The definitions below are commonly understood working definitions for use with the primary curriculum and teacher guidelines .
| aesthetic | concerned with appreciation through using the senses with imaginative attention |
| approach run | the running action before a long jump is attempted, to ensure a good take-off when jumping |
| bivouacking | making a makeshift camp or tent |
| bounce pass | X passes the ball to Y, allowing it to bounce once on its way |
| bound | a movement that can be stopped or held without difficulty at any stage |
| buoyancy | capacity for floating lightly on water |
| canon | where dancers perform movements one after the other: A followed by B followed by C |
| chest pass | X holds the ball at chest level and passes the ball through the air to Y |
| chipping | the skill of passing the ball by kicking it from the ground and forcing it to rise into the air to travel |
| dig technique | a technique used in volleyball for striking a ball that is close to the ground |
| dynamics | the energy of movement |
| flow | the flow of a movement can be ‘bound’ or ‘free’ |
| foam javelin | lightweight javelin with dependable flight pattern, safe for class use |
| folk dance | the dance associated with a particular country, often part of a traditional celebration |
| form | the overall design for patterning the dance, its shape and structure |
| HELP | heat-escape-lessening posture: a lifesaving technique in which the individual uses a floating aid and adopts a floating position that reduces heat loss |
| huddle | used in an emergency in water: participants huddle together around flotation aids to conserve heat |
| invasion games | games such as hockey, basketball, hurling and football that involve players contesting a shared space while defending an area and attacking another area |
| lead leg | the leg that leads when clearing a hurdle |
| orienteering | making one’s way quickly across terrain with the help of a map and compass |
| overhead pass | X holds the ball above the head and passes it to arrive at chest height of Y |
| Parlauf relay | a circle relay, which involves six to eight children spread around the perimeter of a track or pitch. They run in relay formation for a given time and record how many laps they complete |
| pathways | the pattern made by movements in the air or on the floor |
| pop pass | popping a rugby ball in the air to the target (one metre approximately) with hands held underneath the ball |
| primary shot/discus | soft, light shot and lightweight foam discus, both safe for class use |
| propulsion | swimming actions that drive the body forward |
| reaction sprints | sprinting from various sta rting positions, e.g. a sitting position, lying on face or back, standing with back to starting line, etc. The emphasis is on reacting quickly to the command ‘go’ |
| scissors technique | a basic jumping technique where the child approaches the jump from the side and kicks the near leg vigorously up and over the centre of the bar (opens the scissors). This is followed by bringing the far foot up and over (close the scissors), with the near foot brought down into the landing area |
| sculling | a swimming skill by which the body can be propelled, balanced and controlled in the water |
| sequence | one movement followed by another creates a sequence |
| shuttle relay | a relay where the chosen distance is completed two or three times without pause before the next child starts |
| sling | the ‘swing and throw’ action of the discus |
| space | personal space is the area around the body when from a stationary base it can be extended in all directions and at all levels |
| spin pass | one hand underneath to spin the rugby ball, an upward movement with this hand when passing |
| sweep pass | passing the rugby ball sideways to the target |
| tension | stretching without straining the body |
| theme | a movement idea that is studied and developed throughout a lesson or series of lessons |
| time | any movement uses a quantity of time, and variations of time may be developed into rhythmic patterns. The quality of time is shown by the suddenness of movement or how movement can be sustained |
| toe tapping (soloing) | a skill of Gaelic football that involves running while kicking a ball from foot to hand; the ball may be bounced off the ground once between each toe tap |
| trail leg | the leg that trails over the hurdle, i.e. the back leg
travel move from A to B |
| treading water | a skill that allows a swimmer to remain afloat in one place, in an upright position, with the least expenditure of energy |
| unison | all dancers move at the same time |
| weight | the use made of the weight of the body and the muscular action that together enable the child to move with varying degrees of strength or lightness |
| weight-bearing | taking or balancing the weight of one’s body on one part or parts of the body |
This curriculum has been prepared by the Curriculum Committee for Physical Education established by the National Council for Curriculum and Assessment.
| Chairpersons | Des Broderick | Irish Federation of University Teachers |
| | Denis Coleman | Irish National Teachers’ Organisation |
| Committee members | Nioclás Breatnach | Department of Education and Science |
| | Valerie Burke (from 1995) | National Parents Council—Primary |
| | Emma Dineen (from 1995) | Irish National Teachers’ Organisation |
| | Tríona Fitzgerald (to 1994) | Irish National Teachers’ Organisation |
| | Sally Fossitt | Church of Ireland General Synod Board of Education |
| | P. J. Geraghty (from 1994) | Irish National Teachers’ Organisation |
| | Yvonne Keaney | Catholic Primary School Managers’ Association |
| | Fionnuala Kilfeather (to 1995) | National Parents Council—Primary |
| | Sr Regina Lydon | Association of Primary Teaching Sisters/Teaching
Brothers’ Association |
| | Marian Lyon | National Parents Council—Primary |
| | Seán Mac Conmara | Department of Education and Science |
| | Seán MacManamon | Catholic Primary School Managers’ Association |
| | Charlotte Maye | Irish National Teachers’ Organisation |
| | Joanne Moles | Church of Ireland General Synod Board of Education |
| | Joe Moore | Irish National Teachers’ Organisation |
| | Breandán Ó Bric | Department of Education and Science |
| | Jennifer O’Connell | Irish National Teachers’ Organisation |
| | Proinsías Ó Dughaill | Department of Education and Science |
| | Chris O’Grady | Irish National Teachers’ Organisation |
| | Sylvia O’Sullivan | Management of Colleges of Education |
| | Síle Uí Ící | Department of Education and Science |
| | Br Joseph Vaughan | Teaching Brothers’ Association/Association of
Primary Teaching Sisters |
| | Kathleen Wall | Irish National Teachers’ Organisation |
| Education officers | Michael McGannon (to 1995) | |
| | Frances Murphy | |
| | Eileen O’Sullivan (to 1995) | |
To co-ordinate the work of the Curriculum Committees, the Primary Co-ordinating Committee was established by the National Council for Curriculum and Assessment.
| Chairperson | Tom Gilmore | |
| Committee members | Sydney Blain (from 1995) | Church of Ireland General Synod Board of Education |
| | Liam Ó hÉigearta (from 1996) | Department of Education and Science |
| | Dympna Glendenning (to 1995) | Irish National Teachers’ Organisation |
| | Fionnuala Kilfeather (from 1995) | National Parents Council—Primary |
| | Éamonn MacAonghusa (to 1996) | Department of Education and Science |
| | Fr Gerard McNamara (from 1995) | Catholic Primary School Managers’ Association |
| | Peter Mullan | Irish National Teachers’ Organisation |
| | Sheila Nunan (from 1995) | Irish National Teachers’ Organisation |
| | Eugene Wall | Irish Federation of University Teachers |
| Co-ordinator | Caoimhe Máirtín (to 1995) | |
| Assistant Chief Executive Primary | Lucy Fallon-Byrne (from 1995) | |
| Chief Executive | Albert Ó Ceallaigh | |