A variety of approaches

One of the keys to the successful teaching of physical education is the use of a broad range of approaches and methodologies. This section of the guidelines outlines some of the approaches that have been found to be particularly suited to physical education in the primary school.

As it is acknowledged that schools, classes and teachers will vary, some methods will suit particular circumstances better than others, and the nature of the strands themselves necessitates the use of a variety of teaching methods. There is a need to examine the teaching methods which will best enhance the achievement of the objectives, taking factors such as the content and context of the lesson into account, as well as the needs of the learner.

Teaching approaches are not necessarily exclusive. An effective teacher is likely to switch and mix approaches to suit the objectives of the unit of work or the lesson. As objectives vary within a lesson, the effective teacher will move between different teaching approaches or methods. The teacher begins by deciding what he/ she wishes to achieve and then chooses the most appropriate method of realising those objectives.

Exemplars

Throughout this section of the guidelines exemplars are included. Many exemplars contain lessons or units of work illustrating a broad range of approaches and methodologies, detailed content of the lesson or unit and some methods of assessment. Exemplar 2 illustrates how physical education can be integrated with other subjects, while Exemplars 6–8 illustrate folk dances which may be used to form folk dance lessons or units of work.

Selecting appropriate methodologies and approaches

Among the teaching approaches which are particularly appropriate for teaching physical education are

the direct-teaching approach
the guided-discovery approach
integrated approaches.

Direct-teaching approach

The direct-teaching approach involves the teacher in telling or showing children what to do and in observing their progress. It entails the teacher making all, or most of, the decisions concerning the content of the lesson and the child responding to instructions. It is a useful approach if the objectives are concerned with performing folk dances, for instance. It allows for practice of skills within a games situation where the teacher decides on the nature of the practice and the time allocated to it or the number of repetitions. Direct teaching is appropriate too for use when organising activities, ensuring that safety practices are being applied and in the handling of PE equipment. Thus, it can feature as part of the teacher’s approach in a wide range of lessons.

Guided-discovery approach

The guided-discovery strategy involves the teacher in designing a series of questions that will eventually lead to one or more appropriate answers and ultimately the discovery of a particular concept or ‘solution’. It is one of the approaches that offer children the opportunity to make decisions, solve problems or take initiative. The use of this approach promotes discussion among children and enhances the child’s capacity to evaluate.

The guided-discovery approach can be used where the teacher wishes to place an emphasis on leading the children to explore and experiment with movement challenges. It may be utilised as a child explores movement through informal play experiences. It can be used when the teacher wants children to think about the application of concepts or tactics in games, where appropriate questioning can lead to a deeper understanding of how a skill can be employed in a games situation.

This section of the guidelines provides many examples of the application of these approaches in the exemplar lessons.

Exemplar 1 illustrates many instances of guided-discovery learning. Where the guided-discovery approach is used it is indicated by the use of bold type. Throughout all the activities where, for example, children are challenged to discover better throwing techniques and striking actions, to develop scoring systems and rules or to select better options or tactics when playing games, the teacher is guiding their learning. The teacher may select a directteaching approach when organising and setting up some of the practices and games in this unit.

EXEMPLAR 1 - A guided-discovery approach in a unit of work in games (second class)

Integration

The teacher should consider how objectives can be achieved through integration. Physical education has many objectives which are developed by other subjects such as Gaeilge, English, art, music, mathematics and especially social, personal and health education. The development of these subjects can be enriched through a programme of physical education which is broad and balanced. Some of the opportunities to develop links with these subjects are outlined below:

SPHE: The emphasis in the physical education programme on promoting enjoyment of and positive attitudes towards physical activity and its lifelong contribution to health complements the strand unit of the SPHE programme ‘Taking care of my body’. Engaging in activities outdoors can be linked with the strand unit ‘Environmental awareness and care’. Games and athletics provide valuable opportunities for the child to learn to accept decisions and rules and to develop the concept of fair play, which the strand unit ‘Relating to others’ explores. Swimming and other aquatic activities can promote safety considerations developed in the strand unit ‘Safety and protection’.
Language: The use of a varied movement vocabulary (verbs, adverbs), the interpretation of directions, descriptions of movements, discussion of rules and writing or telling of experiences in sport or outdoor activities all help to develop and enrich language. Poetry and literature may be used as stimuli for dance.
Gaeilge: Ba chóir an Ghaeilge a shníomh isteach go nádúrtha agus de réir a chéile sna ceachtanna corpoideachais agus i mionchluichí agus i ngluaiseachtaí súgartha na bpáistí. Is féidir céimniú a dhéanamh ar an méid Gaeilge a úsáidtear sna ceachtanna ó rang go rang. Is fiú go mór na páistí a spreagadh chun Gaeilge a labhairt eatarthu féin agus iad ag imirt cluichí éagsúla agus ag cleachtadh na scileanna a bhaineann leo.

Is féidir

bainisteoireacht ranga a dhéanamh trí Ghaeilge
gnáthorduithe a thabhairt
ceisteanna a chur
fearas beag a ainmniú as Gaeilge
foclóir a bhaineann le cluichí éagsúla a úsáid
damhsaí a mhúineadh trí Ghaeilge
comhréir a bhaineann le gluaiseacht a úsáid, m.sh. ‘bígí ag crochadh/ ag luascadh/ ag dreapadh’
foclóir a bhaineann le lúthchleasaíocht a úsáid, m.sh. ‘bígí ullamh, réidh, gluaisigí’
cuid de na treoracha a scríobh as Gaeilge nuair atá an treodóireacht ar siúl ag na páistí.
SESE: The development of geographical skills such as using maps is promoted as the children engage in outdoor activities. In addition, the study of the environment, weather and terrain can be undertaken through outdoor activities. The origin of dance music and the history of games and sports can be explored. Local, national and international sports can form the basis for study.
Arts education: Non-verbal communication can be developed through gymnastics and dance, linking with activities in the drama lesson. Themes from sporting experiences and outdoor activities can be explored through drama also and may form the springboard for art work. Music can be used for warm-up activities and complementsgymnastics and dance lessons. Art work can inspire ideas for dance and dance movements and themes may be interpreted in a variety of visual arts media, e.g. drawing, painting, clay and costume design. National tunes for sporting occasions can be explored, as well as folk songs or campfire songs during outdoor activities.
Maths: Opportunities are provided to develop appreciation of shape and balance and to estimate, measure and compare. Results may be recorded, angles may be explored and league tables examined.

Exemplar 2 illustrates how strands of the physical education curriculum can be integrated with other subjects.

EXEMPLAR 2 - An integrated approach applied to dance and athletics

Organising the physical education lesson

The physical education lesson needs to be carefully planned to ensure effective organisation. All lessons should be organised to encourage maximum participation by the child. This can beachieved in some instances by carefully planned whole-class activity, but very often it is more effective to divide children into groups. Some methods for group work are outlined below.

Individual, pair, group and team play

Teachers need to plan for children to work alone or with others, cooperatively and competitively. At infant level, most activities will be undertaken first by an individual child, and this can then be developed into partner work. Small groups may learn to work together. Providing opportunities for group work during first and second classes should enhance co-operation in preparation for the development of team play in a games situation, for instance. Team play is appropriate for children from third to sixth class, but team play should always suit the individual needs of the child. Smallsided games and mini versions of games with modified rules are most suitable. Larger groups of children can work together in dance and gymnastics lessons from third to sixth class, developing from initial work undertaken individually to work with a partner and work as a member of a small group.

‘Station’ teaching

The use of ‘stations’ is appropriate in teaching games, gymnastics, outdoor and adventure activities, athletics or aquatics. This is a framework which allows maximum numbers of children to participate, providing opportunities for continuous practice for groups working on different tasks at the same time. It is particularly useful where equipment is limited.

Children work with specific equipment, practising certain skills or playing designated games. The class may consist of six to eight groups. After a given time (30 seconds to 5 minutes, according to the activity being completed) they move on to another ‘station’ or point to practise a different set of skills or play different games.

Exemplar 3 illustrates this approach being implemented in the athletics lesson.

EXEMPLAR 3 - Use of 'station teaching' in an athletics lesson (infant classes)

Using play areas divided into grids

This method of organising a class lesson is useful for games teaching, especially for third to sixth classes.

The size of the play area should be considered and how it can be divided most effectively to allow individual or pair practices, group work and smallsided games. The area is divided into grids, approximately 8 m by 8 m.

The play area illustrated in Fig. 2 is divided into eight grids. Cones or markers to indicate the grids allow flexibility in the shape of the grid, but permanent lines can be useful.

Four children play in each grid, practising individual skills or skills with a partner. Two grids combined provide space for small-group work. Combining four grids allows for team play within the enlarged space.

Additional space (even if it is an irregular shape) can supplement this grid space. Individuals, pairs or small groups can use the additional space for practising skills while others play a team game in the grid space.

Exemplar 4 illustrates the use of grids in a games lesson for fifth class.

Fig. 2. Division of a play area into grids