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The teaching of Physical Education
Gill HoodSCITT Subject Day 1
Friday 19th Sept 2015
Outline of the Day
• To understand what Physical Education is and the importance of our subject.
• To familiarise with the new national curriculum.
• To develop strategies to plan and deliver effective HQ Physical Education.
• Start to understand the assessment of PE.
Task 1
• You have 4 post-it notes
Write down 2 positive memories and 2 negative memories from your own PE and school sportPost on the negative / positive boards
The government has made PE compulsory in all 4 key stages?
On your sheets – justify that decision!
• Write down what you think the purpose of Physical Education is
• State the aims of PE
Why is PE and PA important for children and young people?
• Develops Gross and Fine motor movement skills• Helps to maintain a healthy weight• Promotes healthy growth and development of musculoskeletal and
cardio-respiratory systems• Provides opportunities for social interaction, achievement and mental
well being. • Mental and social health benefits including feelings of confidence,
happiness and relaxation as well as an ability to sleep better.• Reduces risk of developing adult diseases (e.g. obesity, osteoporosis,
CV disease)• Increases the likelihood of being active as an adult
Task 3Card sortSort your cards so that you have the:• headings for each Key Stage• descriptor of each Key Stage • the skills and processes specified in the
programme of study relevant to each Key Stage.
What is Physical Literacy?
Physical Literacy can be described as the motivation, confidence, physical competence, knowledge and understanding that provides children with the movement foundation for lifelong participation in physical activity. Enabling them to be physically literate supports their development as competent, confident and healthy movers.
Key Stage 1
Physical Literacy and FundamentalsPupils should develop fundamental movement skills, become
increasingly competent and confident and access a broad range of opportunities to extend their
agility, balance and coordination, individually and with others.
They should be able to engage in competitive(both against self and against others) and
co-operative physical activities, in a range of increasingly
challenging situations.
What are Fundamentals?
Agility
BalanceCoordination
Fundamentals of Movement
Agility – Loco-motor
• Crawling
• Walking• Running
• Dodging• Jumping• Hopping• Skipping
Balance - Stability skills Non-locomotor
• BalanceStatic and dynamic
• Rotation
Foundation Shapes
• Straight• Tuck• Pike• Pike Straddle
• Side Straddle(Star)• Front Straddle• Dish• Arch
Foundation Positions
• Forward Lunge
• Side Lunge
• Squat
• Front support
• Back support
• Side support
• Shoulder stand
Co-ordination – Manipulative skills
Throwing
Catching
Striking - with hands - with feet - with implements
Fundamental Skills Video
At the age of 4/5 years 100%
children love to be active
By the age of 16years
25%choose to be active
Aerobics
Walking
Swimming
Running
Gymnastics
Soccer
Tennis
Skateboard
Cycling
Cricket Rounders
Softball
Rugby
Hockey
GolfDance Badminton Squash
Canoeing
Sailing
American football
Handball
Netball
Basketball
Athletics
Baseball
CAN’T CATCH?
Adapted From Mike Jess, University of Edinburgh
Cricket
Rounders
Baseball
Softball
Netball
Basketball
Rugby
American Football
SoccerDance
Walking
Aerobics
Golf
Cycling
Athletics
SquashBadminton
Tennis
Swimming
Skateboard
Jogging Handball
Hockey Gymnastics
Canoeing
Sailing
Why are fundamental skills so important?
Subject AuditComplete your own subject audit
Pupils should be taught to:
• use a range of tactics and strategies to overcome opponents in direct competition through team and individual games [for example, badminton, basketball, cricket, football, hockey, netball, rounders', rugby and tennis]
• develop their technique and improve their performance in other competitive sports [for example, athletics and gymnastics]
• perform dances using advanced dance techniques within a range of dance styles and forms
• take part in outdoor and adventurous activities which present intellectual and physical challenges and be encouraged to work in a team, building on trust and developing skills to solve problems, either individually or as a group
• analyse their performances compared to previous ones and demonstrate improvement to achieve their personal best
• take part in competitive sports and activities outside school through community links or sports clubs.
What is High Quality PE
Ofsted PE HMI
“Busy, happy, good is not good enough”
In tablesWhat would I expect to see in a good lesson10 points on your washing line
Sound Educational principles• Progression• Pupil Needs• Pupils interest• Safety• Attainment• Staff expertise• Facilities and resources
High Quality PE OutcomesYoung people:
• are committed• know and understand what they are trying to achieve• understand PE and sport as part of a healthy, active lifestyle• have the confidence to get involved in PE and sport• have the skill and control that they need to take part in PE
and sport• willingly take part in a range of competitive, creative and
challenge type activities• think about and make appropriate decisions for themselves• show a desire to improve and achieve in relation to their
own abilities• have the stamina, suppleness and strength to keep going• enjoy PE, school and community sport.
Examples of Planning
Task
On your table make a paper aeroplane and choose the one to go
through to the next round
The final!!!!
The three finalists step please step forward
Assessment Criteria
• innovative design/5 marks
• ability to fly accurately toward a target placed 3m away /5 marks
• designer’s knowledge of aerodynamics. /10 marks
Total ?/20
How do you feel?
Assessment
Watch the following video and make notes on what needed to
be done to improve performance
Key questions:Thinking of the task that has just been completed
How could you have improved their performance?
Starting point: AfL defined as ‘a process of seeking and interpreting evidence
for use by learners and their teachers to decide where the learners are in their learning, where they need to go, and how best to get there.’(ARG, 2001)
Four types of action: 1. eliciting information through questioning and dialogue2. providing feedback with emphasis on how to improve3. helping learners understand quality criteria4. peer- and self-assessment (which incorporates 1-3)
