Move Well Move Often Developing the physically literate pupil - - PowerPoint PPT Presentation

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Move Well Move Often Developing the physically literate pupil - - PowerPoint PPT Presentation

Nov 30, 2022 29 likes •636 views

Move Well Move Often Developing the physically literate pupil through the lens of fundamental movement skills www. pdst. ie Seminar 2 - 2018 What we are What we are not Teachers and school Evaluators leaders Policy makers Teacher Educators

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Move Well Move Often

Developing the physically literate pupil through the lens of fundamental movement skills

Seminar 2 - 2018

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What we are Teachers and school leaders Teacher Educators Facilitators/Enablers Purveyors of lifelong learning What we are not Evaluators Policy makers Curriculum developers

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Clár Áma

Session 1 Overview of Physical Literacy Sos beag Session 2 Stability Skills and the PE Curriculum Lón Session 3 Teaching Methodologies and Planning

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3 Year CPD Rollout

Seminar 1 Seminar 2 Seminar 3

2017 Locomotor Skills 2018 Stability Skills 2019 Manipulative Skills

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Key Messages

Fundamental Movement Skills are a core element

  • f Physical Literacy

Explicit teaching of FMS has the potential to enhance the learner experience Moving well and moving

  • ften contributes to the
  • verall wellbeing and

development of the child Physical Literacy is an

  • utcome of a quality PE

programme

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Policy Context

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Move Well, Move Often and the PE Curriculum

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Embed FMS into PE PE PLAN

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Overview of Physical Literacy

Session 1

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Review of Physical Literacy

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Video – what is Physical Literacy? Liverpool John Moores University: https://www.youtube.com/watch?v=umMukVTCTaQ

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www.pdst.ie The physically literate child can be described as having the ➢ motivation ➢ confidence ➢ movement competence ➢ knowledge and understanding to value and take part in physical activity throughout their personal lifelong journey. (Whitehead 2017)

Physical Literacy

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Discuss:

  • The key characteristics of

Physical Education

  • The key characteristics of

Physical Literacy

➢ The relationship between both Complete the template on page 3 of your booklet

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Physical literacy can be considered as a goal or outcome of high quality PE.

Hyndman and Pill 2017,Rotert and MacDonald 2015

Physical Education Physical Literacy

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Video – What is the connection between PE and Physical Litearcy? CAHPERD: Dean Kriellers https://www.youtube.com/watch?v=XYaghYWOBGw&index=2&list=PLOVkSLVzfxZ4yzjT qdvVcU-OwlJvXlPxI

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Fundamental Movement Skills

Locomotor Skills

Transporting the body in any direction from one point to another

Stability Skills

Balancing the body in stillness and in motion

Manipulative Skills

Control of objects using various body parts.

  • Walking
  • Running
  • Hopping
  • Skipping
  • Jumping for height
  • Jumping for distance
  • Dodging
  • Side stepping
  • Balancing
  • Landing
  • Catching
  • Throwing
  • Kicking
  • Striking with the hand
  • Striking with an implement
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Review Locomotor Skills

Locomotor Skills

Walking Running Hopping Skipping Jumping for Height Jumping for Distance Dodging Side stepping

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Activity: Follow the facilitator...

Walking

  • 1. Explore the teaching points of

walking or hopping with the facilitator.

  • 2. Discuss the benefits and

challenges of teaching the skill.

  • 3. Identify and clarify any

concerns with regard to teaching a specific teaching point that you may have.

Hopping

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  • 1. Analyse each teaching point.
  • 2. Discuss:
  • What is easy to teach?
  • What is difficult?
  • 3. Share:
  • Experience
  • Tips
  • Practical approaches to

teaching

Activity: Group Work (Choose 1)

Skipping Dodging

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  • 1. Get into groups of 4, then

pair up.

  • 2. The first pair teach the first 3

teaching points to their partners .

  • 3. The second pair teach the

second 3 teaching points.

  • 4. Discuss.

Activity: Peer Teaching (Choose 1)

Jumping for Height Side stepping

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  • 1. Work with a partner and

choose one - Running or Jumping for Distance

  • 2. Assess your partner’s

technique using the assessment tools (p12 & 13)

  • 3. Provide your partner with

feedback on the assessment

Note: Be strict when assessing and watch one movement per teaching point

Activity: Peer Assessment Challenge

Running Jumping for distance

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The Journey So Far…

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Video – The Journey so Far – PDST www.scoilnet.ie/pdst/physlit

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The journey so far...

Physical Literacy in my School

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Book 1, page 59 (skipping)

Hoop Tag

Book 2, page 102 (side stepping)

Spot, hop, add them up

Book 3, page 34 (hopping)

Move Well Move Often Activities

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Stability Skills and the PE Curriculum

Session 2

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Balancing

Stability Skills

Landing

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Landing

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  • 1. In groups of 4, explore

landing (from various heights if possible).

  • 2. Generate 6 teaching

points for landing, discuss them and write them down.

  • 3. Report back.

Landing Task Time

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Landing Video

Video – Landing – PDST www.scoilnet.ie/pdst/physlit

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Balancing

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Balancing Video

Video – Balancing – PDST www.scoilnet.ie/pdst/physlit

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  • 1. In groups of 3, explore

balancing using the movement inspector (Book 3, page 102).

  • 2. During the ‘Can you balance...’

activity take turns in the role of teacher and provide feedback on the ‘quality’ of balances being performed.

Exploring Balancing

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  • 1. Landing: Embed the skill of landing in a

gymnastic sequence. Assessment: Observe and provide feedback to your partner.

  • 2. Balancing: Embed the skill of balancing

into a gymnastic sequence. Assessment: Self Assessment web

See lesson plan in participant booklet

Stability skills and the Curriculum

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Gymnastics Sequence 1 (in pairs)

  • A strong starting shape
  • At least 3 different ways of travelling
  • 4 jumps with a focus on landing particularly the

teaching point of landing with our arms out in front.

  • A change in levels
  • A strong finishing shape
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Gymnastics Sequence 2 (groups of 4)

  • A strong starting shape
  • At least 2 different ways of travelling
  • 2 jumps
  • Balances:
  • 2 Individual (including 1 T Balance)
  • 2 Partner
  • 1 Group balance
  • A strong finishing shape
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Reflection

Learner Outcomes Learner Experiences

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Teaching Methodologies and PE Planning

Session 3

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Varying The Learning Environment

Space Task Equipment People

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These examples would be preceded by a warm up and followed by a cool down in a typical lesson.

Whole – Part - Whole Dance – Balancing

Whole • Compass Dance Part

  • Focus on balancing

Whole • Compass Dance

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Planning for teaching FMS in PE

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  • 1. The importance of enjoyment and play.
  • 2. Maximum participation by all children.
  • 3. The development of skills and understanding.
  • 4. A balance between competitive and non-competitive

activities.

  • 5. A balance between contact and non-contact activities.
  • 6. Providing opportunities for achievement for each child.
  • 7. Providing activities equally suitable for girls and boys.

PE Curriculum Teacher Guidelines - page 3

The 7 key messages of PE

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Embedding FMS in your PE plan

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Video – Embedding FMS in PE – PDST www.scoilnet.ie/pdst/physlit

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6 week block (dates) Strand Fundamental Movement Skills at Class Level

  • J. Infants
  • S. Infants

1st Class 2nd Class 3rd Class 4th Class 5th Class 6th Class 04.09.18 – 12.10.18 GAMES Throwing Kicking Striking with the Hand Kicking Striking with an implement Dodging Kicking Striking with the hand 15.10.18 – 30.11.18 GYMNASTICS Walking Landing Jumping for height Side stepping Balancing Skipping Catching Landing 3.12.18 – 25.01.19 DANCE Balancing Jumping for Height Skipping Jumping for distance Landing Jumping for Height Hopping Side stepping 29.01.19 – 8.3.19 GAMES Catching Dodging Balancing Running AQUATICS AQUATICS AQUATICS AQUATICS 12.3.19 – 3.5.19 ATHLETICS Running Striking with an implement Landing Striking with an implement Throwing Jumping for distance Running Throwing 7.5.19 – 21.6.19 O&A Skipping Side stepping Hopping Dodging Running Catching Balancing Skipping

Group Planning Activity

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Using school self-evaluation to support PE planning

www.schoolself-evaluation.ie

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Using SSE to support PE planning

Domain Standard PE context Learner experiences

Pupils reflect on their progress as learners and develop a sense of

  • wnership of and

responsibility for their learning Pupils use MWMO assessment web rubrics to assess their own FMS skills Pupils use the MWMO stairs rubric to set goals to improve their FMS skills Pupils use the take home activities to further enhance their development of FMS

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Next Steps

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Supporting PE in your school

Is the move well move

  • ften being used as a

support to the PE curriculum by all teachers within your school? How did you share the knowledge gained at Move Well, Move Often seminar day 1 with the rest of the staff?

A shared approach to physical education leadership which emphasises consultation and collaboration is highly effective (Clohessy 2017).

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From small beginnings...

Sharing the message…

Use the MWMO presentation at a Staff meeting

Create a Communal space for MWMO books

Classroom display

PE journals Hall display

Use the take home activities

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Integration with other subject areas

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… come great things

Update the school PE plan If comfortable, invite others to

  • bserve you

teach If comfortable

  • ffer to model

MWMO with another class Ask for time to support MWMO in school Print out assessment templates and rubrics

PDST in-school support

Onwards and Upwards

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www.pdst.ie Write down ways in which you will help to lead the development of the following areas in your school:

Leadership in PE

Physical Education Physical Literacy Fundamental Movement Skills

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In-school support Planning tools and support materials Workshop dates, venues and support materials PSSI lesson plans Summer course

Move Well, Move Often Website

www.scoilnet.ie/pdst/physlit

PDST Twitter

@PDSTpe

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.

In-school support

www.pdst.ie/schoolsupport School roll number schoolsupport2018

It is essential to fill out the on-line application form in order for your application to be considered

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PDST Physical Literacy Summer Course

Teaching Children To Move Well and Move Often

Athlone Navan Monaghan Dublin West Kildare Wexford Kilkenny Waterford Cork West Cork Tralee Laois Sligo

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References

  • Clohessy, L. (2017) Playing to our strengths: Physical Education Leadership in Irish

Primary schools, unpublished thesis (Doctor of Philosophy), Mary Immaculate College.

  • Department of Health and the Department of Transport, Tourism & Sport (2016)

National Physical Activity Plan - Get Ireland Active! http://www.getIrelandactive.ie/Professionals/National-PA-Plan.pdf. Accessed 1 Mar. 2017.

  • 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

  • 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.

  • Whitehead, M. (2015) International Physical Literacy Association. <htts://www.physical-

literacy.org.uk/> Accessed January 13, 2017.