SS Secondary Physical Education Guidance
SS Secondary Physical Education Guidance
SS Secondary Physical Education Guidance
Secondary School
Syllabus and Guidance
South Sudan
Teacher Guide for teaching
and learning in Secondary PE
Contents
Physical Education
SECTION 1
Physical Education and Health
Introduction 03 contributes to the development of
The Curriculum Framework 04 young people as:
Rationale 04 • Good Citizens
Implications of the • Successful life-long learners
New Framework 05 • Creative and productive individuals
Why Study PE? 09 • Environmentally aware members
Resources for teachers 10 of society
The Subject Strands 11
Progression and Assessment 12
Syllabus Overview 14
SECTION 2
How to use Syllabus Units 15
SECTION 3
Teaching Guide for PE -
Planning Principles 20
SECTION 4
Primary subject overview 36
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Secondary PE Section 1
3
Secondary PE Section 1
3. Rationale
Participation in physical activity lies at the heart to be creative, competitive and to face up to different
of a healthy lifestyle. Physical Education enables challenges as individuals, in groups and as part of teams.
learners to understand the basis of healthy living, Students learn how to think in different ways to suit
thus promoting active and healthy lifestyles. a variety of creative, competitive and challenging
The subject develops physical competence and activities. They learn how to plan, perform and
confidence, providing learners with the ability to use evaluate actions, ideas and performances to improve
these in a range of activities and take part in sports their quality and effectiveness. Through this process,
and games at school and in their communities. It students discover their aptitudes, abilities and
promotes physical skilfulness and agility, physical preferences, and make choices about how to get
development and a knowledge of the body in action. involved in lifelong physical activity and live life
By considering how the body works, learners also healthily.
develop the knowledge and skills required to make
choices that have a positive effect of their health and
related physical abilities. By participating in physical
activities, learners are provided with the opportunity
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Secondary PE Section 1
5
Secondary PE Section 1
Communication: Present findings effectively and coherently to explain to others what has been learnt about anatomy and
physiology.
Communication: Write fluently on a range of subjects in order to communicate effectively about progressive practices in physical
activity
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Secondary PE Section 1
Critical thinking is essential in the development of Communication skills are developed in PE where
skills in order to deploy tactics in game situations. learners are provided with opportunities to explain to
Learners also need to develop the skills necessary each other their ideas for dance activities for example.
to stay safe during physical activity by continuously Teachers should regularly plan PE activities that offer
critically evaluating how to move effectively whist learners the chance to improve their communications
keeping the body safe from harm. skills, learning techniques from each other including
Creative thinking in PE will help learners to compose the need and effectiveness of using the correct
new sequences of movement in dance for example terminology for particular games and movements.
but also in game situations where new tactics are Culture and identify can be explored in PE through
necessary to compete successfully. Learners should discussions about the history of certain games and
be provided with opportunities to share their ideas dances and the role that physical activity plays in
for games and sport, thinking creatively about how community and family life. Teachers should plan
to communicate their ideas for strategy, patterns of opportunities for learners to share descriptions and
movement and form. demonstrations of traditional games and dances in
their communities. Learners should be encouraged
to take pride in the South Sudanese identity and the
diverse nature of South Sudan by comparing dances
and other traditional games.
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Secondary PE Section 1
4.5 Links between Secondary PE and the illustrate the benefits of doing so. Across all years, some
cross cutting issues. of the syllabus units incorporate Peace Education.
Peace Education, Environmental Awareness and In S1 for example, learners are encouraged to be aware
Sustainability and Life Skills are considered so important of the theory of Peace Conflict Resolution. It is hoped
that they are incorporated into all subjects in all years. that by taking turns in PE and looking for ways to play
It is important that learners should understand these fairly that learners will develop their ability to tolerate
issues through different subjects, and PE provides and respect difference and diversity. By S2 they should
many opportunities for this to happen, especially Peace be able to recognise key areas of conflict and begin ot
Education and Life Skills. take active steps to mitigate conflict. By S4, learners
should make decisions that promote peace and know
Peace Education
of the United Nations Charter on Conflict and Peace
In PE there are many opportunities to explain and resolution and the African Union Charter on Conflict
explore ways of living in a peaceful coexistence and to and Resolution.
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Secondary PE Section 1
9
Strand S1 S2 S3 S4
The Moving Body Applied anatomy and physiology Skeletal System Cardio- respiratory system Musco –skeletal system Neuromuscular system
Muscular System Anaerobic and aerobic exercise
Short and long-term effects of exercise Short and long-term effects of exercise Cardio-respiratory system Energy Systems
on the body. on the body.
Warming up and cooling down Warming up and cooling down.
Exercise Definitions and relationship of health Measuring fitness Diet and Nutrition
Physiology and training and fitness Principles and types of Training
Secondary PE
Factors Affecting Participation and Sport and Society Social groups and the factors Sport History Sociological Theory and Equal
Performance affecting participation Opportunities.
Commercialisation Globalisation of Sport
Ethical considerations The role of technology in physical
activity and sport
Sports psychology Skill and ability Personality & Attitudes
Classifications of skill Arousal &Anxiety
Definitions of types of goals Motivation
Information processing Group Dynamics
Feedback
Mental Preparation
Skill Acquisition and Well-being Benefits of physical activity and Characteristics of skill
sport (social, emotional, physical) Practice for learning
consequences of a sedentary Principles and theories of learning
lifestyle Somatotypes Energy use, and performance
diet, nutrition and hydration Use of guidance and feedback
Memory Models
Practical Performance Performance Applying techniques, tactics and Applying techniques, tactics and Applying techniques, tactics and
Performance Analysis strategies. strategies. strategies.
5. The Syllabus Overview and Subject Strands
And Coaching Using appropriate physical Using appropriate physical Using appropriate physical
attributes. attributes. attributes.
Psychological control. Psychological control. Psychological control.
Rules, health and safety. Rules, health and safety. Rules, health and safety.
Applying team strategies Applying team strategies Writing and delivering coaching plans.
Applying compositional ideas Applying compositional ideas Applying strategies
Taking account of the strengths and Taking account of the strengths and Taking account of the strengths and
weaknesses of team member(s) weaknesses of team member(s) weaknesses of performers
Showing awareness of, and responding Showing awareness of, and responding Showing awareness of, and responding
to, the actions of other player(s)/ to, the actions of other player(s)/ to, the actions of other player(s)/
performer(s)Communicating effectively performer(s) Communicating effectively performer(s)
with other player(s)/performer(s) with other player(s)/performer(s) Communicating effectively with other
demonstrating their individual role in Demonstrating their individual role in player(s)/performer(s)
Section 1
achieving the collective outcome achieving the collective outcome Demonstrating an inclusive coaching role.
Secondary PE Section 1
7. Careers in PE
Physical Education will lead to a wide range of What careers could you go into after studying PE
employment in jobs from professional sport to and Sports?
coaching, training and gymnasium management • Professional sports player
colleges or to Sports Degrees in Universities.
• Professional sports coach
If you choose to study PE...you can: • PE teacher
• Increase your physical, mental and emotional well-being • Sport Scientist
• P
ursue rewarding and exciting careers which may • Physiotherapist
include international travel • Professional referee or umpire
• D
evelop your leadership and social skills through • Fitness and personal trainer
teamwork • Sports health specialist
• P
romote peaceful co-existence through sports • Sports data analyst
competitions • Nutrition and diet specialist
• B
e part of globally united and unifying activities that • Sport commentator
promote harmony • Sports Administrator
• G
ain confidence through your physical fitness and • Team doctor
technical skills • Sportswriter or journalist
• P
ursue opportunities to represent South Sudan at • Sports photographer or film camera operator
international events • First Aider
• Sports agent
• Sports promoter
• Sports Marketer
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Secondary PE Section 1
8. Resources for PE
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Secondary PE Section 1
• P
roduct – appraising the student’s work. This
could include their writing, science report, maths
calculation, presentation, map, diagram, model,
drawing, painting etc. (good for more considered Product Conversation
analysis of knowledge and understanding, but less
useful for most skills) Triangulation of assessment opportunities
In this context, a “product” is seen as something
physical and permanent that the teacher can keep and
To find these opportunities, look at the ‘Learn About’
look at, not something that the student says.
sections of the syllabus units. These describe the
When all three are used, the information can be learning that is expected and in doing so they set
checked against the other two forms of assessment out a range of opportunities for the three forms
opportunity. This is often referred to as “triangulation”. of opportunity.
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Secondary PE Section 1
Here is an example of how we could set out the Assessment Opportunities and the Assessment Criteria in a table:
Physical Education: Secondary 2 Unit 5: Practical Performance: Individual Sports
Teachers should observe how well learners are able to control their body in individual sports. Teachers should observe how well
skills are applied to individual sports. (Observation)
Teachers should talk with pupils about rules and safety measures that are important in individual games. Teachers should ask
learners to explain their views and give examples of effective practice as well as what makes a good player. (Conversation)
Teachers should ask learners to write a Rule Card for individual sports that could be shared with younger learners to assist them
develop their understanding of how to play football fairly and safely.(Product)
Learning Outcome Assessment Criteria (what the teacher need to look for)
Know the rules, health and safety of each Students should demonstrate their ability to control their body well during the
individual activity. individual sport.
Plan technique, tactics and strategies before and Students should demonstrate their ability to master techniques and tactics
during play for the individual sport.
Students should be able to explain strategies to play individual sports well.
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Secondary PE Section 2
The teacher will need to plan an outline of learning for each Syllabus Unit over a series of weeks in order to
ensure all the learning necessary is covered.
Here is an example of a Unit Breakdown:
Secondary 2 Physical Education Unit 2. The moving Body: Physical Training
Week 1 Conduct a short warm-up activity and then ask learners to tell you why a warm-up activity is important. Ask
for demonstrations from learners who can show alternative warm-ups, explaining what parts of the body are
benefiting from it. Create a revised warm-up sequence that uses ideas from learners.
Week 2 Ask learners to think about their favourite individual sport – something that will be developed through Unit 5.
Put learners into groups according to their favourite sport. Ask learners in their groups to demonstrate different
physical features of the sport.
Week 3 Building on the last lesson, ask groups of learners to share physical features of their favourite sport with other
groups. During this demonstrations, each physical feature should be copied/practiced by the other groups.
Week 4 Repeat the activities from week 2 and 3 but this time for team sports (Unit 6). In these lessons, adaptations
should be made so that learners are comparing team sports to individual sports.
Week 5 Repeat lessons from week 3 but for team sports. Focus on the different types of physical activity that are
required for team sports.
Week 6 Select one team sport such as football and work in groups to design a sequence of activities that could form a
training programme for that sport. Attention should be paid to what tactics are needed in the team sport and
how strength and agility can be developed through training programmes.
Week 7 Ask learners to choose a sport and then work with others in groups who have chosen the same sport. Ask
learners to develop a 6 week training programme for their particular sport.
Week 8 Ask learners to share their training programme with other groups, taking and giving feedback and then adapting
training programmes accordingly.
Week 9 Review the work that has taken place during this unit and consider what skills, knowledge and understanding is
required to develop a training programme
In order to prepare this summary of learning, the Secondary School (Number of periods each week)
teacher needs to consider all aspects of the Syllabus S1-2 S3-4 P5-8
Unit: The ‘story’ of the unit in the Learn About
National Language 5 5 3
Section, The Learning Outcomes, Links to other
subjects, Contributions to Student Competences. English 7 7 5
Maths 6 6 5
The Key Inquiry questions provide a useful starting
Science 4 5 5
point for shaping learning and teachers should plan
for these questions to be explored and answered Social Studies 4 5 5
during the course of the unit. The Arts 3 4 4
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Secondary PE Section 2
Here is the Full Secondary 2 Unit 2. It provides the context for the Unit Breakdown above. Further examples of
Unit Breakdowns are at the end of this section within the Teacher Guidance for Secondary PE.
LEARNING OUTCOMES
Knowledge and understanding Skills Attitudes
Understand the principles of training Apply knowledge of training principles to Appreciate the need for continuous
seasons. a personal exercise plan. improvement
Explain the principles of training Perform a range fitness measurements Communicate with confidence
(specificity, overload, progression and Plan and perform suitable training Teamwork and cooperation
reversibility). methods to improve performance.
Understand how to prevent injury,
Be able to collect data relating to short- or
identifying potential hazards and how to
long-term effects of exercise on the body.
minimize risk.
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Secondary PE Section 2
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Secondary PE Section 2
Secondary 1 Secondary 3
Unit Title Links Unit Title Links
1 The Moving Body: Anat- Biology, Music and 1 The Moving Body: Science and English.
omy and Physiology Statistics Applied Anatomy and
2 The Moving Body: Physi- Statistics and English Physiology.
cal Training 2 The Moving Body: Exer- English and Science
3 Factors Affecting Partici- Environmental Sustain- cise Physiology.
pation and Performance: ability, Biology and ICT 3 Factors Affecting Partici- Social Studies and
Healthy, fitness and pation and Performance: English.
well-being. Sport and Society.
4 Factors Affecting Partici- English and Peace 4 Factors Affecting Partici- English and ICT.
pation and Performance: Education pation and Performance:
Sports Psychology Skill Acquisition.
5 Practical Performance: Statistics, ICT, Music 5 Practical Performance: Citizenship and Biology
Individual Sports and Peace Education. Performance.
6 Practical Performance: English and Citizenship 6 Practical Performance: Biology and English.
Team Sports performance Analysis.
Secondary 2 Secondary 4
Unit Title Links Unit Title Links
1 The Moving Body: Anat- Biology, English and ICT. 1 The Moving Body: Biology and English.
omy and Physiology Applied Anatomy and
2 The Moving Body: Physi- English, ICT and Music. Physiology.
cal Training 2 The Moving Body: Bio- Biology and English.
3 The Moving Body: Biology, Statistics and chemanics and Move-
Movement Analysis Physics. ment Analysis.
4 Factors affecting Perfor- History and English. 3 Factors Affecting Partici- Citizenship and ICT.
mance: Social-Cultural pation and Performance:
Influences. Sport and Society.
5 Practical Performance: English and ICT 4 Factors Affecting Partici- Biology and English.
Individual Sports. pation and Performance:
Sports Psychology.
6 Practical Performance: English, ICT and Peace
Team Sports. Education. 5 Practical Performance: English and Mathematics.
Performance.
6 Practical Performance: Biology, English and
Coaching. Peace Education.
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Secondary PE Section 3
Competency:
In the example here, we can see an activity in PE designed Communication Physical education Physical Education
Collect and use data related to
to stimulate learners being able to understand how to Explain and describe the effects of
exercise on the body and ask relevant
Develop an awareness of personal
body exercises.
the effects of injury from sporting
activities.
questions.
prevent injury in training. But because the activity is ‘rich’
in context and uses a sufficient variety of experiences,
the activity can lead to valuable learning in other areas of
PE. The activity also makes a valuable contribution to the
development of the competencies of communication and
creative thinking. 23
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Secondary PE Section 3
themselves, but there are opportunities for further activities Prepare a sequence of questions to
ask other learners about the effects
Develop a HIT activity which requires
two learners to work together.
a HIT activity. Discuss the effect that
the beat of the music has on how fast
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Secondary PE Section 3
Learning activities are part of a Secondary 1, Unit 6 Learners learn about the difference between improvised, devised and scripted performance. They
Learners should
consider thewatch a game
challenges forofactors
basketball
wheneither liveinorthese
working in a video recording.
different ways toThey should
develop discuss
plays and the
sequence of progressive learning Practical Performance:
skills that are used,
performances. the teamwork
They develop that is developed
spontaneous and the
improvisations
circumstances/starting points.
factors that
in response to aseem to increase
number success.
of different given
It is important to remember that Learners are introduced to the need for dramatic tension within their improvised work to sustain the
Learners should play short games of basketball focusing on the skills that were practiced in the previous
audience’s attention. They consider South Sudanese performances they may have seen (as well as
banks of knowledge. Attitudes are Learners should reflect on the tournament and discuss what teams played well and why they think that
developed as these sequences Learners consider how the tension within their performances might be further highlighted using
was the case. Each team should talk about what they feel their strengths and weaknesses were and
elements such as slow motion, freeze frames or PE. They incorporate these into their work.
how they would like to improve.
22
Secondary PE Principle 1
Secondary 1, Unit 2
The Moving Body: Physical Training
Competency: Creative
Thinking Physical Education
Design a poster or verbal campaign Apply knowledge of the effects
to encourage those who participate
in regular sporting activities to Learning Activity of exercise to plans for physical
development.
develop strength and flexibility to be
able to perform safely. Learners discuss in groups
the risks and hazards of
team sports. They should
talk about how risks and
hazards compare in different
sports and how they can be
Competency: Critical avoided. Physical Education
thinking
Reflect in the short- and long-term
Plan and carry out investigations into
effects of exercise on their own
ways of mitigating harm and injury in
performance.
sporting activities.
Competency:
Communication Physical education Physical Education
Collect and use data related to
Explain and describe the effects of Develop an awareness of personal
the effects of injury from sporting
exercise on the body and ask relevant body exercises.
activities.
questions.
23
Secondary PE Principle 1
Secondary 1, Unit 5
Physical Performance: Individual Sports
Learning Activity
Competency: Creative Physical Education
Thinking Learners should work in
Apply strategies for combining
pairs to create gymnastics different movements in gymnastics
Combine movements fluently
demonstrating control and character. performance that showcases fluently.
strength and control. They
should build a sequence of
movements that require a
range of muscles and which
demonstrate a range of
balances. Learners should
Competency: Critical practice movements,
thinking experimenting to find a Physical Education
Plan and carry out investigations into sequence that reflects their Communicate with confidence during
gymnastic performances.
different elements of gymnastic skills. own strengths and physical
attributes.
24
Secondary PE Principle 1
Secondary 2, Unit 1
Anatomy and Physiology
Competency:
Communication Physical education Physical Education
Explain the role of red blood cells as Explain the process of gaseous
Communicate with confidence about
compared to white blood cells. exchange.
blood vessels and blood cells.
25
Secondary PE Principle 1
Secondary 2, Unit 4
Factors affecting Performance: Social-Cultural
Learning Activity
Competency: Creative Learners should investigate
the role of sports in Physical Education
Thinking
communities. They should Understand the link between sport
Develop creative ways of engaging
community members in new sporting
interview leaders, parents activities in communities and
community cohesion.
activities. and other children in their
communities to find out
what sports are played,
why they are played and
what is the perceived role
and effect of playing sports
Competency: Critical in communities. Learners
thinking should ask community Physical Education
Analyse responses from community members about what Use local and national data to
members about the role of sport in community sports ‘teach’ compare and evaluate popular sports
societies. Draw conclusions about key and activities in South Sudan.
concerns and opportunities.
communities and what role
they have in promoting
Human Rights.
Competency:
Communication Physical Education Physical Education
Communicate with confidence about Discuss and debate barriers
Debate ethical factors in sport such
social-cultural influences on sports to participation in sports In
as fairness, competition and access.
and performances. communities.
26
Secondary PE Principle 1
Secondary 3, Unit 6
Practical Performance: Performance Analysis.
Learning Activity
Competency: Creative Physical Education
Thinking Learners should watch a short
Develop creative ways of engaging game of badminton or volleyball Demonstrate an ability to use
technical language to evaluate
community members in new sporting between. They should analyse
performances.
activities. what worked well in the game
and what did not work so well.
This discussion should be broad
and bring out some key phrases
relating to the skills needed
in the particular game. After
Competency: Critical this activity, another group of
Thinking learners should ‘perform’ a game Physical Education
Analyse response from learners of badminton or volleyball and Develop positive relationships with
upon receipt of their evaluations and analysis should be repeated, other learners during sporting
consider how well own feedback has this time with a list of criteria to activities.
been designed and interpreted.
evaluate performances.
27
Secondary PE Principle 2
Secondary 1, Unit 1
The Moving Body: Anatomy and Physiology
HIT rhythms
Challenge Learners to take a HIT HIT muscles
activity and turn it into a rhythmical Discuss which muscles were in use
performance. Discuss levels of fitness during the HIT exercise.
required to be a dancer.
Learning Activity
Describe the short-term
effects of exercise on the
body. Exploring ‘HIT’ (High
Intensity Training).
Making HIT accessible HIT arms
Develop a HIT sequence that focuses
Ask learners to take it in turns to
on arms only. Compare this to a leg
suggest ways of making HIT activities
only exercise. Discuss which sports
more accessible to learners with
would benefit from a leg only or arm
disabilities.
only HIT exercise.
HIT to music
HIT levels HIT co-operation Choose a music track to play alongside
Prepare a sequence of questions to Develop a HIT activity which requires a HIT activity. Discuss the effect that
ask other learners about the effects two learners to work together. the beat of the music has on how fast
of HIT on their perceived levels of Discuss what sports this could be or slow the HIT activity goes. Choose
fitness. useful for. a second piece of music and compare
speed or rates of HIT.
28
Secondary PE Principle 2
Secondary 1, Unit 3
Factors Affecting Participation and
Performance: Heath, fitness and well-being
Social cool-downs Healthy socials
Learners should discuss how ‘being
Physically social Develop a short sequence of cool-
sociable’ is linked to good health.
down activities that require learners
Discuss the benefits of being able to Learners should discuss some
to work in pairs and then groups of 4.
socialize with different people. difficult social scenarios and explore
Discuss the different social skills that
together how these challenges can
are required for each.
be overcome.
Learning Outcome
Understand the social
benefits of physical activity.
Listen up!
Learners should discuss the value of TEAM
listening as a social skill. They should Discuss the phrase ‘Together
discuss the particular benefits of Everybody Achieves More’ (TEAM).
listening during training exercises Describe examples in different sports
as compared to during competitive where this is exemplified.
games.
29
Secondary PE Principle 2
Secondary 2, Unit 5
Practical Performance: Individual Sports
30
Secondary PE Principle 2
Secondary 3, Unit 2
The Moving Body: Exercise Physiology
Walking up!
Shared sequences Learners should consider the benefits
of walking upstairs, hills and slopes
Learners should build a sequence of
and using step-up blocks to build
strength and flexibility exercises to
strength in their legs. They should
teach to other students.
plan for these activities and monitor
their progress.
Learning Outcome
Know how training can be
used to develop strength
and flexibility. Flexibility matters
Learners should consider the benefits
Everyday of being flexible during physical
Learners should think carefully about activities. They should discuss
what everyday activities help to build activities that improve the ability of
strength and flexibility. a joint to maintain the movement
necessary for carrying out daily tasks
and physical activity.
31
Secondary PE Principle 2
Secondary 4, Unit 5
Practical Performance: Performance
32
Secondary PE Principle 3
Learners learn about the difference between improvised, devised and scripted performance. They
Learners
consider
should
thewatch
challenges
a game
forofactors
basketball
wheneither
working
liveinorthese
in a video
different
recording.
ways toThey
develop
should
plays
discuss
and the
Secondary 1, Unit 6
performances.
skills that are used,
They develop
the teamwork
spontaneous
that is developed
improvisations
and the
in response
factors that
to aseem
number
to increase
of different
success.
given
circumstances/starting points.
Practical Performance:
Team Sports Learners
Learnersshould
are given
select
thetwo
opportunity
or three skills
to refine
thatspontaneous
were identified
improvisations
in the previous
intosession
prepared
andimprovisations
practice these
inwithin
groups.
small
Theygroups.
shouldThey
critically
consider
evaluate
how refinements
the progress to
they
character,
make during
dialogue,
practice.
plot, Learners
setting and
should
staging
talk
about
might
how bethese
madeskills
to increase
contribute
the to
appeal
competitive
to an audience.
advantage.
Learners are introduced to the need for dramatic tension within their improvised work to sustain the
Learners should play short games of basketball focusing on the skills that were practiced in the previous
audience’s attention. They consider South Sudanese performances they may have seen (as well as
session. After each game they should discuss the strengths and weaknesses of each team in relation to
television programmes or films) to determine elements of these that are particularly successful in
these specific skills.
maintaining interest.
Learners should talk about other skills that were evaluated during lesson 1 and practice these also. They
should play longer games together and evaluate how skills are developing towards effective performances.
FEATURE
Learners ACTIVITY
create a sequence
- Learners
of twoshould
or three
organize
scenesathat
minifocuses
tournament
on a particular
between tension:
2-year groups
tension
in of
their
task,
relationship
own school.orThey
situation.
shouldThey
watchwatch
games
other
carefully
groups when
perform
they and
are not
evaluate
playing,
thecontinuing
success of to
each
evaluate
by the
degreeperformances.
of tension achieved.
Learners should reflect on the tournament and discuss what teams played well and why they think that
Learners consider how the tension within their performances might be further highlighted using
was the case. Each team should talk about what they feel their strengths and weaknesses were and
elements such as slow motion, freeze frames or PE. They incorporate these into their work.
how they would like to improve.
Learners should think about how they could continue to improve their fitness levels in preparation
Learners create posters to advertise their performance. They perform them to other classes and/or the
for further tournaments. They should devise a training programme that develops skills and builds
community and write a review of one the performances they have not ben involved in.
confidence in the ability to compete.
33
Principle 3: Learning activities are part of a sequence of progressive learning
Secondary PE Principle 3
Learners should talk about what they know about the skeletal and muscular systems of the body. They
Learners
should explain
consider
whyand
they
list think
the purpose
knowingofabout
posters
thisand
is important
placards. They
to Physical
highlight
Education.
examplesLearners
they have
should
seen
Secondary 3, Unit 1
work in pairs to identify three thingsthat
thatthey
theyparticularly
do not know like.
and understand to ask other people or
The Moving Body: their teacher.
Applied Anatomy
Learners
The teacher
should take
displays
partdifferent
in a short
posters
sequence
fromofvarious
physicalsources:
activities.
movie
After
posters
this, they
community
should break
events,
down
each
advertisements,
activity and describe
campaignwhat
signs
muscles
etc. They
andconsider
aspects how
of theelements
skeletal such
systemas are
font,interacting.
colour, text,
They
images/
should
and Physiology notice whichillustrations
muscle group havehasbeen
beenused
usedtothe
communicate
most duringthe thismessage.
sequence of activity.
Learners
Learners
should
thinktake
about
part
themselves
in two contrasting
and the positive
physicalaspects
activities
of such
theiras
lives
a volleyball
and personality
game and
theya could
running
race.
promote.
Learners
Theyshould
write down
discusstheir
which
ideas
muscles
and share
and skeletal
them. Other
elements
learners
havearebeen
encouraged
used and to
what
addtraining
positiveis
required to develop
observations
strength and
to the
agility
list. for each activity.
FEATURE ACTIVITY - Learners should create a model using available resources to demonstrate their
knowledge of the skeletal and muscular system. They should prepare key vocabulary and phrases to explain
to others how the system works. They should be prepared to answer questions after their presentations.
Learners
Learners
consider
should how
discuss
their
howname
changes
mightinbe
psychological
presented onstates
a poster
can influence
that communicates
performanceaspects
in physical
of their
character.
activitiesThey
and sports.
experiment
They with
should
colour
discuss
andhow
textand
format
whytothese
produce
changes
2 or can
3 concepts.
occur.
Learners should select a sport of their choice and work in a group with other learners who have chosen
Learners decide on 2-3 illustrations or graphics that could be added to the poster to highlight their lives
this sport. They should create a sequence of explanations to help other understand the way in which
and experiences. They sketch initial ideas out.
the muscular and skeletal system is working in this sport.
Learners should reflect on what they have learnt and how they have learnt about the skeletal and
Learners combine all three elements into a single poster design. They are presented for other people to
muscular system. They should discuss how this learning sequence could apply to other aspects of their
look at as a ‘Celebration of Us’.
Physical Education and development.
34
Principle 3: Learning activities are part of a sequence of progressive learning
Secondary PE Principle 3
Learners
Learnersconsider
should discuss
and listwhat
the purpose
they know
of posters
about sports
and placards.
psychology.TheyThey
highlight
shouldexamples
identify they
key terms
have seen
and
Secondary 4, Unit 4
phrasesthat
andthey
buildparticularly
a definitionlike.
together.
Factors Affecting Participation
and Performance:
Learners
The teacher
should
displays
explore
different
links between
posters from
attitudes
various
to sport
sources:
andmovie
actual posters
performances.
community
Theyevents,
should
Sports Psychology advertisements,
discuss this in pairs
campaign
and thensigns
in aetc.
group
They
ofconsider
4 before how
sharing
elements
with the
such
whole
as font,
class.
colour,
They text,
shouldimages/
share
experiences
illustrations
of how their
haveown
beenattitudes
used to have
communicate
affected how
the message.
well the perform.
Learner
Learnersshould
thinkdiscuss
about themselves
what they think
and the
the positive
definition
aspects
of personality
of their lives
is. They
andshould
personality
thinkthey
aboutcould
what
different
promote.personalities
They write down
they their
have ideas
come and
intoshare
contactthem.
withOther
and relate
learners
thisare
to their
encouraged
experiences
to addofpositive
playing
team andobservations
individual competitive
to the list. sports.
FEATURE ACTIVITY - Learners should play short game of a group, competitive sport. They should discuss
how they feel if they win or lose. They should repeat the game with a focus on developing a positive
attitude. They should build this positivity through various encouraging pieces of feedback to other learners.
Learners should think about how to manage stress to optimize performance. They should describe
Learners
situations
consider
when theyhow have
their felt
name stress
might
during
be presented
performances
on a poster
and whatthatthey
communicates
have done toaspects
mitigate
of their
the
effects ofcharacter.
this. If possible,
They experiment
learners should
with colour
interview
andatext
localformat
sport to
champion
produceto 2 or
explore
3 concepts.
this issue from
the perspective of a professional.
Learners should think about the principle of setting goals to motivate progress towards better
Learners
performance.
decide
Learners
on 2-3 illustrations
should consider
or graphics
how to that
create
could
realistic
be added
goalstoandthethe
poster
way in
towhich
highlight
these
their
should
lives
be achievable yet ambitious.andLearners
experiences.
shouldThey
set sketch
a goal for
initial
a sport
ideasthat
out.would like to improve their
performance within.
Learners should review their progress towards the goals that they set in the previous lesson. They
Learners combine all three elements into a single poster design. They are presented for other people to
should consider how achievable the goal was and what impact making progress towards it has had on
look at as a ‘Celebration of Us’.
their performance.
35
Secondary PE
36
Secondary PE
37
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