PHYSICAL EDUCATION
Physical education provides student with learning opportunities through the medium of movement and contributes to their overall development by helping them to lead full, active and healthy lives.
Physical education is distinguished from other curricular areas by its primary focus on the body and on physical experience and is an integral part of the educational process, without which the education of the student is incomplete. Through a diverse range of experiences providing regular, challenging physical activity, the balanced and harmonious development and general well-being of the student is fostered.
Physical education meets the physical needs of the student and the need for movement experiences, challenges and play. It develops a desire for daily physical activity and encourages constructive use of free time and participation in physical activities in adult life. To fulfill these needs, physical education is built on the principles of variety and diversity, not of specialization. It provides a wide variety of movement activities appropriate to the level of development of the student.
Through physical education the student can experience the joy of physical exertion and the satisfaction of achievement while developing skills and positive attitudes that enhance self-esteem. Physical education provides opportunities to develop desirable personal and social attributes: the concept of fair play, the acceptance of success and failure, and the ability to co-operate in group situations. These opportunities contribute to the understanding and promotion of a healthy life-style. Physical education, as an integral part of the total curriculum, provides vital opportunities for the physical, social, emotional and intellectual development of the child.
Physical education is distinguished from other curricular areas by its primary focus on the body and on physical experience and is an integral part of the educational process, without which the education of the student is incomplete. Through a diverse range of experiences providing regular, challenging physical activity, the balanced and harmonious development and general well-being of the student is fostered.
Physical education meets the physical needs of the student and the need for movement experiences, challenges and play. It develops a desire for daily physical activity and encourages constructive use of free time and participation in physical activities in adult life. To fulfill these needs, physical education is built on the principles of variety and diversity, not of specialization. It provides a wide variety of movement activities appropriate to the level of development of the student.
Through physical education the student can experience the joy of physical exertion and the satisfaction of achievement while developing skills and positive attitudes that enhance self-esteem. Physical education provides opportunities to develop desirable personal and social attributes: the concept of fair play, the acceptance of success and failure, and the ability to co-operate in group situations. These opportunities contribute to the understanding and promotion of a healthy life-style. Physical education, as an integral part of the total curriculum, provides vital opportunities for the physical, social, emotional and intellectual development of the child.
Developing the child’s understanding and appreciation of physical activities
This curriculum places an emphasis on the development of the students understanding and appreciation of physical activities through the strand units ‘Understanding and Appreciation’. This is an important aspect of the student’s development as a participant in physical activities and as a spectator or member of an audience. In a games situation, for instance, it may involve the development of the students ability to identify or apply appropriate tactics. During an outdoor activities lesson it may involve the discussion of options available when undertaking an orienteering task. The unit also contains suggestions on extending the students knowledge of the rules of games or of opportunities for involvement in physical activities locally. .
Physical education and sport
Physical education and sport, although closely linked, are not synonymous. Sport is formalized physical activity involving competition or challenges against oneself, others or the environment, with an emphasis on winning. It begins in play and develops through games and challenges. The focus in the physical education curriculum is on the student’s holistic development, stressing personal and social development, physical growth, and motor development. Goal-setting, within the curriculum, focuses on individual improvement and not on winning or being the best.
The place of competition in the physical education program
Since students mature at different rates, program should reflect the great differences often evident within a single age group. Where the student can adapt and find their own level of activity in spontaneous and co-operative play, the different levels of maturity may have no serious consequences. In the competitive situation, however, students are sometimes grouped with little regard for discrepancies of size and strength, the size of the playing area, the length of the game or the equipment used. Unless competition is de-emphasised, those who compare less favourably will always be at risk of withdrawal and are likely to become inactive adults.
Also, gifted or physically stronger students who survive on a menu of competitive sports may have no substitute when, in later years, success in sports is harder to achieve and therefore the desire to participate may diminish.
However, competition is not incompatible with the holistic development of the student, IF the opportunities presented are such that the student is progressing towards the achievement of his/her potential. It is in the primary school years that the movements and skills necessary for progressing to formaliz sport are acquired. During this time also the student learns to officiate at games and to develop respect for opponents, officials, rules and spectators. A balanced approach to competition can make a significant contribution to the students development while at the same time providing fun, enjoyment and satisfaction.
Extracurricular activity
Schools provide opportunities within the physical education program for children to participate in sport. In addition, many schools provide further opportunities within an extracurricular program, including preparation for inter-school competitions.
Extracurricular activity, organized and/or implemented by teachers or parents in a voluntary capacity, should be linked where possible to the physical education program. Such time, effort and expertise is an extremely valuable contribution to the social and physical development of students. It can provide students with fun and enjoyment as well as opportunities to strengthen the relationship with teachers, parents and other students. The extracurricular program, therefore, that involves the implementation of competitive activities, should always reflect the aims and objectives of the physical education curriculum.
Promoting gender equity through physical education
In the planning of the physical education curriculum consideration should be given, on an equitable basis, to the needs and interests of both girls and boys, helping to build positive attitudes towards all activities.
The child with special needs
The student with special needs should experience the enjoyment of participation and progression through the various stages of the physical education program according to his/her ability. It is important that the teacher encourages maximum participation in the physical education lesson by the student and provides the opportunity to benefit from a balanced physical education programme.
The school physical education program
The school plan will cover the nature and scope of physical education, recognizing the developmental and varying needs of the students and the availability of resources. When the physical education plan is being devised, all aspects of the curriculum and the extent to which it can be implemented need to be considered. It is only when such an approach is adopted that a broad and balanced program can be offered within the school. Given that the program is to be integrated with the other curricular areas, a class teacher is the most appropriate teacher to teach the physical education program.
Assessment
Assessment is an integral part of teaching and learning in physical education, as in other areas of the curriculum. A range of assessment techniques can assist in enriching the learning experience of the students and provide useful information for pupils, teachers, parents and others.
Physical education and other areas of the curriculum
Physical education has many objectives that are developed as the students engage in other subjects, such as English, geography, art, music, mathematics, and, especially social, personal and health education. Children’s learning in these subjects can also be enriched through a program of physical education that is broad and balanced. For instance, a student who learns to read a plan or a map in the geography lesson can use this skill when undertaking an orienteering activity. Thus, the outdoor and adventure activities lesson can provide an opportunity for the student to develop this skill in a practical way. The student who engages in a discussion about the rules of games or the development of a gymnastic sequence is presented with many opportunities for language development. It is important that schools consider the links that exist between physical education and other subjects. Careful planning will ensure that physical education objectives are clearly defined within integrated activities.
Information and communication technologies
While the emphasis in the physical education curriculum is on active participation in physical activities, information and communication technologies can provide an interesting and exciting medium through which the interest of students in activities related to physical education can be stimulated.
Language and physical education
Language is such a pervasive influence in the teaching and learning process that particular examples of the integration of various subjects with language are not given in the curriculum. It is in talking about experience in physical education that the student clarifies ideas. The teacher uses language in the physical education lesson to question, to direct, to explain, to suggest, to prompt and to stimulate the student to think. In turn, the student is encouraged to respond by describing, discussing, speculating, explaining and expressing ideas and reactions. Language is important too in helping students to gain access to and retrieve information about physical activities. The extent, therefore, to which language is an integral part of the teaching and learning process should be a consistent concern in the planning and implementation of the physical education program.
Aims
The aims of the physical education curriculum are
Broad objectives: When due account is taken of intrinsic abilities and varying circumstances, the physical education curriculum should enable the student to:
Social and personal development
Physical and motor development
Knowledge and understanding
Creative and aesthetic development
Development of health-related fitness
Development of safety
This curriculum places an emphasis on the development of the students understanding and appreciation of physical activities through the strand units ‘Understanding and Appreciation’. This is an important aspect of the student’s development as a participant in physical activities and as a spectator or member of an audience. In a games situation, for instance, it may involve the development of the students ability to identify or apply appropriate tactics. During an outdoor activities lesson it may involve the discussion of options available when undertaking an orienteering task. The unit also contains suggestions on extending the students knowledge of the rules of games or of opportunities for involvement in physical activities locally. .
Physical education and sport
Physical education and sport, although closely linked, are not synonymous. Sport is formalized physical activity involving competition or challenges against oneself, others or the environment, with an emphasis on winning. It begins in play and develops through games and challenges. The focus in the physical education curriculum is on the student’s holistic development, stressing personal and social development, physical growth, and motor development. Goal-setting, within the curriculum, focuses on individual improvement and not on winning or being the best.
The place of competition in the physical education program
Since students mature at different rates, program should reflect the great differences often evident within a single age group. Where the student can adapt and find their own level of activity in spontaneous and co-operative play, the different levels of maturity may have no serious consequences. In the competitive situation, however, students are sometimes grouped with little regard for discrepancies of size and strength, the size of the playing area, the length of the game or the equipment used. Unless competition is de-emphasised, those who compare less favourably will always be at risk of withdrawal and are likely to become inactive adults.
Also, gifted or physically stronger students who survive on a menu of competitive sports may have no substitute when, in later years, success in sports is harder to achieve and therefore the desire to participate may diminish.
However, competition is not incompatible with the holistic development of the student, IF the opportunities presented are such that the student is progressing towards the achievement of his/her potential. It is in the primary school years that the movements and skills necessary for progressing to formaliz sport are acquired. During this time also the student learns to officiate at games and to develop respect for opponents, officials, rules and spectators. A balanced approach to competition can make a significant contribution to the students development while at the same time providing fun, enjoyment and satisfaction.
Extracurricular activity
Schools provide opportunities within the physical education program for children to participate in sport. In addition, many schools provide further opportunities within an extracurricular program, including preparation for inter-school competitions.
Extracurricular activity, organized and/or implemented by teachers or parents in a voluntary capacity, should be linked where possible to the physical education program. Such time, effort and expertise is an extremely valuable contribution to the social and physical development of students. It can provide students with fun and enjoyment as well as opportunities to strengthen the relationship with teachers, parents and other students. The extracurricular program, therefore, that involves the implementation of competitive activities, should always reflect the aims and objectives of the physical education curriculum.
Promoting gender equity through physical education
In the planning of the physical education curriculum consideration should be given, on an equitable basis, to the needs and interests of both girls and boys, helping to build positive attitudes towards all activities.
The child with special needs
The student with special needs should experience the enjoyment of participation and progression through the various stages of the physical education program according to his/her ability. It is important that the teacher encourages maximum participation in the physical education lesson by the student and provides the opportunity to benefit from a balanced physical education programme.
The school physical education program
The school plan will cover the nature and scope of physical education, recognizing the developmental and varying needs of the students and the availability of resources. When the physical education plan is being devised, all aspects of the curriculum and the extent to which it can be implemented need to be considered. It is only when such an approach is adopted that a broad and balanced program can be offered within the school. Given that the program is to be integrated with the other curricular areas, a class teacher is the most appropriate teacher to teach the physical education program.
Assessment
Assessment is an integral part of teaching and learning in physical education, as in other areas of the curriculum. A range of assessment techniques can assist in enriching the learning experience of the students and provide useful information for pupils, teachers, parents and others.
Physical education and other areas of the curriculum
Physical education has many objectives that are developed as the students engage in other subjects, such as English, geography, art, music, mathematics, and, especially social, personal and health education. Children’s learning in these subjects can also be enriched through a program of physical education that is broad and balanced. For instance, a student who learns to read a plan or a map in the geography lesson can use this skill when undertaking an orienteering activity. Thus, the outdoor and adventure activities lesson can provide an opportunity for the student to develop this skill in a practical way. The student who engages in a discussion about the rules of games or the development of a gymnastic sequence is presented with many opportunities for language development. It is important that schools consider the links that exist between physical education and other subjects. Careful planning will ensure that physical education objectives are clearly defined within integrated activities.
Information and communication technologies
While the emphasis in the physical education curriculum is on active participation in physical activities, information and communication technologies can provide an interesting and exciting medium through which the interest of students in activities related to physical education can be stimulated.
Language and physical education
Language is such a pervasive influence in the teaching and learning process that particular examples of the integration of various subjects with language are not given in the curriculum. It is in talking about experience in physical education that the student clarifies ideas. The teacher uses language in the physical education lesson to question, to direct, to explain, to suggest, to prompt and to stimulate the student to think. In turn, the student is encouraged to respond by describing, discussing, speculating, explaining and expressing ideas and reactions. Language is important too in helping students to gain access to and retrieve information about physical activities. The extent, therefore, to which language is an integral part of the teaching and learning process should be a consistent concern in the planning and implementation of the physical education program.
Aims
The aims of the physical education curriculum are
- to promote the physical, social, emotional and intellectual development of the student
- to develop positive personal qualities
- to help in the acquisition of an appropriate range of movement skills in a variety of contexts
- to promote understanding and knowledge of the various aspects of movement
- to develop an appreciation of movement and the use of the body as an instrument of expression and creativity
Broad objectives: When due account is taken of intrinsic abilities and varying circumstances, the physical education curriculum should enable the student to:
Social and personal development
- experience enjoyment and achievement through movement
- interact and co-operate sensitively with others, regardless of cultural or social background or special needs
- develop qualities of self-esteem, self-awareness, confidence, initiative and leadership through movement
- develop an understanding of fair play and team spirit through participation and competition
- develop positive attitudes towards participation in movement activities
- experience adventure and challenge
Physical and motor development
- develop strength, speed, endurance and flexibility through engaging in a wide variety of activities
- develop agility, alertness, control, balance and co-ordination through movement
- develop personal competence in the athletic skills of running, jumping and throwing
- perform dances with confidence and competence, including simple folk and Irish dances
- develop personal competence in a range of gymnastic movements
- develop personal competence in the games skills of sending, receiving and travelling using a variety of equipment, and to apply these skills in games situations
- apply the skills needed to live and move with confidence in the environment
- build water confidence near, in, on and under water
- develop personal competence in a variety of strokes and water agility
Knowledge and understanding
- develop an understanding and general knowledge of movement activities and derive benefit as a participant and as a spectator
- develop an understanding of travel and weight-bearing as the basis of efficient body management and control, both on the floor and using apparatus
- experience and develop an understanding of the use of space, speed, effort, direction and level in the performance of actions
- develop an understanding of the appropriate basic rules, tactics and strategies of movement activities
- observe, discuss, analyse, interpret and enjoy the performance of movement
- gather, record and interpret information on achievement in movement activities
- be inventive, make decisions, solve problems and develop autonomy through movement activities
- participate in and develop a knowledge, understanding and appreciation of cultural activities through movement
- develop an appreciation of and respect for the environment through participation in activities outdoors
Creative and aesthetic development
- use the body as a means of expression and communication, using a range and variety of stimuli
- create and perform simple dances
- create and play simple games
- develop artistic and aesthetic understanding within and through movement
Development of health-related fitness
- maintain and enhance health-related fitness through vigorous physical activity that helps to promote a healthy life-style
- understand and practise good hygiene and posture
- appreciate the benefits of relaxation and cope with challenges
Development of safety
- adopt safe practices in all physical activities