Developing the school plan for physical education

Planning for physical education should

• create a common understanding of physical education. Organisational planning for physical education should be a collaborative and consultative process. The principal has a key role to play in encouraging the contribution of all staff and in fostering a shared responsibility for planning the programme. The planning process should help to build a common understanding of physical education. This understanding will be fostered by a process of consultation and collaboration involving the principal and teachers and, where appropriate, parents and the board of management.
• aim to utilise fully the interests and expertise of the teaching staff. Some members of the school staff may have developed expertise in one particular strand of the curriculum, others may have developed and used a variety of approaches. While the class teacher is the most appropriate teacher to teach the physical education curriculum, the implementation of the programme is enhanced when teachers share expertise with other staff members. This may extend to teaching physical education or a particular strand of physical education to another teacher’s class. However, it should be remembered that in order to implement the programme a teacher does not need to be a specialist in the teaching of physical education or to be able to demonstrate or perform the skills to be taught.
• provide real help to the teacher. The written statement that results from the process of planning provides a valuable reference for the staff. The process of planning itself, however, is equally important in giving the work of teachers a clear sense of direction and purpose.
• involve an examination of the facilities and resources available to the school. Every effort must be made to improve the quality of the facilities and resources where it is deemed necessary. The availability of suitable outdoor and indoor facilities and the large and small equipment provided for use should be examined. Provision should be made for the recording, storing and accessing of all equipment. It should be remembered, however, that where facilities are limited it may not be possible to implement all strand units of a particular strand but one strand unit could be taught very effectively. The implementation of part of another strand unit may also be possible. For instance, when teaching athletics it may be possible to teach all aspects of the ‘Running’ strand unit in a school yard with little or no equipment as well as parts of the ‘Throwing’ strand unit.
• contribute to the overall school plan which will be reviewed by the board of management. Within the resources available to it, the board should ensure that adequate facilities and resources are available for the implementation of the plan. The safety statement for the school devised by the board should make provision for safety during the physical education lesson.
• determine how the school intends to phase in the introduction of the new programme. Where new schemes are being drawn up it may be possible to incorporate some of the learning activities which formed part of the previous schemes. A sensible schedule for implementation will take into account changes in the subject and changes in other subject areas.
• involve review and evaluation. The on-going review and evaluation will identify successful aspects of the programme and those which may need further development. This process helps the teacher to plan efficiently and informs the development of the school plan for physical education.
• involve communication between teachers, parents and the board of management. This can be fostered through discussions, school or class meetings, circulars or a range of other methods.
• determine the roles of the principal and the teacher in the planning and implementation of the programme.

The principal should

• examine the facilities and resources available and seek to improve provision where necessary
• raise awareness among all those involved in teaching physical education of their different, although complementary, roles
• devise a timetable to meet the needs of all classes within the school, ensuring the maximum use of all facilities throughout the year.

The role of the teacher could be outlined as

• devising balanced programmes, in line with the school plan, which cater for the particular needs of each child
• helping the child develop a positive self-image, co-operation with others and a sense of fair play
• ensuring that the child experiences a variety of vigorous and challenging activities
• fostering a stimulating and secure environment in which the child can be creative and imaginative
• linking physical education activities with other curricular areas when appropriate
• evaluating the programme and assessing the progress of the child
• providing information to parents, in line with school policy, about the class programme for physical education
• consulting parents on the progress of the child
• having due regard for safety by ensuring that the child adopts safe practices.

Some of the work of developing or co-ordinating the implementation of physical education might be undertaken by a teacher or teachers with a particular interest or expertise in the area. If this approach is used, such a teacher can undertake responsibility for

• encouraging the teaching staff to participate in the formulation of the physical education plan
• gathering information about the amount of physical education currently taught and the content of the existing programme
• devising, in consultation with the staff, a written plan
• reporting on the progress of work on the plan
• organising the necessary resources to implement the plan
• presenting draft documents to the staff at each meeting
• supporting colleagues as they prepare schemes of work and implement the plan
• informing new members of the teaching staff about the plan.

Organising and managing support for the physical education programme

Support of parents

Effective partnerships are dependent on good organisation and management. The support of parents for the programme of physical education should be sought so that children derive maximum benefit from physical education. An appreciation of the importance of physical education should be fostered in the wider school community. Parents with particular experience in the area of physical education could be encouraged to assist when specific opportunities arise. Talks on topics related to physical education could be organised by parents or they could be encouraged to help with activities such as Sport for All Day, visits to the swimming pool and outdoor education trips.

Support of coaches

National and local sports organisations may offer to provide coaching of particular sports on a voluntary basis as part of the physical education programme. In the same way, dancers associated with particular projects to promote dance in education may offer to teach dance. Employment schemes may offer personnel to assist in the development of particular sports.

In determining the role of any coaches, leaders or dancers the teacher should identify the

• needs of the children
• gaps in provision
• extent to which the support personnel will benefit the individual child and class
• previous experience with young people of the personnel selected
• qualifications of the support personnel
• knowledge of health and safety displayed by the support personnel
• organisational skills of the support personnel.

The class teacher should then discuss with the personnel selected the requirements of the class and of individual children within the class where appropriate, the school’s policy on physical education and the class programme for physical education. The selected personnel can then support the role of the teacher in the implementation of a programme which will benefit the individual child and the class. It is essential that a class teacher be present as the coach works with the class.

The school should take on the responsibility for ensuring that all those involved in teaching are aware of their different, although complementary, roles. It should consider the Code of Ethics and Good Practice for Children’s Sport in Ireland which offers guidance for personnel involved in sport. While it may be beneficial for sports coaches and dancers to assist during curriculum time, their role should be one of support, not of substitution for the teacher. The teacher must retain overall responsibility for planning, organisation, control and monitoring, to ensure that the child’s physical activity is coherent, consistent, progressive and controlled.

The in-career development needs of teachers

During planning for the physical education programme, the needs of teachers for in-career development education should be met. Any staff members who wish to avail of in-service training for physical education should be encouraged and supported. Courses designed to enhance the teacher’s implementation of a strand or strands of the physical education programme should be provided. The co-ordinator of the programme could identify the relevant courses for teachers. Practical advice on how a range of assessment tools could be used in the assessment of physical education will be required by many teachers.

Managing and organising resources and facilities

The availability of suitable outdoor and indoor facilities and the large and small equipment provided for use should be examined. Provision should be made for the recording, storing and accessing of all equipment.

Use of indoor and outdoor facilities

It is possible to implement many aspects of the programmes of athletics and games using an indoor area. However, an outdoor area provides more scope for the development of a comprehensive programme. An outdoor grass facility is an additional feature which can enhance both programmes. Gymnastics and dance are best suited to an indoor area, with only very small aspects of each programme being possible outdoors for a limited time each year.

The organisation of aquatics will be influenced by the degree of access to pool facilities, the provision of transport and the availability of suitably qualified swimming teachers. For some schools access to a facility for aquatics is not possible, but every effort should be made to provide even a short block of time for each class at some stage during the primary years.

Outdoor and adventure activities can be undertaken initially in most schools or school grounds. When the school and its surroundings have been explored, progression will naturally lead to new activities beyond the school grounds. The need then arises to explore outdoor facilities in the local area. Where possible, a visit to an outdoor education centre which offers a wide range of activities may be undertaken. The class teacher should consult the staff of the chosen centre to plan activities appropriate to the needs of the individual class.

Use of community facility

Where an appropriate indoor or outdoor facility is not available within the school, access to a community facility should be examined and time allowed to travel to use it where necessary.

Availability of equipment

A comprehensive range of equipment is necessary to teach a balanced programme of physical education. Storage and maintenance of equipment is essential and children should be taught to store equipment carefully and to report any damaged equipment. Advice on handling and storage of equipment should form part of the safety statement of the school. (See Appendix for list of suggested equipment.)

Use of publications, books, video and audio tapes

During planning, teachers should review the materials available for supporting the programme. Many of the governing bodies of various sports publish valuable materials for use by teachers and coaches. A wide range of books on physical education is available, as well as books concentrating on particular sports modified for teaching children. Posters and charts are also valuable in raising awareness of aspects of the programme. Some form of indexing or filing of teaching materials within the school can help teachers use them most effectively.

Video recordings of carefully-selected dance performances or sports programmes can enhance the teaching of the programme. Specific skills, for instance, can be demonstrated with the aid of a video. Audio tapes are an important resource for the teaching of dance. Suitable music for folk and creative dance should be collected and filed.

In addition, many books based on sporting themes are available for children; some relate the story of a sports personality, some contain facts about sport and others relate the stories of children involved in sport. These books will prove useful in the teaching of physical education and should be available in the school library where possible.

Support of national governing bodies, local clubs or groups

National governing bodies representing various sports offer training programmes for teachers, as well as support materials. Local sports clubs can support schools in implementing the physical education programme, and dance groups may offer to perform for children or invite children to take part in workshops. Any opportunity the class can get to watch a game or a performance can make a valuable contribution to their physical education.

Establishing links with local sports clubs and dance groups

Schools should consider liaison with local sports clubs and dance groups where possible to facilitate participation by the children in activities provided by clubs or groups. Specialist coaching is often offered by clubs, and children are provided with opportunities for social and personal development as they join in activities with other children.

Physical education in small schools or schools with limited facilities

Where schools have specific problems related to a lack of indoor and outdoor space, consideration might be given to

• the use of the classrooms, corridors and school grounds for orienteering exercises
• the provision of markings on the playground for athletic activities and small-sided games
• the use of local facilities, e.g. community centres, parish halls, youth clubs, etc.
• co-operation with other primary or second-level schools in sharing facilities
• allocating more time to physical education in good weather
• visiting an outdoor education centre providing facilities for many worthwhile activities
• forming links with sports or dance organisations which provide support personnel and equipment. (See also p. 27, Organising and managing support for the physical education programme.)

When planning the teaching of composite classes the teacher might consider

• individual or partner work which allows for different activities appropriate to different stages of development using the same equipment and play area
• introducing follow-up activities to a basic lesson where one group has an opportunity to practise again what was covered in the basic lesson while the other group moves ahead and develops further the content of the basic lesson
• group work using the ‘station’ teaching method where a group work together at a ‘station’ and move on to complete a different task or play a different game at another ‘station’. In this way a group can be composed of children of similar ability or children at the same class level. (See Approaches and methodologies, p. 51.)
• using the support personnel provided by sports or dance organisations to help with group teaching. (See also p. 27, Organising and managing support for the physical education programme.)