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Exemplar 16 A unit of work in games fifth and sixth classes Theme role of attackers and defenders use of space in games creating and playing small-sided invasion games Warm-up activities Emphasis on start-stop nature of games, continuous steady run, fast sprint Change body level: low defensive stance, high attacking body position Stretching exercises. Lesson 1 All activities in threes. Possession games: 2 v. 1: Throwing and catching, defender tries to gain possession. 2 v. 1: Throwing and catching, ball carriers pass the ball as many times as possible in one minute. Children discuss • role of defender in each game, e.g. preventing player receiving, need to go and force pass • role of attacker in each game, e.g. type of pass favoured, where to move to receive pass Practise skills: sending using a variety of passes, intercepting. Lesson 2 Fours: develop possession games of previous lesson to 2 v. 2, add rules. 3 v. 1: End ball: the ball must be carried over the end line by attackers to score, travel is allowed. Defender touches player in possession to score. Play for 3 minutes. Children discuss • the problems for attackers and defenders. Vary the game to alter the problems: use rugby ball, football, uni-hoc sticks. Fives: develop above to 3 v. 2 game Create small-sided invasion game (may choose skittle or line as target). 88
Lesson 3 Identify modified game to be played, e.g. Gaelic football Practise sending, receiving and travelling skills: • ground kick • high kick and catch • free kick • fist pass • solo run. 2 v. 1: ball carriers fist the ball as many times as possible in one minute, defender tries to gain possession. Lesson 4, 5, 6 Play a modified game of Gaelic football: • 5 v. 5 • playing area or size of goal modified • ball may be picked off the ground • only one toe to hand and one bounce to constitute a solo run. Children discuss • role of attackers and defenders • use of space, e.g. where to move to receive kick-out. 2 v. 1: kick and catch with defender trying to gain possession. Assessment Among the techniques which may be used are • teacher observation: understanding of role of attacker and defender, competence in sending, receiving and attacking skills, interaction with others (teamwork) • teacher-designed tasks: play a game of end ball using uni-hoc sticks, observe how child applies concepts in new game • curriculum profile: use teacher observations to complete profile. Physical Education Teacher <strong>Guidelines</strong> 89
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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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Page 46 and 47: Mini-games providing for differing
Page 48 and 49: Approaches and methodologies Sectio
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Page 52 and 53: Section 5 Approaches and methodolog
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 90 and 91: Approaches to games Section 5 Appro
Page 92 and 93: Exemplar 15 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 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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