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Section 5 Approaches and methodologies This technique of assessment is especially useful in evaluating children’s development of particular skills, and information gathered can contribute to the profile of the child. Curriculum profiles in physical education Curriculum profiles provide a means of assessing and recording the child’s progress using indicators. These indicators are related to elements of the six strands of physical education, and teachers match their observations of pupils to the indicators in the profiles as the children undertake work. Sometimes the indicators are written in the form of summary paragraphs. Examples of such statements (which are not specific to a particular level) are outlined below. The child • understands and responds to stimuli and instructions • begins to show control in ways of moving such as running, climbing, twisting and jumping • measures performance in running, jumping and throwing activities • moves with poise, control and coordination • uses simple tactics to outwit an opponent in a games situation • begins to create simple dances and games • is confident and safe in water • carries, uses and stores equipment safely. Children’s ability in relation to statements of achievement could be highlighted or marked, thus retaining a record of the child’s progress. Information gathered by using curriculum profiles can supplement the information gleaned from other techniques of assessment to complete a pupil profile. 100
Information and communication technologies Information and communication technologies can be used to supplement and research specific areas within the physical education curriculum as children complete units of work. The internet contains a wealth of knowledge and information on many aspects of sport. Information can be sourced to extend the children’s knowledge and appreciation of activities which they are experiencing in the physical education lesson. The history of sports, pictures of sports personalities or venues and results of sports events are readily available online. Daily newspapers provide further on-line information on current sporting events. The school could develop its own website to convey information about its physical education or extra-curricular activities. E-mail is also a useful medium for gathering information for projects related to physical education. The GAA website for example, providing information on the history of Gaelic games, sports results or club activities could complement a games unit of work which involves the children playing hurling. Any images which the children would access of local, national or international sportspeople could provide them with positive role models. CD Rom Encyclopaedias on sport are also available and would allow children pursue their interests in physical activities. The use of databases presents exciting opportunities to record sports day activities, league tables or results of orienteering events. When measuring achievements, children could use blank tables produced by word processor or using a simple publishing program to design simple record cards or charts. Control cards for orienteering customised for the school environment could also be designed. Information and communication technologies Physical Education Teacher <strong>Guidelines</strong> 101
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Primary School Curriculum Physical
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Physical Education Teacher Guidelin
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Section 5 Approaches and methodolog
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Physical education in the primary c
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Section 2 The content of the physic
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Dance Folk dance Folk dancing can b
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Strand units of the gymnastics curr
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Strand units of the outdoor and adv
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Strand units of the aquatics curric
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Section 3 School planning for physi
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Timetabling should allow for maximu
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The suitability and modification of
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Assessment in the curriculum Purpos
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assessment occurs as teachers share
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‘… a teacher does not need to b
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Organising and managing support for
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Outdoor and adventure activities ca
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Establishing links with local sport
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Classroom planning for physical edu
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Section 4 Classroom planning for ph
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Section 4 Classroom planning for ph
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Mini-games providing for differing
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Approaches and methodologies Sectio
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Exemplar 1 A guided-discovery appro
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Section 5 Approaches and methodolog
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Exemplar 2 An integrated approach a
Page 57 and 58: Organising the physical education l
Page 59 and 60: Using play areas divided into grids
Page 62: Approaches to athletics Section 5 A
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Page 68 and 69: Exemplar 6 A folk dance: ‘Come to
Page 70 and 71: Exemplar 8 An Irish dance: Haymaker
Page 72 and 73: Section 5 Approaches and methodolog
Page 74 and 75: Exemplar 9 A creative dance lesson
Page 78 and 79: Exemplar 11 A unit of work in creat
Page 80 and 81: Approaches to gymnastics Section 5
Page 84 and 85: Exemplar 12 A unit of work in gymna
Page 90 and 91: Approaches to games Section 5 Appro
Page 92 and 93: Exemplar 15 A unit of work in games
Page 94 and 95: Exemplar 16 A unit of work in games
Page 97 and 98: Approaches to outdoor and adventure
Page 99 and 100: Lesson 4 Development of lesson Orie
Page 101 and 102: - a fifth and sixth-class programme
Page 103 and 104: Development of the lesson Group 1:
Page 105: While teachers generally observe wi
Page 110 and 111: Suggested list of equipment for phy
Page 112 and 113: A. Playground/indoor games Section
Page 114 and 115: Tunnel ball Groups of six to eight
Page 116 and 117: Source references for the curriculu
Page 118 and 119: Glossary The definitions below are
Page 120 and 121: Section 6 Appendix shuttle relay sl
Page 122 and 123: Membership of the Primary Co-ordina
Page 124: ISBN 0-7076-6341-5 9 780707 66341 8
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