Move Well Move Often 3...1 Move Well Move Often Seminar 3 Move Well Move Often Developing the...

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

Físeán

https://www.scoilnet.ie/pdst/physlit/videos/

Kicking - Activity

27

Pg. 161

Ag bualadh leis an lámh

28

Físeán

https://www.scoilnet.ie/pdst/physlit/videos/

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

Físeán

https://www.scoilnet.ie/pdst/physlit/videos/

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

Físeán

https://www.scoilnet.ie/pdst/physlit/videos/

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.

Físeán

https://www.scoilnet.ie/pdst/physlit/videos/

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