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Session 8 - Learning Episode 2

week 8

How and where is ‘Healthy Active Lifestyles’ positioned in your PE curriculum?

When is it taught?

How is it taught?

Content?

HPE
The Importance of HPE
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National Curriculum for Physical Education – Key Stage 1

Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.

Pupils should be taught to:

  • master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities
  • participate in team games, developing simple tactics for attacking and defending
  • perform dances using simple movement patterns.

National Curriculum for Physical Education – Key Stage 2

Pupils should continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.

  • Pupils should be taught to:
  • use running, jumping, throwing and catching in isolation and in combination
  • play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending
  • develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]
  • perform dances using a range of movement patterns
  • take part in outdoor and adventurous activity challenges both individually and within a team
  • compare their performances with previous ones and demonstrate improvement to achieve their personal best.

Where do Healthy Active Lifestyles fit in?

Reflective Activity

Consider the following approaches to teaching Health based PE?

PERMEATION

(Integration)

•HRE taught through the 6 areas of activity

FOCUSED

(Discrete)

•HRE taught through its own unit of work

TOPIC

•HRE taught through PE and other subjects

COMBINED

•Any combination of permeation, focused and topic-based approaches

Permeation

  • Strengths
  • HRE KSU seen as part of all areas of activity
  • Children learn that all activities can contribute to health
  • Limitations
  • HRE KSU may be lost or marginalised amongst other information
  • Pupils may become overloaded
  • Specific liaison is required between teachers
  • Can be ad hoc / unorganised

Focused

Strengths

  • Ensures that HRE KSU are not lost or take second place
  • HRE perceived as important as it has its own lesson
  • Value and status of HRE KSU are raised

Limitations

  • HRE is seen in isolation from areas of activity
  • HRE KSU delivered with long gaps
  • May decrease activity levels if focusing on all KSU in these lessons

Topic

Strengths

  • More holistic – links with other health behaviours
  • Can be covered in more depth
  • More time for physical activity if time is being spent in other lessons

Limitations

  • Much more time consuming
  • Less ‘practically’ orientated
  • Difficult to plan and co-ordinate

Combined

Strengths

  • Builds on strengths of each approach
  • Ensures that value is placed on HRE and that health is linked with all subjects

Limitations

  • Will initially be more time consuming to plan, structure and implement
do it
Run Jump Learn! How Exercise can Transform our Schools
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Health-Related Exercise:

Seven guiding principles

1.exercise can be a positive and enjoyable experience

2.exercise is for all

3.everyone can benefit from exercise

4.everyone can be good at exercise

5.everyone can find the right kind of exercise for them

6.exercise is for life

7.excellence in health-related exercise is maintaining an active way of life

(Harris, 2000, p. 18)

But… exercise is not the same as physical activity

Key Learning Outcomes

Students who ‘Value a physically active life’ will be:

  1. Habitual movers:
  2. Enthusiastic movers:
  3. Confident movers:
  4. Informed movers:
  5. Critical movers :

(How) might these outcomes be a useful addition to your Physical Education curriculum?

Advocacy

Reflective Task

  • Consider the following scenarios. Select one that you can relate to
  • You are to create an action plan for a two year period to create a more dynamic and effective PE provision.
  • Start with what you would do first and how you would market and communicate your plans

Top Tips

Please refer to the 3 I’s

  • INTENT – What do you hope for?
  • IMPLEMENTATION – How will this will happen?
  • IMPACT – What affect will occur? How will you know?

Scenarios:

  1. The school has good PE facilities, including a playground which is well marked, an onsite indoor hall and extensive playing fields. Three teachers have good PE experience and enjoy teaching PE although planning is sometimes weak and never given a great deal of thought. One of these teachers does not teach outside.
  2. The other four teachers are in their first two years of teaching and have come to teaching following a first degree and a postgraduate certificate in general education with limited PE training. Three of these teachers work tirelessly to get things right but lack experience. The other tries to avoid teaching it because she does not like PE and had a poor experience as a pupil. None the less, she is a good Key Stage 2 colleague but is keen to have her PE delivered by a visiting coach.
  3. The school is in a route to improvement category and behaviour across the school is an issue. Whilst the school run some extra curriculum sport there is limited success. The senior management team and governing body are fixated with literacy and numeracy performance. One governor has a clear educational philosophy grounded on years of experience as a psychologist. He believes that educational success is routed in building a successful culture in school through sport, music and art where every child can be a performer and develop their self-confidence and character. He has been highly critical of the PE teaching at a recent governing body meeting.
  4. Standards of physical skills and mobility at Key Stage 1 are below national expectations both on entry and at the end of Key Stage 1.