PE


Note: Senior cycle Physical Education is currently games based. The following is the senior cycle curriculum which is currently in pilot schools.

AIMS OF SUBJECT:

The Leaving Certificate Physical Education is to develop the learner’s capacity to become an informed, skilled, self-directed and reflective performer in physical education and physical activity in senior cycle and in their future life

The objectives of Leaving Certificate Physical Education are to develop the learner’s
performance
• in physical activity
• ability to reflect on performance in physical activity
• knowledge and understanding of the factors which influence performance and participation in physical activity
• appreciation of the benefits of physical activity for lifelong health and wellbeing
• capacity to undertake different roles in physical activities
• understanding of the principles underlying ethical participation in physical activity
• understanding of the role of physical activity and sport in the social and cultural life of Ireland.

 

RATIONALE FOR SUBJECT:

Teaching and learning in physical education aims to support learners in becoming physically educated young people. Learners strive to improve their performance in selected physical activities. They learn to apply knowledge and understanding about physical activity to inform how they prepare for, participate and perform in physical activity. Through participation and performance in physical activity, students learn about being personally effective as individual performers but also as part of a team or group. They develop different social skills and competences as they work in collaboration with others towards a common goal.

Students learn about the importance of physical activity as part of a fulfilling and healthy lifestyle. They examine the factors which influence their own and others’ participation in physical activity. They discuss different experiences of physical activity, from recreational participation through to the pursuit of excellence and the value of each experience for health and wellbeing.

In physical education, there are many opportunities for learners to work as individuals, in groups and in teams where they can develop a deeper understanding of the concepts of fairness and personal and social responsibility. While performance in physical activity is a central part of students’ learning in physical education, learners are encouraged to undertake roles other than that of performer. In particular, learners are encouraged to undertake leadership and coaching roles as part of their learning in physical education. These different experiences support the development of each of the key skills in senior cycle education but particularly those of being personally effective and working with others. By developing the key skills, learners can move closer to becoming confident and 3 8 Physical Education Curriculum Specification competent participants in physical activity now and into their adult lives

 

SUBJECT TOPICS/ SYLLABUS CONTENT:

Strand 1: Towards optimum performance
Topics
1. Learning and improving skill and technique
2. Physical and psychological demands of performance
3. Structures, strategies, roles and conventions
4. Planning for optimum performance.

This strand, Towards optimum performance, focuses on the complex interrelationship between performance in physical activity and the range of factors that shape that performance. Such factors include psychological, physiological, biomechanical, sociological and cultural perspectives. In this section, learners strive to produce their optimum personal performance in three physical activities.
In this context, optimum means the best performance that the learner can achieve at this point in time. At all times, the emphasis is on learners applying their knowledge and understanding of the theoretical factors in planning to achieve their performance goals.

Strand 2: Contemporary issues in physical activity
Topics
5. Promoting physical activity
6. Ethics and fair play
7. Physical activity and inclusion
8. Technology, media and sport
9. Gender and physical activity
10. Business and enterprise in physical activity and sport.

This strand, Contemporary issues in physical activity, aims to develop learners as literate and critical participants in physical activity and sport as they examine the many factors that influence participation and performance in physical activity and sport. Students learn about the personal, social and contextual barriers and supports to physical activity participation and performance generally. They learn to question, critique and challenge what happens in the name of physical activity and sport at local, national and international level.
Learners also have an opportunity to review ethical practice in physical activity and sport. They investigate the impact of unfair practice on the individual, the group and the activity. They review their own and others’ observation of ‘fair play’ rules in their participation and organisation of different physical activities.

All learners are required to study Topics 5 and 6—Promoting physical activity and Ethics and fair play. Every two years, two of the following topics will be prescribed for each new cohort of Leaving Certificate students. These topics are:

7. Physical activity and inclusion
8. Technology, media and sport
9. Gender and physical activity
10. Business and enterprise in physical activity and sport.

Physical activity areas in LCPE

In Leaving Certificate Physical Education, there are six physical activity areas:
•  Adventure activities
•  Artistic and aesthetic activities
•  Athletics
•  Aquatics
•  Games
•  Personal exercise and fitness.

Learners study three physical activities, each one chosen from a different physical activity area.

In each physical activity, learners aim to
•  develop the standard of their performance in the three selected physical activities
• be creative in their personal performance as an individual performer and/or as a member of a team/group
• be consistent in the quality of their performance.

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.

 

ASSESSMENT:

There are three assessment components in Leaving Certificate Physical Education: A physical activity project, performance assessment and written examination. Differentiation at the point of assessment will be achieved through examinations at two levels, Ordinary level and Higher level. The performance assessment will be at a common level. The learner will be required to complete the physical activity project and performance assessment in two different activities.

 

POSSIBLE CAREER OPTIONS:

Leaving Certificate Physical Education provides opportunities for learners to prepare for further study in a range of areas, for example, in the teaching, coaching and healthcare professions. In addition to its vocational value, students’ learning in physical education provides them with knowledge, skills and understanding that will support lifelong informed participation and/or the pursuit of excellence in their own sporting and physical activity pursuits. The emphasis is on the development of key skills in Leaving Certificate Physical Education which will support learners’ effective engagement in a variety of further education opportunities where self-direction, leadership, organisational skills, and reflection are important.

Sports Day 2019 

Staff-Student Soccer Match in Aid of Kieran O' Connor

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