Basic structure and terminology
The physical education curriculum offers the teacher a structured, balanced programme of work. The content has been delineated at four levels: infant classes, first and second classes, third and fourth classes, and fifth and sixth classes, and divided into six strands: Athletics, Dance, Gymnastics, Games, Outdoor and adventure activities and Aquatics. Five of the strands are outlined for implementation at eachlevel; the aquatics strand is outlined for implementation at any of the levels or over a number of levels, depending on the availability of a facility for aquatics and the stage at which the child begins the programme. Each strand is subdivided into strand units, a number of which will form the basic sections of the content covered.
Athletics
The Athletics strand contains a broad range of running, jumping and throwing activities. Emphasis in the athletics programme should be on providing opportunities for the child to challenge him/herself to run faster or for a longer period, to throw an implement further and to jump further or higher. These natural movement activities should be developed into simple athletic activities and events. Early activities focus on individual challenges and competition with the emphasis on personal improvement related to appropriate targets. As children gain satisfaction from these experiences they are motivated to engage in the more formal running, jumping and throwing practices.
Traditionally, athletics has been taught as a summer term activity, but aspects of the strand can be taught throughout the year. For instance, some hurdling and long jump practice can be undertaken indoors, and most running activities can be undertaken outdoors throughout much of the school year. Indeed, if the indoor area is large enough, some throwing activities may also be possible.
As the athletics programme embraces activities related to running, jumping and throwing, it is particularly suitable for children of different abilities. Progress can be measured individually, and for children of limited ability this is particularly satisfying because they can see their improvement. The athletically able child has unlimited targets and is not restricted by any lack of ability on the part of other children in the class. In addition, the rules are simple and easy to understand, and this makes it easier for the child to act as a judge.
Dance
The Dance strand helps children to learn through dance and to learn about dance. Through dance, children are encouraged to improve body management skills, understand a range of movement concepts, work harmoniously with others, and develop creativity and imagination. In exploring, creating and performing dances children come to understand that dance is a medium for the expression of ideas, thoughts and feelings.
Participation in dance is appropriate for children of any age and either gender and provides many opportunities to enhance work in other subject areas within thematic work. Teachers can provide a basic framework through which to develop a love of dance. It is important to begin the dance activities at the appropriate level. Children who have little or no dance experience have to begin at a level suitable to their needs, gradually building up skill and confidence with an experience which every child enjoys. The dance strand consists of folk and creative dance.
Folk dance
Folk dancing can be presented to children with opportunities to share the rhythms, feelings and actions of other dancers. Children learn to dance some Irish dances and some folk dances from other traditions. The teacher should remember that the emphasis should be on enjoyment in the dance and on full involvement by the children rather than mechanically concentrating on the movements involved in the dance. The spirit of caring for and looking after others in a dance, sharing and being part of a harmonious group, is a most important aspect of folk dancing for the child.
In the early stages children are given the opportunity to invent and create as they gradually experience the enjoyment of performing folk dances from other countries and some Irish dances. Beginning with individual work, they progress to dancing with others in pairs and in small groups. Music should be selected carefully to allow children to enjoy lively rhythms at a pace which is appropriate for them to perform the dance. Opportunities may arise where the social and cultural background of some of the folk dances can be explored.
Creative dance
When creating dance, the child develops movements which express and communicate ideas and feelings. Children should have opportunities to explore and develop an idea in progressive stages, allowing time to practise, discuss and refine their movements. Creative dance encourages children to acquire simple technical and performing skills, focusing on the expressive qualities of movement. The emphasis should be on enjoyment anddeveloping positive attitudes to dance, thus creating an environment where children feel confident to experiment with ideas and to perform the dances which they create.
Gymnastics
The Gymnastics strand outlines the movement activities for each class level and indicates how movement can be developed sequentially. The activities outlined are designed to promote skilfulbody management, an essential aspect of the overall movement education of the child. The focus is on body actions such as jumping, turning, swinging and balancing and with the control and management of body movements in increasingly challenging situations. Movement tasks should provide all children with opportunities for achievement, with tasks set to match their stages of development.
As the children gain in competence, the teacher should apply appropriate questioning to seek to increase the child’s understanding of movement. The gymnastics curriculum also emphasises the importance of safety when handling equipment.
Specific skills in gymnastics
The Gymnastics strand contains activities which refer to the teaching of specific skills. A specific skill is a set move which, to be performed correctly, requires good body line, for example a headstand or handstand. Whereas all aspects of gymnastics have to be planned with an emphasis on the state of readiness of the child, this applies particularly to the teaching of specific skills. To be able to perform these with a degree of success, the child needs to be strong and supple and be able to create tension throughout the body. The teacher should only teach these skills when the child is proficient in the introductory exercises. However, this does not mean that skills are an end in themselves: they are a basis from which purposeful and creative gymnastics can develop.
Games
The Games strand is concerned with the development of skills, the creation and playing of games and the understanding of games. Traditionally, there has been an emphasis on ‘playing the game’ or practising skills in isolation from the game. This curriculum endeavours to link the practice of skills with the playing of a mini- (smallsided) game. These mini games are modified to suit the developmental stages of the children; rules should be adapted and the size of the playing area and equipment adjusted to meet their needs. In addition, emphasis is placed on skills such as the effective use of space and decision-making, thus encouraging the development of a greater understanding of how games are played.
The games programme should provide opportunities for children to develop skills and understanding through enjoyable individual, small-group and team activities. Throughout the games programme they should be presented with appropriate tasks for developing their understanding of games. As they become more skilful they gain a sense of achievement and satisfaction. Opportunities to improve personal performance and to guide others to improve should be provided. Developing an understanding of games should enable children to appreciate and enjoy games as participants and spectators.
Children should experience a balance of skills and games in a number of categories. Playground games help the child to move effectively and to interact with others. They are included in the strand unit ‘Creating and playing games’. A selection of invasion games, net games, striking and fielding games, target games and shared court games is also suggested in this strand unit. The suggested games are included as exemplars. Invasion games suitable for modification for children at primary level include hockey and hurling, soccer, Gaelic football and rugby,basketball, netball and Olympic handball. Net games include tennis, volleyball and badminton. Striking and fielding games most suitable for this age group would be rounders or cricket. Target games include bowling, and shared court games include handball. The class programme should include a balanced selection from the above categories.
Outdoor and adventure activities
The Outdoor and adventure activities strand is an aspect of the physical education curriculum that traditionally might not have been considered by schools in their programme. However, aspects of the content may have been part of the geography programme, for instance. Many of the suggested activities appeal to the child who may not be highly motivated to participate in physical activity.
In the infant programme children are presented with a variety of activities which lay the foundation for outdoor and adventure activities. Simple challenges are offered to them to negotiate obstacles or to find their way. The skills gained while engaging in these activities are built upon as they progress through the primary school, sampling aspects of outdoor challenges and orienteering, for example. The presentation of the curriculum caters for a broad range of activities. While individual circumstances may prevent the implementation of some of these activities, the selection of a sample of activities will provide children with a flavour of the opportunities presented by engaging in outdoor pursuits. Sometimes schools may select other appropriate activities suited to their circumstances.
Some of the suggested activities in the outdoor and adventure activities strand can take place indoors. This is often the best place in which to learn basic skills before applying them outdoors. Many orienteering skills, for example, can be developed initially using the school building as a base. Other activities can be undertaken within the school environment with little outside help or may require travelling to centres suitable for these activities. A local playground may provide the ideal environment for some of the outdoor challenges, for instance. Whichever option is chosen, an opportunity is presented for the child to begin a programme which leads to a love of outdoor activities.
The programme can be linked closely with the social, environmental and scientific education curriculum. For instance, children develop directional skills while exploring their school or locality when they undertake orienteering tasks, while positive attitudes towards caring for the environment are fostered as the children engage in outdoor activities.
Aquatics
The aquatics curriculum recognises that there is more to swimming than learning to swim strokes and competing in swimming competitions. The emphasis is on acquiring a set of fundamental skills, attitudes and understanding before becoming competent in traditional strokes. It is important that the child displays confidence, eagerness to participate, willingness to listen to instructions and an understanding of and respect for rules before development of a stroke is attempted.
Play in the water assists the child in learning and is the preferred path for helping the child experience the beneficial aspects of water. Many of the strand units contain sample games which can be used to introduce, reinforce or develop the skills to be taught. These aquatic games are learning experiences which can motivate a child to try something or reward the child for accomplishing a task. Games can augment learning by serving as a means for practice, feedback and reinforcement. The aquatics programme should reflect the importance of play in the development of competence in the water.
The strand is presented as one complete unit, allowing implementation progressively at whatever stage the child has an opportunity to begin water-based activities. Where the aquatics strand is provided for infants, careful consideration needs to be given to the appropriateness of the activities to the developmental stage of the child and to the practical considerations of changing clothes.
Developing understanding and appreciation
Each strand in the curriculum contains a strand unit ‘Understanding and appreciation’ which is designed to foster an understanding and appreciation of the activities experienced by the child as the strand is explored. Observation, discussion and questioning are features of this strand unit. For instance, the child is encouraged to observe particular aspects of movement in gymnastics (e.g. pathways taken), to interpret a mood (e.g. excitement) in dance or to develop an understanding of pace when running. A knowledge of events in athletics or recognising opportunities to become involved in clubs are other examples of the content of this unit.