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Move Well Move Often Seminar 31
Move Well Move Often
Developing the physically literate pupil through the lens of
fundamental movement skills
Clár Ama
2
09:30am - 11:00am Overview of Physical Literacy and Fundamental Movement Skills
11:00am - 11:15am Sos beag
11:15am - 1:00pm Manipulative Skills and the PE Curriculum
1:00pm - 2:00pm Lón
2:00pm - 3:30pm Opportunities for School Improvement for PE
Seisiún 1
3
An Overview of Physical Literacy
and Fundamental Movement
Skills
4
3 Year Programme of Professional Development
5
Teachtaireachtaí Tábhachtacha
Physical Literacy
6
The physically literate child
can be described as having the
★motivation and confidence
★ physical competence
★ knowledge and understanding
to value and take responsibility
for engagement in physical activities for life.
(IPLA, May 2014)
Physical Education
7
Physical Literacy
Physical literacy can be considered as a goal or outcome of high quality PE.(Hyndman and Pill 2017,Rotert and MacDonald 2015)
Time to Reflect
8
The story so far….
9https://www.scoilnet.ie/pdst/physlit/videos/
10
Fundamental Movement Skills
Praiticiúil: Review of Skills
11
12
Jumping for Distance
IAP/Teacher ChecklistSide Stepping
Self-Assessment
Web
Hopping
Peer Observation
Checklist
Balancing
Self-Assessment
Picture
Skipping
Self-Assessment
Stairs
Review of
Locomotor and
Stability Skills
through
Assessment
Strategies
Praiticiúil: Review of Skills and Assessment
Polasaí
13
2014
2018
2012
2013
14
WHO predictby year 2030,
89% of Irish Men85% of Irish
Women will beObese/Overweight
25% of 9 year olds meet the WHO physical
activity requirements
22% of 9 year olds
are overweight
or obese
An scéal atá againn
11% of 12 -13 year
olds can perform the
FMS adequately
Verbal Cues
15
Internal cues (teaching points)
focus on the body movements
associated with the skill
External cues focus on the
movement effect or the outcome
associated with the skill
Internal and external cues can be used together (Palmer et.al 2017)
Landing
16
… feet wide apart
Arms stretched out
in front ...Land on the feet… toes -ball - heel
Head up...looking
straight ahead...Bum tucked under the
body Bend the knees
External Cue:
Steady head for the camera
Reach out front towards the
wall
Sit on a stool
Land with feet at either side
of a stool
Sit on a stool
Land quietly like a mouse
External Cues
17
● Play based approach
● Child Friendly
● Integrates with how child relates to world
● Positive effect on motor performance
Resource available on www.pdst.ie/physlit and www.scoilnet.ie/pdst/physlit
Book Walk : Move Well, Move Often
18
www.scoilnet.ie/pdst/physlit
19
Our Journey
20https://www.scoilnet.ie/pdst/physlit/videos/
Sos Beag
21
Seisiún 2
22
Manipulative Skills and
the PE Curriculum
Manipulative Skills
23
Ag caitheamh
Ciceáil
Ag gabháil
Ag bualadh leis an lámh
Ag bualadh le huirlis
Ciceáil
24
Practical Task - Movement Inspector
25
1. In groups of 3, explore kicking using the movement inspector.
1. During the ‘Can you kick...’ activity take turns in the role of teacher and provide feedback on the ‘quality’ of kicks being performed.
Pg. 169Pg. 169Pg. 159
Kicking - Activity
27
Pg. 161
Ag bualadh leis an lámh
28
Practical Task
30
• Find a partner
• Using a recording device, record their performance of striking with the hand
• Swap roles
• Play back video and complete self-assessment web on pg. 7 of handout
Striking with the Hand - Activity
31
Pg. 178
Ag bualadh le huirlis
32
Practical Task
34
• Get into groups of 4, then pair up
• The first pair teach the first 3 teaching points to their partners
• The second pair teach the second 4 teaching points
• Discuss.
Striking with an Implement - Activity
35
- Pg. 205
Ag gabháil
36
Practical Task
38
Pg. 149
The Games Strand
39
The Games strand is concerned with:
● the development of skills
● the creation and playing of games
● the understanding of games
When playing mini-games:
● modify the game to suit pupils’ developmental stages
● adapt the rules● adjust the size of the playing
area and equipment used● place an emphasis on
effective use of space and decision-making
● Provide a balance of competitive and collaborative games
Teacher Guidelines Pg.9
Types of Games
40
HarderEasier
Level of challenge in using FMS
Ag caitheamh
41
Practical Task
42
1. In groups of 4, explore throwing.
2. Generate 8 teaching points for throwing,
discuss them and write them down.
3. Report back.
Seisiún 3
44
Opportunities for school improvement
Manipulative skills and the Curriculum
45
Task One (in groups of 6):
Using the skill of throwing,
devise a game with the following:
▪ A focus on ONE teaching point
▪ Rules for the game
▪ A scoring system
▪ Layout and safety considerations
▪ Motivational focus
▪ Make one adaptation to the game using the STEP approach
Manipulative skills and the Curriculum
46
Task Two:
1. Identify an opportunity during the game for a “PART” from the whole-PART-whole approach.
2. Devise this “PART”.
3. Present this game to the other groups.
Pleanáil
47
Planning Resources: http://www.pdst.ie/Physical-Education-Main
www.scoilnet.ie/pdst/physlit/
48
School Self-Evaluation & PEWhat are we doing well, what can we improve?
https://pdst.ie/Physical-Education-Main
49
Domain Standard
Teachers’ collective/collaborative practice
Teachers implement whole-school approaches to teaching and learning to improve pupils’ experiences and outcomes
Match the PE specific focus to the domain/standard
Is assessment used to support pupils learning in PE
classes?
Are all 15 FMS being taught
progressively 2-3 times over 8
primary school years?
Getting started: identifying a focus
1.
2.Domain Standard
Learner experiences Pupils reflect on their progress as learners and develop a sense of ownership of and responsibility for their learning
1.
2.
50
Getting started: identifying a focus On pg. 10 of your booklet identify which sample PE focus for SSE couldmatch the following domains and standards?
Domain Standard
Teachers’
individual practice
The teacher has the requisite subject knowledge, pedagogical knowledge and classroom management skills
A.
Domain Standard
Learner outcomes Pupils develop the knowledge, skills and understanding required by the primary curriculum
Domain Standard
Teachers’
collective/
collaborative
practice
Teachers value and engage in professional development and professional collaboration
Domain Standard
Learner
Experiences
Pupils grow as learners through respectful interactions and experiences that are challenging and supportive
C.
B.
D.
Embedding a skill into a strand
51https://www.scoilnet.ie/pdst/physlit/videos/
Considerations:Fundamental Movement Skills (FMS) and Sports Specific Skills (SSS)
52
Sport graphic to
be inserted here
FMS/Sport Specific Activity
37
Throwing Kicking Catching
Striking with the Hand
Striking with an implement
1. What sports use the manipulative skill?
2. What FMS teaching points remain relevant in the sport specific skill?
3. What FMS teaching points vary to the sport specific skill?
4. Record details on Pg. 12
54
Physical Literacy Journey
55
Primary
School
Years● Broad and Balanced● FMS Focus● Fun and Enjoyment
Lifelong
Participation
Considerations: External Facilitators
56
What are the benefits and drawbacks of utilising external facilitators in PE?
Potential Benefits
● Expertise
● Equipment
● External facilitator learning
● Teacher learning
● School community partnership
● Opportunity for class teacher to
build on their own skills
Potential Drawbacks
● Lack of curricular knowledge
● Sport Emphasis within PE
● Lack of pedagogical knowledge
● Qualifications
● Cost
● Relationships
Bowles (2014), Mangione, J. et al (2018), Griggs (2010)
Consider the impact on teaching and learning in PE
Working with an External Facilitator
57https://www.scoilnet.ie/pdst/physlit/videos/
58
It’s best to pull whenever you can, push whenever you must, and nudge all the time (Hargreaves
and Fullan, 2012)
Leadership in PE
Pull
● Classroom displays and
hall displays
Nudge
● Sharing resources/links
with teachers
Push
● Using PE as a focus for
SSE
Consider the actions you might take to lead and support change in PE in your school on Pg. 13.
Tacaíocht
59
It is essential to fill out the online application form
in order for your application to be considered
PDST Physical Literacy Summer Course
60
Check your local education centre for details
Teaching Children To Move Well and Move Often
Tráth na gCeist
61
62
Go Raibh Míle Maith Agaibh
References
63
● Behan, S., Belton, S., Peers, C., O’Connor, N., & Issartel, J., (2018),Moving Well-Being Well: Getting Ireland’s Children Moving, PEPAYS Ireland Annual Forum, University of limerick (Oralpresentation)
● Bolger, L., Bolger, L., O’Neill, C., Couglan, E., O’Brien, W., Lacey, S., & Burns, C. (2018). Age and sex differences in fundamental movement skills among a cohort of Irish school children.Journal of Motor Learning and Development, 6(1), 81–100.
● Istvan,B., Way, R., Higgs, C. (2018) Long-term athlete development. Human Kinetics,● Bowles, R. (2014) From policy to practice: A sociological study of gaelic games in Irish primary schools, unpublished thesis (Doctor of Philosophy), Universtiy of Limerick.● Cosgrave, C and Blennerhassett, B (2018), The games children play: Using child designed games, INtouch March● Department of education and skills (2018), Best practice guidance for primary schools in the use of programmes and/or external facilitators in promoting wellbeing
consistent with the Department of Education and Skills’ Wellbeing Policy Statement and Framework for Practice: Circular 0042/2018 Athlone, Co.Westmeath.● Department of Health (2018) Growing Up in Ireland: National Longitudinal Study of Children. KEY FINDINGS: COHORT ’08 AT 9 YEARS OLD. NO. 3 HEALTH AND PHYSICAL DEVELOPMENT,
https://www.growingup.ie/pubs/Growing-Up-in-Ireland-Health-and-Physical-Development.pdf● Farmer, O., Belton, S., & O’Brien, W. (2017). The relationship between actual fundamental motor skill proficiency, perceived motor skill confidence and competence, and physical
activity in 8-12-year-old Irish female youth. Sports, 5(74), 1–13.● Government of Ireland (1999) Primary school curriculum, Dublin The Stationary Office.● Government of Ireland (1999), Physical Education Teacher Guidelines. Dublin: The stationery office● Griggs, G. (2010) 'For sale – primary physical education. £20 per hour or nearest offer', Education 3-13, 38(1), 39-46.● Hargreaves, A. & Fullan, M. (2012) Professional capital: transforming teaching in every school New York and Abingdon: Teachers College Press and Routledge.● 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● Iannucci, C, Mangione, J, Parker, M (2017), The games children play: Using child designed games, Irish Primary Physical Education Association Conference, Croke Park Conference Centre
(Practical workshop)● International Physical Literacy Association (2014), https://www.physical-literacy.org.uk/● Irish Primary Physical Education Association (2010), The Role of the External Provider in Primary School Physical Education, www.irishprimarype.com● Kelly, L., O’Connor, S., Harrison, A.J., & Ní Chéilleachair, N (2018): Does fundamental movement skill proficiency vary by sex, class group or weight status? Evidence from an Irish primary
school setting, Journal of Sports Sciences● Mangione, J., Parker, M. & O’Sullivan, M. (2018). Physical Education External Provision in Irish primary schools, British Educational Research Association Blog,
https://www.bera.ac.uk/blog/physical-education-external-provision-in-irish-primary-schools● O’ Brien, W, Belton, S., & Issartel, J., (2016) Fundamental movement skill proficiency amongst adolescent youth, Physical Education and Sport Pedagogy, 21:6, 557-571● Palmer, K., Matsuyama, A., Megan Irwin, J., Porter, J.M. &. Robinson, L., (2017): The effect of attentional focus cues on object control performance in elementary children, Physical
Education and Sport Pedagogy● Petrie, K., Penney, D. and Fellows, S. (2014) 'Health and physical education in Aotearoa New Zealand: an open market and open doors?', Asia-Pacific Journal of Health, Sport and
Physical Education, 5(1), 19-38.● 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.● World Health Organisation (2015), Modelling Obesity Project, European Congress on Obesity, Prague, Czech Republic (Oral presentation).● Wulf, G (2013): Attentional focus and motor learning: a review of 15 years, International Review of Sport and Exercise Psychology, 6:1, 77-104