In Leaving Certificate Physical Education, there are six physical activity areas:
Learners study three physical activities, each one chosen from a different physical activity area. In each physical activity, learners aim to
As learners improve their overall performance in the selected physical activities, they should be able to demonstrate quality performance in a broad range of skills and techniques outlined for the different activities. In the performance assessment for LCPE every learner will be required to perform in one of the three selected physical activities.
Adventure activities are individual and co-operative activities that take place in a challenging environment, usually outdoors, in which elements that cannot be fully controlled, influence the selection and use of skills and strategies to attain set goals. There is a particular emphasis on interpersonal skills and reflection on learning.
Learners may choose one of the following activities:
Learners are required to show evidence of their capacity to perform the following skills and techniques in the selected adventure activity:
Adhering to safe-practice procedures
Demonstrating respect for the environment
Kayaking (Moving/white water)
Paddling—forwards, backwards, stopping, sweep and reverse sweep strokes, edging, stern rudder, ferry glide and reverse ferry glide
Breaking in and out of a current: into eddy—bow rudder/low brace and no brace; from eddy—low brace, bow rudder
Negotiating and use of currents and water features including stoppers, standing, waves, whirlpools and green water
Capsize drill, Eskimo roll, self-rescue and recover
Two advanced/group skills from capsize and rescue, (self and with rope), e.g. combat roll, high cross, hanging draw
Kayaking (Inland flat water/coastal)
Launching and landing—at low wall/bank
Paddling—forwards, backwards, stopping, sweep and reverse sweep strokes (static and moving) stern rudder, bow rudder, figure of 8 course (forward and backwards) ferry glide and reverse ferry glide
Draw strokes and support strokes—draw strokes/sculling draw, sculling for support
Capsize drill, rolls, self-rescue and recovery
Deep water rescues—swimmer to boat/X-rescue, rafting
Rock-climbing (Outdoors or indoor climbing wall: single pitch)
Ability to use equipment and implement safe procedures
Correct use of climbing calls and communication
Climbing bottom and top rope (single and multiple anchors), rope management, belaying, hand/finger/foot jams, 3-point and/or correct use of 2-point contact points, lay backing, undercling, bridging
Climbing overhang and/or mantle shelf
Traversing feet and hands
Abseiling straight demonstrating ability to lock off when collecting equipment part-way down
Leaving/returning to windward shore
Leaving/returning to a leeward shore
Tacking/going about (upwind)
Capsize drill and recovery
Sailing course up/downwind
Rowing on stroke side
Rowing on bow side
Paddling with square blades
Single stroke to hands away
Aquatics—water-based activities that utilise swimming and/or diving skills and techniques for performance, water safety, or recreational purposes
Learners may choose one of the following activities:
Learners are required to show evidence of their capacity to perform the following skills and techniques in the selected activity in aquatics:
Two swimming strokes
Shooting skills (various)
Moving with the ball
Back layout, tuck position
Front layout, front pike
Back pike, ballet leg
Fishtail, flamingo and bent knee vertical
Dolphin arch, surface arch, split walk over, front
Duet or trio performance including combinations of these and other synchronised swimming movements
Artistic activities provide learners with opportunities to experience creative crafting and performance of activities which involve imaginative combinations of skills, techniques and/or movements in the appropriate style of the event. Aesthetic activities provide learners with opportunities to demonstrate their appreciation of the qualities of the movement and the expressive abilities of the performers. Learners demonstrate this by adopting aesthetic criteria in planning for, performing and evaluating the activity.
Learners may choose one activity from either gymnastic or dance options.
Learners are expected to incorporate at least four of the following agilities in the short floor sequence
Learners are required to demonstrate proficiency in at least two vaults from the following:
Learners should be able to demonstrate proficiency in the following skills and techniques in a short floor sequence:
Learners are required to set routines to music and use different pieces of apparatus from a ball, hoop, ribbon, rope or club.
Learners are required to perform an individual and group dance in which they demonstrate consideration of the following elements:
Athletics—running, jumping, throwing and walking events performed indoors or outdoors which are measurable in terms of the performer’s own ability but also against standards set by others’ achievements. In choosing athletics as one of the physical activity areas, learners are required to select one of the three categories:
The assessment of performance will focus on one activity within the chosen category. Learners are required to show evidence of their capacity to perform the skills and techniques in the selected activity, e.g. discus from the throwing category.
Learners may choose one activity from one of the following categories:
Games—individual, pair or team games that require the use of activity-specific skills, game appreciation, decision-making, tactical knowledge and strategic thinking in pursuit of a defined goal. In choosing games as one of the physical activity areas, learners are required to study one of three categories:
The assessment of performance will focus on one activity within the chosen category, for example, Gaelic football in invasion games.
Personal exercise and fitness—active and purposeful participation in a personally-designed exercise and fitness programme that reflect personal interests, goals and principles of training.
Learners may choose one method of aerobic training and one other conditioning and resistance activity.
Learners are expected to demonstrate the ability to apply the following aspects to each method of training:
Learners are required to show evidence of their capacity to perform elements of a personal exercise and fitness programme designed to enhance either performance in a physical activity or health-related physical fitness. The performance should include:
Learners are required to demonstrate a knowledge and understanding of relevant progressions and adaptations and safe practice in the selected activities.