Physical Education - NCCA
PhysicalEducationFrameworkSENIOR CYCLESeptember 2016
ContentsSenior cycle4Senior cycle physical education8Introduction8SCPE and wellbeing9Aim and objectives9Inclusion10Related learning10Physical education and lifelong learning11The framework12Structure12Which physical activities?15Time allocation15Key skills in senior cycle16Teaching and learning in SCPE17Curriculum models18Health-related physical activity18Sport education20Contemporary issues in physical activity22Adventure education24Personal and social responsibility26Teaching games for understanding28Assessment30Appendices32Appendix A: Management of portfolios32Appendix B: Sample items for inclusion in a portfolio33Appendix C: Item selection for showcase portfolio34References34
1Senior cycleLearners in senior cycle are approaching the end of their time in school and are focusing on the directionsthey would like to take in their future lives. Senior cycle plays a vital role in helping learners to addresstheir current needs as young adults and in preparing them for life in a changing economic and socialcontext.Senior cycle is founded on a commitment to educational achievement of the highest standard for alllearners, commensurate with their individual abilities. To support learners as they shape their own futurethere is an emphasis on the development of knowledge and deep understanding, on learners takingresponsibility for their own learning, on the acquisition of key skills, and on the processes of learning. Thebroad curriculum, with some opportunities for specialisation, supports continuity from junior cycle andsets out to meet the needs of learners, some of whom have special educational needs, but who all share awide range of learning interests, aptitudes and talents.Curriculum components at senior cycle promote a balance between knowledge and skills, and the kinds oflearning strategies relevant to participation in, and contribution to, a changing world where the future isuncertain.Assessment in senior cycle involves gathering, interpreting and using information about the processesand outcomes of learning. It takes different forms and is used for a variety of purposes. It is used todetermine the appropriate route for learners through a differentiated curriculum, to identify specificareas of difficulty or strength for a given student and to test and certify achievement. Assessmentsupports and improves learning by helping learners and teachers to identify next steps in the teachingand learning process.4Physical Education Senior cycle
The experience of senior cycleThe vision of senior cycle sees the learner at the centre of the educational experience. That experience willenable learners to be resourceful, to be confident, and to participate actively in society, to build an interestin learning and develop an ability to learn throughout their lives.This vision of the learner is underpinned by the values on which senior cycle is based and it is realisedthrough the principles that inform the curriculum as it is experienced by learners in schools. Thecurriculum, made up of subjects and courses, embedded key skills, clearly expressed learning outcomes,and supported by a range of approaches to assessment, is the vehicle through which the vision becomes areality for the learner.At a practical level, the provision of a high-quality educational experience in senior cycle is supported by: effective curriculum planning, development, organisation and evaluation teaching and learning approaches that motivate and interest learners, that enable them to progress,that deepen and apply their learning, and that develop their capacity to reflect on their learning professional development for teachers and school management that enables them to lead curriculumdevelopment and change in their schools a school culture that respects learners, that encourages them to take responsibility for their ownlearning over time, and that promotes a love of learning.Senior cycle education is situated in the context of a broader education policy that focuses on thecontribution that education can make to the development of the learner as a person and as a citizen, andthat emphasises the promotion of social cohesion, the growth of society and the economy, and the principleof sustainability in all aspects of development.Senior Cycle September 20175
Figure 1: Overview of senior cycleresourcefulconfidentengagedactiveTHE SENIORCYCLECURRICULUMLEARNERSPLANNINGTEACHING ANDLEARNINGPRINCIPLESVALUEShuman dignityand respectequality and inclusionjustice and fairnessfreedom and democracyTEACHER PROFESSIONALDEVELOPMENT6Physical Education Senior cyclequalityinclusive educationchoice and flexibilityparticipation, relevanceand enjoymentwellbeingcreativity and innovationlifelong learninglearning outcomeskey skillssubjectsshort coursestransition unitsassessmentcertificationguidanceSCHOOLCULTURE
Figure 2: Vision of senior cycleRESOURCEFULThey show their imaginationintellegence, intuition andother talents throughCONFIDENT curiosityThey develop their physicaland mental wellbeing and enquiry open-mindedness reflection connecting learningLEARNERSCOMPLETINGSENIORCYCLE ARE innovation problem solving creativity become self-aware have high self-efficacy engage with eithics, values andbeliefs welcome opportunities can cope with setbacks can effect positive changeENGAGEDACTIVE LEARNERSThey participate in the social,community, national and internationaldimentions of their lives byThey pursue excellence in learning to thebest of their ability by showing respect for others forming and sustainining caringrelationships making informed decisions developing a love of learning by seeking andusing knowledge and understanding howknowledge is created experiencing passion for, rigour in andcommitment to learning building practical know-how developing intellectual and critical thinkingskills taking interest in and responsibility for theirsocial and physical environment exercising autonomy and independence inlearning developing moral/ethical and politicalunderstanding managing their learning and makinglearning choices making lifestyle choices that are sustainable setting and achieving learning goals contributing to their own materialwellbeing of society pursuing learning qualificationsSenior Cycle September 20177
2Senior cycle physical educationIntroductionPhysical education is an integral part of young people’s education in senior cycle. As a result of theirlearning in physical education, young people can increase their enjoyment, confidence and competencein a range of physical activities. They can learn about health-related fitness and to take responsibilityfor being physically active now and in the future. Overall, they can develop positive attitudes tophysical activity and its importance in a healthy and fulfilling lifestyle.As part of senior cycle education, it is envisaged that physical education will be available in two forms.Leaving Certificate Physical Education as a subject which will be assessed as part of the LeavingCertificate examinations is under development. The senior cycle physical education (SCPE) frameworkhas a different purpose and focus. It provides a flexible planning tool for physical education for allstudents in senior cycle and will not be assessed as part of the Leaving Certificate examination.Young people in this group bring a wide variety of skills, talents and levels of motivation to theirlearning in physical education. They are represented at all points of the physical activity continuum.Some young people are regularly active and/or participate at a very high level of performance.However, there are others who are not meeting the physical activity recommendations for youngpeople (Centers for Disease Control and Prevention [CDC], 2015).Students’ learning in physical education supports the overall vision of senior cycle education whichis to develop students as resourceful, confident, engaged and active learners. Learners grow inconfidence and competence as they acquire the knowledge, skills and attitudes necessary to enjoyand succeed in a variety of physical activities while in senior cycle and in their future lives. Physicalactivity, in its many forms, provides the medium through which students learn in, through and aboutphysical education.Learners can experience success in different ways in physical education. For some, the pursuit ofexcellence and the achievement of sporting goals will be the focus. For some, organising, leading andfacilitating others to be physically active will be the measure of success. For others, including regularphysical activity as part of a healthy lifestyle will represent a successful outcome.The use of different curriculum models in conjunction with those physical activities selected by a classgroup and their teacher is at the heart of teaching and learning in SCPE. By using different curriculummodels, learners can be encouraged not only to improve their performance in different physicalactivities but also to develop their understanding of the factors which impact on their personalperformance and participation in physical activity.Learners can be encouraged to undertake different roles and responsibilities, including leadership,coaching and officiating roles. They can learn to plan, organise, participate in and reflect on theirexperiences in physical activity. Students can learn about fair play, team work and how to relate to oneanother respectfully. As a result, they learn to be effective in the different competitive, creative andchallenging situations that participation in physical activity continually offers them.8Physical Education Senior cycle physical education
SCPE and wellbeingIn this course, students can learn about the importance of being physically active as part of a healthylifestyle. Learners in senior cycle are at an important stage in their lives where they make their owndecisions on whether or how they will include physical activity as part of their lifestyle. Learningin senior cycle physical education is designed to ensure that students appreciate the importance ofphysical activity not only for their physical wellbeing but also their social and psychological wellbeing.Regular physical activity is universally accepted as being central to overall health and wellbeing. Therecommended level of physical activity for young people is at least sixty minutes of moderate intensityactivity each day of the week (CDC, 2010).The school is a key setting and young people a major target in strategies to promote health-enhancinglevels of physical activity for all. Physical education has an important contribution to make insupporting young people to discover ways in which they can enjoy and commit to regular physicalactivity. As a result of their learning in senior cycle physical education, students should have a greatersense of their own agency and commitment to regular health-enhancing physical activity as part ofa healthy lifestyle. This can be achieved where students are engaged in collaborative planning withtheir teacher about which activities they will participate in and what learning outcomes they willfocus on.Aim and objectivesAimThe aim of the senior cycle physical education framework is to encourage learners’ confident,enjoyable and informed participation in physical activity while in senior cycle and in their future lives.ObjectivesThe objectives of senior cycle physical education are to support learners in developing confidence, competence and creativity in a range of physical activities participating in physical activity both inside and beyond school examining the value of physical activity in different contexts understanding and committing to physical activity which develops health-relatedphysical fitness undertaking different roles in physical activity demonstrating responsible social and personal behaviour in physical activity, including respect forself and others acting as informed participants in physical activity.Senior Cycle September 20179
InclusionSenior cycle physical education is designed to encourage learners’ active participation in physicaleducation irrespective of their level of ability and/or commitment to physical activity. The flexiblenature of the framework facilitates learners in achieving goals that are meaningful and relevant tothem.In SCPE, specific physical activities are not the primary focus when planning for teaching andlearning. Rather, they provide the medium through which students learn in physical education.Teachers are encouraged to negotiate which physical activities are included so that learning in class ismeaningful and of interest.The differentiated use of a variety of learning approaches and the modification of equipment,including adapted and/or assistive equipment, are central to creating and maintaining an inclusivelearning environment in physical education.Related learningThe framework for senior cycle physical education provides continuity and progression in physicaleducation that begins in the learner’s early childhood education, through the Primary SchoolCurriculum and junior cycle physical education.Figure 3: Continuity and related learning in senior cycle physical education The Aistear framework celebrates early childhood as a time of wellbeing andenjoyment where children learn from experiences as they unfold.Earlychildhood Under the theme of Wellbeing, physical wellbeing is recognised as being importantfor learning and development as it enables children to explore, to investigate, and tochallenge themselves in the environment. A growing awareness of their bodies andphysical abilities is part of this. Physical education in the Primary School Curriculum provides a balanced range ofactivities for children and encourages schools to adopt a flexible approach to planningfor physical education.Primary The curriculum includes six strands: athletics, dance, gymnastics, games, outdoor andadventure activities, and aquatics. Junior cycle physical education takes a holistic approach to the concept of physicalactivity for young people. The emphasis is on the contribution of physical activityto the promotion of individual and group wellbeing. Physical education is one of themain pillars in the Wellbeing programme in junior cycle.Juniorcycle10 The JCPE framework includes six areas of study: adventure, aquatics, athletics, dance,games, gymnastics and health-related activity. The NCCA physical education shortcourse draws on this framework and provides the possibility of including students’achievement in the short course in the Junior Cycle Profile of Achievement (JCPA).Physical Education Senior cycle physical education
Physical education and lifelong learningThe framework for senior cycle physical education provides opportunities for learners to prepare forfurther study in a range of areas, for example in the teaching, coaching and healthcare professions.In addition to its vocational value, students’ learning in physical education provides them withknowledge, skills and understanding that will support lifelong informed participation and/or thepursuit of excellence in their own sporting and physical activity pursuits. There is a substantial bodyof research which identifies the lifelong benefits of regular participation in physical activity for healthand wellbeing (C3 Collaborating for Health, 2011).The emphasis on the development of key skills in the SCPE framework will support learners’effective engagement in a variety of further education opportunities where self-direction, leadership,organisational skills and reflectionare important.The SCPE framework has the potential to make a significant contribution to enhancing learners’commitment to lifelong participation in physical activity. Learners can be encouraged to explorephysical activity opportunities within and beyond the school. As they do so, they can becomeinformed participants in physical activity as they reflect on the community and societal factors thatsupport or hinder lifelong participation in physical activity. Learners can be encouraged to act asadvocates for physical activity, both by their personal example and in their contribution to the variousinitiatives in sport and physical activity, in school and in the community.Senior Cycle September 201711
3The frameworkStructureThe framework for senior cycle physical education is structured around six curriculum models.Curriculum models are theme-based and reflect a specific philosophy about what is most importantin physical education. Each model provides a detailed map for decision-making about teaching andlearning. This map focuses on a detailed approach, including a rationale, planning, implementation andassessment functions. The learner is the central consideration when planning using the models withdue regard to the resources available in the school. While each model provides a unique set of learningexperiences, it is up to the physical education teacher to decide which models will be included in theirphysical education curriculum in senior cycle. As teachers build their familiarity with the models, it isenvisaged that a greater range of models will be included.The six curriculum models are as follows:Health-related physical activitydeveloping learners’ understanding of health-related physical activity for now and in the future.Sport educationproviding learners with an enjoyable and authentic experience of organised physical activity as theylearn to perform playing and non-playing roles.Contemporary issues in physical activityencouraging learners to critically reflect on their own and others’ experiences in physical activityand sport.Adventure educationencouraging learners to challenge themselves and co-operate with others as they learn to solvephysical activity challenges.Personal and social responsibilityencouraging learners to take responsibility for themselves and their learning in physical educationclass including respecting the rights and feelings of others.Teaching games for understandingdeveloping learners’ tactical awareness and decision-making skills in a variety of games.12Physical Education Framework
The unique characteristics of a curriculum model are referred to as the core elements. These coreelements include the content and the teaching strategies that are seen as being central to providinglearners with an authentic and worthwhile experience of a particular model.Each model can be used as ‘stand-alone’ or combined with other models. In some instances, a teachermay choose to use a combination of two models in order to ensure that learners are physically activewhilst also being involved in learning about physical activity, an example being the frequent use ofContemporary issues in physical activity with Sport education.Once the curriculum model or combination of models has been selected, the appropriate teachingstrategies to guide instruction and facilitate learning for all students in the class are identified. Somecurriculum models are linked directly to particular teaching strategies which support learners inachieving the intended learning outcomes.Senior cycle physical education is planned in blocks of work. The physical education teacher decideswhich model or combinations of models will be the focus in each block of work. They then, inconsultation with students, select the learning outcomes that will be addressed. While it is notenvisaged that all learning outcomes will be included, the selected learning outcomes should prioritiselearning in the essential elements outlined in each of the models. It is important that learners havesufficient time and experience of the particular model(s) being studied to fully benefit from thedifferent teaching and learning experiences provided by it. It is recommended that not less thanthree and not more than five blocks of work should be included in each year of senior cycle physicaleducation.Planning for each block of work can be framed in relation to the following questions: Which objectives of senior cycle physical education are to be addressed in this block of work? Which curriculum model(s) can best support the achievement of these objectives? Which learning outcomes in the model(s) will be addressed in this block of work? Which of the physical activities that will engage students will work well with this curriculummodel? Which teaching strategies can best enable learners to be successful in achieving these learningoutcomes? What evidence of learning could students provide during, and/or at the completion of, the block ofwork? This evidence can be stored in the portfolio.The framework is designed to provide a flexible collaborative approach to planning for physicaleducation in senior cycle. The importance of planning within the unique context of each school isrecognised here. School settings, facilities, personnel, expertise, the characteristics of the particularclass and learners’ interests are all significant considerations in the selection and sequencing ofappropriate learning outcomes and approaches to assessment. A double period per week is required tosupport this learning. Tables 1 and 2 below provide an overview of two sample programmes in seniorcycle physical education.Transition Year physical education can be planned exclusively using the framework for seniorcycle physical education. Alternatively, there are a number of transition units designed for physicaleducation, for example, sports coaching, which may be used in conjunction with the framework.Senior Cycle September 201713
Teachers are also encouraged to design their own transition units. Guidelines for the design of suchunits are available at www.ncca.ie/SeniorCycle.The following are examples of what a two-year or a three-year plan for senior cycle physical educationmight include.Table 1: Two-year planning for senior cycle physical educationYearBlocks of workABC1Teaching games for understandingSport educationandContemporary issues inphysical activityAdventure education2Health-related physicalactivitySport educationandPersonal and social responsibility (Combined)Contemporary issues inphysical activityandAdventure education (Combined)Table 2: Three-year planning for senior cycle physical educationYear14Blocks of workAB1Sport educationHealth-related physi- Physical educationcal activitytransition unitPersonal and socialresponsibility2Teaching games forunderstandingandPersonal and socialresponsibilitySport educationandContemporary issuesinphysical activityAdventure education3Health-related physi- Sport educationcal activityPhysical Education FrameworkCDContemporary issuesin physical activityandAdventure education
Which physical activities?The choice of physical activity is important for learners’ successful and enjoyable experiences inphysical education. The main criteria for the selection of an activity are that learners are interested inthe activity, the school can facilitate it, the selected learning outcomes can be addressed through theactivity and it is possible to assess students’ learning.For example, tag rugby could be used in conjunction with five of the six curriculum models. Studentscould learn about Health-related physical activity, Personal and social responsibility, Contemporaryissues in physical activity, Teaching games for understanding, and Sport education through themedium of tag rugby. In another example, dance could be used in conjunction with the followingmodels: Health-related physical activity, Personal and social responsibility, Contemporary issues inphysical activity, and Sport education.The selection of physical activities should be decided in consultation with learners to ensure that theyare based on what is perceived by learners to be important and worthwhile. Selected activities arethen given adequate physical education class time for learners to develop confidence and competencein some and mastery in a few. The underlying belief is that learners’ in-depth and enjoyable learningin one activity will encourage them to participate in other similar activities. It is envisaged that a rangeof physical activities will be included in order to ensure breadth and balance in the programme andthat the needs and interests of all learners are catered for.Time allocationSenior cycle physical education is designed to be taught over the two or three years of senior cycleeducation. It is recommended that a double period per week is made available as the minimumrequirement for teaching senior cycle physical education. Where possible, timetable arrangementsshould facilitate learning opportunities associated with physical education in practical settings beyondthe school.Senior Cycle September 201715
Key skills in senior cycleFigure 4: The five key skills of senior RKINGWITHOTHERSThere are five key skills identified as being central to teaching and learning in senior cycle education.These are information processing, being personally effective, communicating, critical and creative thinkingand working with others. Physical education provides a unique opportunity for learners to develop thekey skills through learning in the psychomotor domain.Learning outcomes in senior cycle physical education are clear statements of what it is expected thatlearners will achieve in terms of knowledge and understanding, skills and attitudes. Each of the keyskills is embedded in the learning outcomes in senior cycle physical education. For example, skillsrelating to being personally effective, communicating, and working with others are clearly articulatedin the learning outcomes in the Personal and social responsibility curriculum model. Critical andcreative thinking skills are central to learning outcomes that include compositional tasks, for example,in dance or gymnastics in Sport education, or the design of new games as might be required in theTeaching games for understanding curricular model.The use of a range of teaching and learning strategies makes it possible not only to meet the differentlearning needs of students but also allows the key skills to be developed. For example:16 Communication skills can be developed by involving learners in group or partner-based problemsolving tasks. Developing and maintaining good relationships is central to the key skill of working with others.Opportunities to develop this skill arises frequently in physical activity participation and/orcompetition. Being personally effective includes the ability to reflect on one’s own performance in differentphysical activities and to plan for improvement. Each of the models provides particularperspectives for learners about themselves as participants in physical activity.Physical Education Framework
The well-planned use of learning outcomes will enable teachers to support the development of the keyskills and to assess learners’ progress in them. As teachers observe learners engaging in the differentlearning experiences, they can use these opportunities to provide formative feedback to learners abouttheir use of key skills.Teaching and learning in SCPEThe unique contribution of physical education to learning in the psychomotor domain is the centralconsideration in planning for teaching and learning. The emphasis is always on learners beingphysically active, thereby helping them to develop their psychomotor skills across a variety of physicalactivities.In senior cycle physical education, learners are encouraged to be actively involved in all aspects oftheir learning. A wide range of participatory and enquiry-based learning approaches can be used toachieve this. These include learners undertaking playing and non-playing roles, applying theoreticalknowledge and understanding to practical performance, engaging in class discussions and debates andreflecting on their own and others’ performances and participation in physical activities. Learningactivities can be selected in consultation with students to ensure that they experience a broad andbalanced programme and that the activities are enjoyable and worthwhile for them. Learners willcollect evidence of their learning in a portfolio throughout senior cycle.Differentiated learning in physical educationThe flexible nature of the framework for senior cycle physical education facilitates learners inachieving goals that are worthwhile for them. The use of a variety of teaching and learningapproaches ensures that students’ different learning needs can be catered for. Assessment approachesshould, in turn, facilitate learners responding to similar tasks in different ways.Information and Communications Technology (ICT)ICT has a significant contribution to make to learning in physical education. Increasingly thereare affordable, user-friendly and portable digital tools available to support teaching, learning andassessment in physical education. For example, learners can use apps to goal set, to track theirphysical activity levels, to capture their performances and to analyse them. They can use ICT to makepresentations, develop graphics, concept maps and databases about their learning and performancein physical education. Students can also learn to use ICT in an ethical and responsible manner as anintegral part of their learning in physical education class.Senior Cycle September 201717
4Curriculum modelsHealth-related physical activityHealth-related physical activity (HRPA) aims to develop learners’ understanding of health-relatedphysical activity. HRPA is a concepts-based model which aims to build on learners’ knowledge, skillsand understanding of this area from junior cycle physical education. Through participation in a rangeof physical activities, students learn how to develop their health-related physical fitness and about therelated concepts. HRPA also aims to build an appreciation of the importance of participat
As part of senior cycle education, it is envisaged that physical education will be available in two forms. Leaving Certificate Physical Education as a subject which will be assessed as part of the Leaving Certificate examinations is under development. The senior cycle physical education (SCPE) framework has a different purpose and focus.
physical education curriculum table of contents acknowledgements 2 district mission statement 3 physical education department mission statement 3 physical education task force 3 physical education and academic performance 4 naspe learning standards 8 new york state physical education learning standards 8 physical education high school curriculum guide 15 physical education curriculum analysis .
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