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Physical Education is offered to 1st, 2nd, 3rd, & TY

students in Oaklands Community College.

Options Structure, Time Allocation and Timetabling:


All pupils at Junior Cycle and those in Transition Year can take the subject.
Presently, pupils in the Senior Cycle do not have the option of Physical Education.
Pupils in Junior Cycle receive one double period [70-80 minutes] of Physical
Education per week. In Transition Year, all pupils receive one triple period [2
hours] of Physical Education per week. In Leaving Certificate Applied, all pupils
receive one double period [70-80] of physical education per week.

Facilities:

Indoor Sports Hall


Playing fields
Long Jump Pit
Classroom [where appropriate]
Use of Derry Rovers Soccer Pitch
Use of Canal ways Ireland walk way

Physical Education Timetable 1st, 2nd & 3rd year


Year
1

Block 1
Adventure
Activities
Cooperative
games
Team
challenges
Orienteering
Camp craft
(Calculate heart
rate)

Year
2

Invasion Games
Basketball
Olympic
handball
Lacrosse
*Warm up

(Benefits of PA)
Year
3

Invasion Games
Gaelic
football
Hurling
Rugby

Block 2
Gymnastics
Locomotion
Flight
Individual/ partner
balances
Rolls

Block 3
Aviva
Fitness
Challenge
Cardio
work

(Learn muscles)

(Increasing (Cool down)


PA)
(Warm up)
Aviva
Net Games
Fitness
Badminto
Challenge
n
Cardio Volleyball
work
*Agility
*Cool down

Gymnastics
Recap
Group balances
Use of equipment
Compose, perform &
critique
*Flexibility

(PA requirements)
HRA
Fitness testing
FITT Principle
Aerobic/anaerobic
fitness
*Muscular Strength
(Methods of testing,
FITT Principle,
aerobic & anaerobic)

Block 4
Invasion
Games
Hockey
Tag
rugby
Lacrosse
Soccer

(Increasin
g PA)
(Nutrition)
Aviva
Tournaments
Fitness
Mini
Challenge
Olympics
Cardio
Invasion
work
games
*Endurance Net
games
Fielding
games
(Increasing
PA)

Block 5
Athletics
Running
Hurdles
Sprint
starts
Relay
Jumping
Throwing

(Recap)
Organizing an
event
Mini
Olympics
Competition
s

(Recap)
Fielding Games
GAA
Rounders
Ultimate
Frisbee
Cricket

JCPE AIMS
The general aim of physical education is to contribute to the preparation of the
pupil for a life of autonomous wellbeing.

Further aims of junior cycle physical education are to

provide the opportunity for pupils to develop personally, socially, and


physically through participation in physical activities in a safe, challenging

and enjoyable environment


reinforce and further develop

understanding, skills, and competencies acquired at primary level


prepare pupils for the requirements of further programmes of study, of

employment, or of life outside full-time education


provide an opportunity for pupils to critically reflect on physical activity

through participation in a broad, well-balanced programme


develop in pupils an ability to make informed judgements in respect of

physical activity
encourage an appreciation of physical activity and of the benefits of an

active lifestyle
promote positive attitudes towards participation in physical activity and

towards co-operation with others in that participation


enable pupils to take responsibility for the organisation and development of

the

physical

their learning within the framework provided.

OBJECTIVES

education

knowledge,

Through their study of junior cycle physical education pupils will


develop:

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 invent, compose, and choreograph physical activity in structured,


imaginative ways

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 endeavour

an understanding of the principles of fairness and tolerance in interaction with


others

the desire and the capacity to acquire a positive sense of self.

Theory for 1st, 2nd & 3rd year


First year Physical Education

Sport folio to include:

Worksheets on topics being covered as in JCPE blocks

Rules and regulations of each topic to be discussed

AFL sheets to be completed throughout each topic

Areas to be covered
Term 1

Heart rate & how to take

Term 2

Muscles (names & stretches)

Term3

Warm up (carrying out)

Term 4

Cool down (carrying out)

Check list for first year (tick the box)


Can I;
1. Calculate my heart rate

________

2. Name the main muscle groups

________

3. Carry out a warm up

________

4. Carry out a cool down

_________

Second year Physical Education

Term 1

Benefits of PA

Term 2

Weekly PA requirements

Term3

Food pyramid

Term 4

Increasing physical fitness - how

Check list for first year (tick the box)


Can I;
1. List the benefits of PA

________

2. Inform others of the weekly PA requirements

________

3. Describe the food pyramid

________

4. List ways to increase physical fitness

Third year Physical Education

________

Term 1

Fitness testing

Term 2

FITT Principle

Term3

Aerobic/anaerobic fitness

Term 4

How to increase PA participation

Check list for first year (tick the box)


Can I;
1. Name different methods of fitness testing and carry them out
________
2. Define the FITT Principle

________

3. Explain the difference between aerobic and anaerobic fitness and give
examples of each
________
4. Suggest ways on how to increase PA participation
________

Junior Certificate Physical Education (JCPE) Strands


Syllabus structure

The syllabus includes a number of areas of study representative of a range of


practical activities, each of which has particular characteristics and contributes to
the attainment of the overall aim of physical education. These areas of study are:
1. Adventure activities
2. Aquatics
3. Athletics
4. Dance
5. Invasion games
6. Net and fielding games
7. Gymnastics
8. Health-related activity

The areas of study are presented in greater detail on the following


pages;

Adventure

Aquatics

Athletics Dance

Games

Gymnastics

HRA

Jumping

Games

Themes

Activity

activities
Orienteering Entry

Basic actions

making

& the
body

Team

Movement Running

Movement

Attack

Movement

challenge

in the

quality

play

vocabulary

Fitness

water
Camp craft

Aqua

Throwing

Relationships Defence Qualitative

fitness

play

Water

Dance

safety

creation

Training

focus
Relationships Lifelong
activity

Aquatics has a unique place in a balanced physical education programme. It provides


students with water-based learning experience through participation in a range of
structured activities. It provides opportunities for the personal, physical, and
social development of each student in a safe, enjoyable environment. There is an
emphasis on the students movement in the water, either by means of identifiable
strokes or combinations/adaptations thereof. The students understanding of
personal safety and lifesaving in the aquatic environment is also addressed.
Dance seeks to provide a context for aesthetic and artistic experience and enables
the students to develop personally, socially, and physically through participation in
dance in an enjoyable environment. At junior cycle, students are presented with
opportunities to extend their understanding of a variety of dance forms. Students
will be exposed to learning situations where they interpret ideas and feelings and
respond to stimuli using dance movements.
Gymnastics seeks to provide a context for aesthetic experience and the
opportunity to develop personally, socially, and physically through participation in
gymnastics in a safe and enjoyable environment. In this activity, the student aims
to develop body management and awareness through movement, with a focus on

precision and form. This latter emphasis distinguishes the learning in gymnastics
from that in the majority of other physical education activity areas.
Adventure activities at junior cycle provide students with the opportunity to
develop personally, socially, and physically in a safe and challenging environment.
Presenting the student with an element of adventure and challenge in a controlled
environment can lead to the development of qualities such as self-reliance, selfconfidence, responsibility, regard for others and respect for the environment. In
this way, aspects of holistic development that are generally not emphasised in
other areas of physical education can be addressed .

Athletics at this level involves learning through participation in the fundamental


athletic activities of running, jumping, and throwing. The skills associated with
these activities can, at junior cycle, begin to be applied to modified forms of
standard events. The element of competition inherent in athletics is presented
here with reference to the abilities of the individual student. Hence the students
experience of competitive situations is in the context of personal goals rather than
relating performance to that of others .
Games: Through participation in a variety of games in a safe and enjoyable
environment, students will be presented with the opportunity to develop personally,
socially, and physically. The teaching of skills and technique is given less priority
than the development of tactical awareness through the exploration of principles
of play. Skill acquisition is seen in the context of the students involvement in the
game situation and of enabling them to make appropriate decisions based on their
evolving level of tactical awareness.
HRA: This aspect of the syllabus is distinctive inasmuch as it attempts to draw
together the other physical education activities in order to provide students with
the opportunity to develop an understanding of health-related fitness and to apply
its principles to actual participation. Its inclusion is reflective of the view that

promotion of skilled movement and fitness is an important means of developing and


maintaining healthy lifestyles.

TY activities:

Tag rugby (coached by IRFU Leinster coach)


American Football League
Irish Life Schools Fitness Challenge
Rookie Lifeguard Swimming Programme
Special Educational Needs Coaching Programme supported by Offaly Sports
Partnership
Fit Squad Gym
GAA Coaching
Gymnastics
Golf
Orienteering
Softball
Rounders
Invasion games
Croghan Hill Challenge
Organise: Health & Happiness Week & Sports Day
Ice Skating
Jump Zone

Theory covered

Diet & Nutrition


Daily physical activity
The Paralympics
Fitness programmes for people with
diseases
First aid
Hydration & dehydration
Participation

in

physical

activity

amongst girls

Leaving Certificate Applied


Leisure and Recreation
The Leisure and Recreation Course is designed to enable Leaving Certificate
Applied students to acquire and develop skills which will encourage them to
participate in active leisure pursuits. The modules will broaden students
perspectives of leisure and recreation activities and offer them opportunities to
participate in a range of physical activities. The modules also encourage cooperation between students and allows for the development of personal and social
skills. The Leisure and Recreation course promotes long-term learning and
motivates the students to choose a life-style that is active, healthy and
meaningful.
Syllabus
Number and Sequence of Modules
Any two modules can be selected for the Leisure and Recreation syllabus. The
modules can be taken in any sequence.
Module 1: Physical Activity for Performance.
Module 2: Physical Activity for Health and Fitness.
Module 3: Physical Activity for Recreation.
Content of Programme
The activities relating to the content of Modules One and Two should be taken
from the Table of Activities given below. The table has been divided into six
different categories of activities. To ensure that the students experience
participation in a wide range of activities, it is recommended that at least TWO
activities, each one from a different category are included in each module. The two

activities selected for the first module should be different from the two activities
selected for the second module. (It is acknowledged that where resources are
limited this may not be achievable. In these circumstances, teachers may choose
activities from the same category.) It is important to select activities appropriate
to each module.
In Module Three, Unit 1, where schools perceive that within existing resources all
possible activities are on offer it may be possible for these students to engage in
Games Making. In Games Making the students are given the opportunity to work
as part of a group to invent, construct and develop a game that they can call their
own.

GAMES

WATER BASED
ACTIVITIES

GYM
ACTIVITIES

Invasion
Games e.g.
Soccer
Basketball
Hurling
Hockey
G. Football, etc.
Net Games e.g.
Tennis
Volleyball
Badminton
Field Games
Rounders
Baseball
Golf etc.

Swimming
Diving
Polo
Synchronised
swimming etc.

Ed. Gym
Olym. Gym
Trampolining
Sports acrobatics
etc.

DANCE

ATHLETICS AND
INDIVIDUAL
ACTIVITIES

OUTDOOR
EDUCATION

Contemporary
Creative
Folk
Irish
Aerobic etc.

Running
Throwing
Jumping
Judo
Yoga
Weight Training
Pitch and Putt
Walking etc.

Land-based
activities e.g.
Hill walking
Rock climbing
Orienteering etc.
Water-based
activities e.g.
Surfing
Wind-sailing etc.

Benefits of Physical Activity


Children and young people

better cardio-respiratory and muscular


fitness
stronger bones
better cardiovascular and metabolic health
healthier body fat composition
reduced symptoms
depression

All adults

of

anxiety

and

better cardio-respiratory and muscular


fitness
less weight gain
more weight loss combined with eating
fewer calories
better weight maintenance after weight
loss
lower risk of early death
lower risk of stroke
lower risk of coronary heart disease
lower risk of high blood pressure
lower risk of unhealthy blood lipid profile
lower risk of type 2 diabetes
lower risk of metabolic syndrome
lower risk of colon and breast cancer
fewer falls
reduced levels of depression

Daily Physical Activity Requirements for Teenagers

Guidelines for children and young people (aged 2 18)


All children and young people should be active, at a moderate to vigorous level,
for at least 60 minutes every day.
Include muscle-strengthening, flexibility and bone-strengthening exercises 3
times a week.
http://health.gov.ie/wp-content/uploads/2014/03/active_guidelines.pdf

School teams

Gaelic Football for Boys &Girls

U14
U16
U19

Basketball for Boys & Girls

1st year
2nd year
Cadet

Soccer for Boys

U14
U16
U19

(Add photos)

Aviva Fitness Challenge

Oaklands Community College were the first winners of the Aviva Schools Fitness
Challenge in 2013 and again in 2014
(Photos in folder)

Useful links

www.getirelandactive.ie
www.rte.ie/ot
www.peai.org
www.irishheart.ie
http://www.hse.ie/eng/health/child/healthyeating/?gclid=CPejmvrLqNACFUu7QodEWAGag
https://www.croi.ie/health-info/dietary-tips-advice

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