St. Mary’s CBS

Physical Education Policy

Vision:

The school believes that Physical Education experienced in a safe and supportive environment can provide a unique and vital contribution to a pupil’s physical development and well being. We envisage that in PE each child will be given the opportunity to develop their physical skills and competencies to their full potential, appropriate to their age and ability in a safe and supportive environment

In general we believe that Physical Education should lead to a sense of well being, a greater understanding of health and fitness, a feeling of self confidence and encourage an appreciation of the value of physical activity as an important aspect of a healthy lifestyle.

Aims:

Our physical education programme aims to:

  • Provide the opportunity for students to develop personally, socially and physically through participation in physical activities in a safe, challenging and enjoyable environment
  • Reinforce and further develop the physical education knowledge, understanding, skills and competencies acquired at primary level
  • Develop in students an ability to make informed judgements in respect of physical activity
  • Provide an opportunity for students to continuously reflect on physical activity through participation in a broad well balanced programme
  • Encourage an appreciation of physical activity and of the benefits of anactive lifestyle
  • Promote a positive attitude towards participation in physical education and towards cooperating with others in that participation

Objectives

Students will achieve:

  • Competence in the performance of a range of activities and the ability to analyse these in the context of technical, physiological and biomechanical implications for the performer
  • The ability to make decisions relating to physical activity while appreciating consequences in both tactical and moral contexts
  • An understanding of the principles, rules and purpose of different categories of activity and the criteria for mastery of each
  • An understanding of the psychological, sociological, aesthetic and biological knowledge relevant to physical education
  • An appreciation of the value of participation in selected physical activities as a lifelong activity
  • An understanding of principles of fairness and tolerance in interaction with others
  • The desire and capacity to acquire a positive sense of self

Health and Safety

The health and safety of students is of paramount importance and should be one of the main considerations of teachers when setting up activities in a Physical Education class.

Students should be shown how to safely use, set up or move any necessary equipment. They should also be made aware of any safety considerations relating to the area of activity they are taking part in.

Students are required to be appropriately attired for the activity they are taking part in. Students may not wear jewellery and footwear should be appropriate to the facility in use. Use of aerosol deodorants is not allowed in the school. Students will be encouraged to take showers after Physical Education classes.

If an accident occurs during a physical education class, the teacher should ensure anyone involved is seen by a person competent in first aid, and if necessary arrange for professional medical assistance. Afterwards an accident report form should be completed.

Inclusion

We acknowledge that each individual child has particular needs and all are at different stages of their personal development. We also recognise that for some children, participation in certain strands of the Physical Education curriculum may be problematic because of physical, intellectual or emotional difficulties. Every attempt will be made to ensure that all students experience as much as possible of the richness and breadth of a full Physical Education curriculum, and tasks should be modified to suit an individual student’s ability where possible.

Time Allocation

Physical Education is compulsory for Junior Cycle students and each class is timetabled for 80 minutes physical education per weekin 1st & 3rd year and for 40 minutes in 2nd year, provided as a double class where possible.

Transition Year (Senior Cycle) Physical Education is currently organised in modules of 80 minutes with coaching organised with representatives from each activity’s respective governing body. An adventure/outdoor activities course also takes place early in first term for Transition Year students.

At Senior Cycle Physical Education is an elective subject, with one assigned 80 minute period per week for those choosing this elective.

Organisation

Teachers will collect their students from the general purpose area at the beginning of the class and bring them over to the changing rooms in the sports complex. Once students have changed each lesson should begin with a warm up and continue on with activities suitable to the area of the syllabus being studied. At the end of the lesson students should be given approximately 10 minutes to shower and change. Once all students have changed they should walk back to the general purpose area with the teacher. These procedures may be adjusted if PE takes place off campus.

Non Participants

All students are expected to participate in their Physical Education classes. In the event that a student is not able to take an active part in class they should have a note explaining the reason for their non participation in their homework journal, signed by a parent/guardian. Students who cannot take part in certain activities may still be involved in refereeing, coaching and helping to set up equipment or activities. They may also be given written work relevant to the physical education course. If students fail to produce a note explaining why they cannot participate in class, they will be subject to disciplinary measures such as receiving extra written work to do or detention, as per the school’s Code of Behaviour.

Resources and Facilities

The schools physical education classes will usually take place in either the Nagle-Rice sports complex, where pupils may use the sports hall, the fitness suite or the multi-purpose area, on the school GAA or soccer pitches, or on the hard court area. Other facilities outside the school may also be used as required, especially for aquatics and outdoor pursuits/adventure activities.

Resources for PE are constantly under review, but currently include equipment for Gaelic football, soccer, rugby, basketball, volleyball, indoor hockey, tennis, badminton, table tennis, gymnastics, athletics and fitness testing. The PE department will seek to add to these resources in order to improve the quality and breadth of the PE experience for students

Content

We will endeavour to provide the 8 areas of study on the physical education syllabus.

These are:

  • Adventure Activities
  • Aquatics
  • Athletics
  • Dance
  • Invasion Games
  • Net and Fielding Games
  • Gymnastics
  • Health Related Activity

The provision of all these areas is dependent on suitable resources and timetabling. In particular Adventure Activities and Aquatics are likely to take place outside of the school campus and also may not fit in with normal timetabling provision. Coaches from outside the school may be available to support teachers in the implementation of certainsubject areas. All support coaches work under the supervision of the class teacher in planning and implementing the PE programme. The class teacher will be present to supervise all activities organised by visiting/support coaches and will retain ultimate responsibility for the class.

Assessment and Record Keeping

Teachers should keep a record of attendance for their classes and also of whether each student participated in the class. If a student does not participate the teacher should also record if he presented an explanation note.

As Physical Education is a physical activity-based subject, most assessment is done within the lesson by observing, listening, asking questions and giving feedback to pupils. Peer observation, feedback and assessment will also be used where appropriate. Students will be assessed on attitude, competence and their ability to interact and cooperate with other students. Where students take part in fitness or skill tests the results will be recorded by the teacher. Parents will be informed of their child’s progress by school reports, parent teacher meetings and additional communication if necessary.