PE_Guidelines_english0

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Approaches to games Section 5 Approaches and methodologies In addition to the considerations for class planning outlined on pp. 34-9 the following guide will aid the planning process for games: • Consult the year plan and decide how many units of games can be developed. • Plan a selection of warm-up and cool-down activities to include – general running, turning, dodging and stopping activities – games requiring little or no equipment – mobility and flexibility exercises. • Select strand units to be developed and plan a theme or themes linked to the objectives of these units. Possible themes might be – sending, receiving and travelling skills – co-operative or playground games – games to develop use of space – creating games – playing small-sided invasion games – developing principles of defence and attack. • Plan to link the games to be played with the ‘Sending, receiving and travelling’ strand unit, modifying the games to suit the level of ability of the class. • Select aspects of understanding and appreciation of games to be developed throughout the unit. 84
Exemplar 15 focuses on developing an understanding of the use of space. It is designed for implementation at third or fourth-class level and consists of six lessons. The content includes throwing, catching and striking skills which are developed into games created by children and the more formal striking games. Throughout the lessons the children are challenged to think about moving into space and receiving, when to send and when to receive. Exemplar 16 focuses on three themes: the role of attackers and defenders, the use of space in games and the creation and playing of small-sided invasion games. It is designed for implementation at fifth and sixth-class level for a duration of ten lessons. Throughout the lessons the children are given opportunities to discuss their tactics of defence and attack in small-sided invasion games and finally in games of football and mini-basketball. The skills developed include throwing, catching, running and kicking. Approaches to games Physical Education Teacher <strong>Guidelines</strong> 85
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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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Page 54 and 55: 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
Page 65: Lesson 4 Lesson 5 Lesson 6 Developm
Page 68 and 69: Exemplar 6 A folk dance: ‘Come to
Page 70 and 71: Exemplar 8 An Irish dance: Haymaker
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 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
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Page 105 and 106: While teachers generally observe wi
Page 107: Information and communication techn
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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