Physical Education in Primary Schools

The Physical Education (PE) is for children from junior infants to sixth class. The curriculum contributes to children’s overall development by helping them to lead full, active and healthy lives.
The PE curriculum provides a balanced range of activities for children through the six strands:
•Athletics
•Dance
•Gymnastics
•Games
•Outdoor and adventure activities
•Aquatics.
The current curriculum was introduced as part of the Primary School Curriculum (1999)
www.curriculumonline.ie

Our prioritised PE strand:  ATHLETICS



​The Active School Flag Programme has helped us to focus more on our provision of physical education in the school. Teachers use the PE curriculum, PSSI lesson plans and the Move Well, Move Often Resources in their planning for physical education lessons. Two of our teachers have completed ‘Move Well, Move Often’ inservice training days and have fed back information to the staff via staff meetings. The Active School flag is discussed at all staff meetings.

Physical Education Policy

 
Introductory Statement
This policy was formulated by the staff of Lanesborough Primary School, following Inservice days, staff meetings and consultation with support service day by the Teacher’s Centre in Carrick-on-Shannon.
 
Rationale
In contributing to the holistic development of children, we believe that PE shares much with the other subjects of the curriculum. We believe in the importance of enjoyment and play while maximising participation by all children. We believe in a balance between competitive and non-competitive activities, balance between contact and non-contact activities, balance between providing activities equally suitable for boys and girls and providing opportunities for achievement for each child. It was decided to focus on this area in order to:
  • Conform to the principles outlined in the primary curriculum.
  • Review the existing plan for PE.
 
Vision
We seek to assist the children in our school in achieving their potential by fully participating in all aspects of PE curriculum which echoes our Mission Statement which states that we provide a holistic child-centred Catholic Education.
 
Aims
We endorse the aims of the Primary School Curriculum for PE:
  • To develop positive personal qualities
  • To promote enjoyment of and positive attitudes towards physical activity and its contribution to lifelong health-related fitness, thus preparing the child for the active and purposeful use of leisure time.
  • To promote the physical, social, emotional, and intellectual development of the child
  • To help in the acquisition of an appropriate range of movement skills in a variety of contexts
  • To promote understanding and knowledge of the various aspects of movement
  • To develop an appreciation of movement and the use of the body as an instrument of expression and creativity.
 
1. Strand and Strand Units -Appendix 1
 
Schedule for PE
  • This is a provisional timetable as all outdoor activities are weather dependent.
  • This timetable is flexible as we are dependent on GAA coaches who are bound by their timetables and availability.
  • We have access to the local hall, and we are dependent on the availability of the hall.
 
Sept/Oct
8 weeks
Aquatics
Swimming 3rd-6th

Nov/Dec
6 weeks
Athletics

Jan/Feb
6 weeks
Dance/GAA Coach

Feb/Mar
6 weeks
Games

Mar/April/May
6 weeks
Gymnastics

May/Jun
6 weeks
Outdoor Activities

 
2. Approaches and Methodologies
A broad range of approaches and methodologies will be employed in the teaching of PE in Lanesborough Primary School, as teachers and classes may vary, and some methods will suit particular circumstances better than others. The nature of some of the strands necessitates the use of a variety of teaching methods.
 
Structure of a PE Lesson
Each PE lesson will comprise of the following:
Warm-up
Main Activity
Cool Down/Game
 
 3. Assessment and Record Keeping
We are constantly assessing in PE lessons as we monitor progress and difficulties. We will assess:
  • Willingness to participate in activities.
  • Readiness to engage with a certain activity.
  • The level of competence of a child in carrying out an activity.
  • Interest in and attitude to activity
  • Willingness to co-operate in individual, pair, and group activities.
 
Our assessment tools are:
  • Teacher observation
  • Teacher designed tasks.
 
Assessment is used to provide information on individual children, to assist the teacher in planning a programme and facilitates communication with other teachers, parents and other professional.
  • Assessment for learning to provide feedback to children, to improve learning and inform practice.
  • Assessment of learning which helps to identify the milestones children reach and the progress they make to report to parents, other teachers, and the children themselves.
  • Assessment as learning involves teaching the children how to self-assess and peer assess.
The assessment criteria used for each activity forms part of class and school planning.
 
4. Multi-class Teaching
Station Teaching: Where and when possible, Station Teaching will be used during PE lessons. The teacher remains at one station while the children at the other stations will have to complete a pre-described activity. Task cards may be used in older classes.
  • We will endeavour to have mixed ability groups with the more competent children acting as mentors for the less able children.
  • Follow-up activities will be introduced when a particular skill or routine has been accomplished.
  
5. Children with different needs
Teachers will endeavour to support and ensure the participation of children with special needs by planning to include all children in PE activities. The guidelines for teachers of students with GLD will be consulted in this incidence.
Children with exceptional ability: will be encouraged and supported by acknowledging their talents and creating additional challenges where possible.
 
All children are encouraged to participate in all PE activities through the use of co-operate fun activities. We will give encouragement and acknowledge good effort wherever possible. Our main aim is to set activities close to each child’s ability level but at the same time challenging them to improve their performance. Reasonable targets will be set for all children.
 
6. Equality of participation and access
In planning for PE, attention will be given to the following areas to promote gender equality throughout the PE curriculum:
  • All children from infants to 6th class will part-take in all six strands of the curriculum
  • Equal access for all children will be provided for PE equipment and facilities and the use of the playground during breaks will be incorporated as an integral part of the school’s programme:
  • The yard is allocated so that all classes have a large area to play at lunchtime.
  • When creating groups for PE each teacher will ensure that such groups are not created on solely gender grounds
  • All needs of both boys and girls will be considered when promoting health related fitness of children.
  • Positive attitudes will be built towards all physical activities.
  • Both genders will be entered into inter-school competitions and where possible mixed teams will be encouraged.
  • The dance strand will be used to introduce dances from other cultures in the area of folk dance. Emphasis will also be put on our own traditional Irish dancing.
  • Large sporting events, e.g., Olympics and the Soccer World Cup and the Rugby World Cup will provide opportunities to study other countries and sports.
  • Promotion of the GAA will be given consideration and will be encouraged.
  • Children experiencing any form of disadvantage will be targeted particularly for inclusion.
  • Every child will have access to all PE activities provided by the school and lack of financial resources on the part of families will not hinder their participation.
 
7. Linkage and Integration
   Where possible the PE curriculum will be integrated and linked across all   other areas of the curriculum. Each teacher will endeavour to link and     integrate all aspects of the PE programme with other subjects.
 
Organisational Planning
8. Timetable
It is at the discretion of each class teacher to timetable PE classes in their own classrooms. PE is timetabled for at least 1 hour per week.
Swimming: From September 2014 it has been decided that 3rd to 6th       classes only will attend swimming classes in Roscommon swimming pool
Hip-Hop: Hip-Hop classes will take place post-Christmas for 6 weeks. All           classes will take part. This activity will take place in the Local Parish hall.
GAA: the county board provides a GAA coach to the school annually for   eight weekly sessions. Usually these take place early in term 1 or mid-term 2.          However, this is at the discretion of the county board in terms of the       availability of vetted coaches and the age group that the county board stipulates.
 
9. Code of Ethics
  • All external experts from a local or a national sporting organisation who are invited into the school to work with pupils as a part of a PE class, will be used to support the class teacher in the implementation of some of the PE curriculum strands in the school. They do not replace the class teacher and ultimate responsibility of the class lies with the class teacher. The class teacher will in turn support the coach.
  • All coaches will be vetted.
  • Coaches will be expected to adhere to the Code of Ethics of Irish Sport, produced by the Irish Sports Council.
  • If there is a suspected case of child abuse in the class, all teachers will adhere to the Child Care and Protection Guidelines.
  • The DLP/DDLP being informed in the first instance.
 
10. After school activities- All activities will be dictated by the following Key Messages:
  • The importance of enjoyment
  • Maximum participation by all children
  • The development of skills and understanding.
  • A balance between competitive and non-competitive activities
  • A balance between contact and non-contact activities
  • Providing opportunities for achievement for each child
  • Providing activities equally suitable for boys and girls
 
  1. PE Equipment and ICT
  • All PE equipment is stored in the PE storage room and in the shed in the yard.
  • It is the responsibility of each class teacher to return equipment to the shed after each lesson. Any breakages are reported to the Principal.
  • Equipment will be audited annually, and new equipment will be purchased subject to funds being available.
 
12. Health & Safety
Issues identified as health & safety issues in a PE context include:
  1. Warm-up at the start of all physical activity
  2. Practising in confined spaces, use of equipment.
  3. Accidents
  4. Supervision
  5. Activities involving the school yard.
  6. Procedures for dealing with accidents.
 
It is important to acknowledge that, while the following procedures will eliminate certain hazards, they cannot remove all risks due to the physical nature of the subject. When engaging children in PE all members of staff will ensure that the following safety aspects will be taken into consideration:
  1. All children must wear suitable footwear during a PE lesson.
  2. Children will be expected to wear a mouth guard while playing GAA.
  3. Children will not be allowed wear hanging jewellery during a PE lesson.
  4. The equipment used will be suitable in size, weight and design to the age, strength and ability of the child and be of good quality and in good repair.
  5. Children will be taught how to lift and carry all PE equipment safely.
  6. In all PE lessons children will warm-up and cool down. This develops good practice, and the children will return to class relaxed after activity.
  7.  Should an accident occur, we will follow the procedures outlined for all accidents in the Health and Safety Statement
  8. Running activities will not finish at a wall or a pole.
  9. Best practice is safe practice, and the teacher will ensure that the children will understand that the rules are there for their safety.
  10. Children will not be forced to partake in activities they are unable for
 
General Information
  1. The main First Aid Kit is inside the back door. This is re-stocked regularly.
  2. Any medical conditions of individual children are documented on the enrolment forms.
  3. Information in relation to individual children is communicated to staff members and procedures as to deal with those conditions are kept in each roll book.
  4. Teachers will only deal with minor injuries and will not administer any medication. Teachers will deal with emergency if it is deemed to be the difference between life and death.
  5. Parents/Guardians will be contacted if required, or if in an emergency they will be contacted. If a parent is not contactable, teachers will follow the procedure as outlined on the enrolment form.
 
 
Ratification
This policy was ratified in March 2021.
 
Review
This policy was reviewed in March 2021 and will be reviewed in June 2025 or as required.

 
Appendix 1
 
DANCE
• Exploration, creation and
performance of dance
• Understanding and appreciation
of dance
 
ATHLETICS
  • Running
  • Walking, jogging, or running over distance.
  • Sprinting
  • Relays
  • Hurdling
  • Jumping
  • Throwing
 

GAMES
  • Sending, receiving, and travelling
  • Ball handling
  • Kicking
  • Carrying and striking
  • Creating and playing
  • Understanding and appreciation
of games
 
GYMNASTICS
  • Movement
  • Understanding and appreciation
of gymnastics
 

OUTDOOR AND ADVENTURE
ACTIVITIES
• Walking, cycling, and camping
activities
  • Orienteering
  • Outdoor challenges
  • Water-based activities
  • Understanding and appreciation
of outdoor and adventure
activities
 
AQUATICS
  • Hygiene
  • Water safety
  • Entry to and exit from the water.
  • Buoyancy and propulsion
  • Stroke development
  • Water-based ball games
  • Understanding and appreciation
of aquatics