told not to attempt a balance performed by their partner unless they are capable of performing it safely. Ensure apparatus is erected and fixed properly before allowing students to use it. Support all students on the vaulting exercises until you are confident in their ability. Do not allow students to invert whilst vaulting. Stress the requirements of good landing technique. Ensure students use proper technique when rolling (chin to chest) before allowing them to perform the dive forward roll. Ensure students are fully stretched before attempting to roll into pike or straddle. Students not to attempt handstand without support.
Regular beaks in activity and emphasize correct stance to limit back injuries. Check pitch for any potential dangers. Ensure that all pupils are in correct kit, No jewellery or watches. All long hair should be tied back. Emphasize rules of dangerous play, – Stick height, during the push Raised / lifted ball Safety of other players Body position during the tackle in safe. The timing of the tackle must be safe. When a player is dispossessed the ball should be kept under control by the tackler. Re-emphasize the rules of dangerous play. – Height of the stick during the hit. Ensure safety through awareness of other players.
Regular beaks in activity and emphasize correct stance to limit back injuries. Check pitch for any potential dangers. Ensure that all pupils are in correct kit Tell the students that they must remove all jewellery Always, check the working areas for glass, objects, at the beginning of every lesson. Tell pupils to keep head up when performing every skill – NO CONTACT ALLOWED – Students must always remain in their grids at all times when performing drills. Equal distances between groups Tell students never to leave anything lying around Space group out All long hair should be tied back. Emphasize rules of dangerous play Body position during the tackle in safe. The timing of the tackle must be safe
Correct footwear with Laces fastened. Ensure all equipment used is checked and secure. Ensure any obstructions and equipment not used is well out of the way. Use lighter multi coloured balls to avoid injury if available
Correct footwear with Laces fastened. Pupils must stay within the parameters set out by the teacher. Return to start when you have course completed or when you hear three whistles in a row. Be aware of all hazards such as moving vehicles. etc Respect the surrounding area and leave all equipment and markers where found.
Ensure that all jewellery is removed before the lesson. Check the workspace before the lesson for any hazards. Emphasise that after each pupil has batted they must place the bat on the ground. (outline the danger of throwing the bat backwards). Not blocking runners when moving from base to base. Call for ball when in air to avoid collisions.
Ensure that all jewellery is removed before the lesson. Check the workspace before the lesson for any hazards, i.e. wet gym floor Check the condition of all mats before they are used. Set the circuit up so as the teacher can see all stations at the same time. Students are to be made aware that there are at times, others working within their workspace. Ensure apparatus is erected and fixed properly before allowing students to use it. Stress the requirements of good technique when completing exercises. Ensure pupils know correct technique involved in each exercise. Always have a pupils spotting at weights bench.
Pupils are assessed based on their
Participation within the class (Effort) Ability to learn and reproduce a skill (Knowledge) The manner in which they interact and work with their classmates (Performance / Skill / Decision Making) Their ability to adhere to school rules and wear their P E uniform (Co Operation)
Starting with this year’s first year students(20011/2012) , each class group will be asked to fill out an evaluation wheel after each module. By completing this evaluation wheel we will be able to monitor their progress throughout their time in Heywood and note whether or not their skill levels have progressed.
In Heywood community school we believe that extra curricular activities are an integral part of the school’s Programme. We encourage all students to take advantage of the opportunity provided to participate in one or more of the extra-curricular activities provided in the school. We firmly believe that through the participation in extra curricular activities young people may gain experiences which will give each and everyone of them the opportunity to develop the skills and values needed to become a valued student within the school community.
We believe that participation in a sound extra curricular programme contributes to the development of health and happiness, physical skills, emotional maturity, social competence and moral values.
We believe that a sound extra-curricular programme teaches the participant the value of cooperation, as well as the spirit of competition that is very important to our society. The student learns how to work with others for the achievement of group goals. We believe that the spirit of fair play and the will to win are valuable to the development of a healthy mind.
Parents are a very important part of any extra-curricular program, and we encourage you to actively support your son/daughter’s interest. Your support could best be shown to your young person by encouraging him/ her to follow the rules and regulations set by staff and by having a positive attitude towards the overall extra-curricular programme.
The extracurricular activities offered at Heywood C.S. include hurling, gaelic football and basketball, athletics, dance and soccer. These are implemented by teachers on a voluntary basis and will be linked where possible to the physical education programme. During the primary schools years the movements and skills necessary for progressing to formalised sport are acquired. We aim to further these skills by enabling pupils to learn to officiate at games and develop respect for opponents, officials, rules and spectators. A balanced approach to competition can make a significant contribution to the child’s development while at the same time providing fun, enjoyment and satisfaction. The extracurricular programme offered at Heywood C.S. also provides opportunities to strengthen the relationship with teachers, parents and other children. We hope to reflect the aims and objectives of the physical education curriculum in our after school activities.
First Year Hurling/ Camogie First Year Gaelic Football U 14 Hurling U 14 Gaelic Football Junior Hurling/Camogie Junior Ladies & Mens Football Senior Hurling/Camogie Senior Ladies & Mens Football First Year Boys & Girls Basketball Cadette Boys & Girls Basketball Senior Boys & Girls Basketball Athletics The following activities take place within the school Dance School Soccer Leagues Indoor Basketball League
Pupils are limited to partaking in two extracurricular activities only. Only one event may be scheduled for the one day. Pupils are expected to change back into school uniform after representing the school. Pupils are expected to: Demonstrate a commitment to their chosen team/ activity by attending all training sessions Display a high standard of social behaviour Display proper respect for those in authority, including teachers, coaches and officials. Display a real spirit of cooperation. Ensure they are properly prepared with the correct equipment. Use language that is sociably acceptable. (Foul language or vulgar talk will not be tolerated under any circumstances, especially if directed towards students from other schools, staff members or any other officials.
At the moment we have a school calendar in the staff room where teachers can book a date for an upcoming event ( Present rule no more than two events in one day). Students are allowed to participate in two chosen activities. One being a Gaelic Game.
Fixture details, regarding, date, venue ,panel and proposed period of absences from class of players will be posted on the notice board in the staffroom and a copy given to the Deputy principal along with work for the classes you are teaching.
As a matter of courtesy Pupils are advised to notify their teachers of upcoming games and events.
Staff members involved in organising fixtures should try to minimise disruption by arranging activities/ fixtures to coincide with lesson change overs where ever this is possible, and to use the information available on the eportal / Notice board calendar to ensure that the same students are not missing consecutive days as far as possible.
The calendar on e-portal main page will have details of all known school events, activities and trips and will make these details accessible to all staff members, so they are in an informed position when students ask for permission to leave, especially for competitive matches and fixtures.
When you are on the e-portal system the calendar is found on the bottom left of the screen. When you click on more an overview of the month appears, and a brief description of any activities or events entered. By clicking on a certain day /date on the calendar you get a printable list of events taking place that day, you can then click on the event to get full details, with times of those activities, the venues, and a list of class / students involved.
Staff will have a duty to check the school calendar and ensure the date fixture/ event does not clash with any other school event fixture. When confirming an event on the calendar for a sports event eg. A Gaelic Football Match ensure the students involved are listed , the venue, the time of the game and any other notes that are relevant eg meeting time and place.
This will ensure no clash of fixture/ events and put staff in an informed position when students ask for permission to leave class for a fixture, and the information they give is easily checked and verified.
It is the class teachers duty to follow up any student not showing up to class when they are not involved in an extra-curricular fixture or event.
ICT helps pupils learn in PE by promoting and developing ownership of their work and the directions they choose to take. This can have a positive effect on their motivation and degree of engagement in their work. It helps in their choice of learning style and so promotes greater independence.
Using ICT can help pupils to:
access, select and interpret information
recognise patterns, relationships and behaviours
model, predict and hypothesise
test reliability and accuracy
review and modify their work to improve the quality
communicate with others and present information
evaluate their work
be creative and take risks
gain confidence and independence.
ICT can also encourage pupils to learn by providing opportunities to find out about and take part in PE-related activities, such as opportunities to view sports and dance in action.
For example, ICT can help pupils:
Develop and enhance their abilities to think in different ways so that they can select and apply skills, tactics and compositional ideas, and evaluate and improve performance
Collect, analyse and interpret data
Take on a wider range of roles and responsibilities in PE, sport and dance settings
Access a range of information sources to enhance knowledge in PE and its connections and applications in other areas of learning
Access a range of information sources to enhance knowledge in PE such as anatomy, physiology, sport in society, health and wellbeing, and skills and techniques specific to activities
Support their understanding of the importance of PE and the importance of health, sport, and the performing arts in the culture of our society and the global community
Access images of performance-enhancing knowledge of skill, strategy, choreography/composition, and physical training and conditioning
Increase their awareness of the impact of ICT on the changing world
All teachers have access to the internet and can therefore look up websites and source current research that deals with PE. A number of PE in-services are run every year in surrounding towns and any staff members who wish to avail of these will be encouraged and supported. Many staff members have attended PE courses in the past and have shared the expertise acquired with other teachers during planning days, staff meetings or through sharing notes received at the courses. Teachers have in the past and will in the future avail of external expertise to inform and up-skill the school community in various areas e.g. outside coaches demonstrating skills of hurling, Gaelic football, rugby, basketball etc. Coaches support the role of the teacher in the implementation of a programme that will benefit the individual child and the class. Also many of PE teachers are members of the PEAI. Also one teacher is a member of the PDST and was involved in the development of the JCPE syllabus. Also with regard to shared practice as a department we often take part in team-teaching. This teaching method develops our skills further as we learn from one another.
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