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Fs Foghlaim Forbairtwww.pdst.ie PDST 2014This work is made
available under the terms of the Creative Commons Attribution Share
Alike 3.0 Licence
http://creativecommons.org/licenses/by-sa/3.0/ie/. You may use and
re-use this material (not including images and logos) free of
charge in any format or medium, under the terms of the Creative
Commons Attribution Share Alike Licence.
1Presentation Notes
What we are
Teachers and school leaders
Teacher Educators
Facilitators/Enablers
Purveyors of lifelong learningWhat we are not
Evaluators
Policy makers
Curriculum developers
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There is sometimes a bit of confusion around the remit of the
PDST and what our role is within the broader educational system
So is important to outline what we are and indeed what we are
not in order that people are clear regarding our role as distinct
from other partners and agencies.
What we are NOT
Evaluators : It is not the role of the PDST to evaluate or judge
the work of teachers or schools. We are not there to judge a school
or teachers practice , their approach to planning etc. That is the
role of the inspectorate. Our role is to support schools in
developing good practice according to their identified goals and to
help them embed that practice through a range of support
models.
Policy Makers: PDST do not dictate or determine national policy.
This comes from the Teacher Ed Section of the DES. All policy and
reform imperatives are handed to the PDST and our role is to
mediate that policy in the CPD setting and support schools in
realising that policy /reform agenda in the school/classroom
Curriculum Developers : PDST do not create or write curriculum.
We do not write syllabi or subject specs. That is the role of the
NCCA. Our role is to take the developed curriculum and design CPD
in order to mediate and help embed it in schools/classrooms through
a range of models seminars, workshops, school support etc
What we ARE
Teachers and school leaders : PDST are all seconded teachers
/principals we have the credibility of having worked as
practitioners in classrooms and schools. WE have lived and learned
through the profession and so are in a position to understand and
empathise with our collegaues in schools
Teacher Educators : PDST are Teacher Educators within the
Continuing Professional Development phase of the Teacher Ed
Continuum ( after Initial Teacher Ed And Induction). Our work is
rooted in the educating of adult learners according to their
learning needs to support them in working with pupils/students
Facilitators /Enablers : The underpinning philosophy of the PDST
is empowerment amd enablement of teacher and school leaders as
professionals . We do not prescribe or tell teachers and schools
what is right for their context nor do we provide ready made
solutions to issues that schools understand best in their unique
contexts. Our role is to
encourage schools to harness internal knowledge and expertise
empower schools towards self sufficiency in professional learning
towards enhanced teacher practice and improved learning
outcomesdevelop schools as self driven communities of learners
towards lessening dependency on external support.
Purveyors of lifelong learning : As teacher educators of
continuing professional development we believe that CPD is a
ongoing journey not a destination. Consequently our supports
reflect the changing landscape of education and the need for all of
us as educational professionals to stay current with these changes
in the interest of providing the best quality teaching and learning
experiences for pupils/students
2Presentation Notes
In-school supportwww.pdst.ie/schoolsupportSchool roll
numberschoolsupport2015It is essential to fill out the on-line
application form in order for your application to be considered
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PDST offers customised in-school support to all schools. In
order to apply schools need to go to : www.pdst.ie/schoolsupport
(demonstrate) and follow the link to the application form. Here
they log in using their roll number and the password
schoolsupport2015. They can then prioritise three areas for
support. *Please note schools are generally allocated their first
choice and if capacity allows might then be allocated their
second/third choices.
School support can take many forms:Meetings with
principal/deputy/in school management/groups of teachers/subject
departmentsWhole staff daysCroke park meetingsIn class modeling
3Presentation Notes
Teaching Pupils to Move Well and Move OftenPic Source:
everactive.orgCiara Delaney - GalwayCatherine Knight - Dublin
Fergal Lyons - LimerickIvan OMahony - Cork
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The concept of Physical Literacy
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Literacy in EnglishDigital literacyEmotional literacy
The Oxford Dictionary literacy:The ability to read and
writeCompetence or knowledge in a specified area
The Misconception of Literacy
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Some Definitions of Physical Literacy
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Physical Literacy is moving with competence and confidence in a
wide variety of physical activities in multiple environments that
benefit the healthy development of the whole person.Canada
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Physical Literacy can be described as the motivation,
confidence, physical competence, knowledge and understanding that
provides children with the movement foundation for lifelong
participation in physical activity.U.K.
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The ability to use body management, locomotor and object control
skills in a competent manner, with the capacity to apply them
confidently, through play and practice, in settings which may lead
to sustained involvement in sport and physical recreation.Northern
Ireland
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Sport Wales
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"Physical literacy is the motivation, confidence,
physicalcompetence, knowledge and understanding to value andtake
responsibility for engagement in physical activities for life."The
International Physical Literacy Association, May 2014
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Why we need to develop Physical Literacy
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A RationaleVideo Source:
https://www.youtube.com/watch?v=OiSzbZUQRPk
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http://en.designedtomove.org/resourcesDesigned to Move
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The first ten years of life provide a critical window for
creating a lifelong commitment to physical activity.
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Larger societal concerns regarding health and the role played by
physical activity
Government actionHealthy Ireland: A Framework for Improved
Health & Wellbeing Get Ireland Active Active School Flag Health
Promoting SchoolsPhysical Literacy Context in Ireland
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A Healthy Ireland, where everyone can enjoy physical and mental
health and wellbeing to their full potential, where wellbeing is
valued and supported at every level of society and is everyones
responsibility.Healthy Irelandis our national framework for action
to improve the health and wellbeing of the people of Ireland. Its
main focus is on prevention and keeping people healthier for
longer. Healthy Irelands goals are to:Increase the proportion of
people who are healthy at all stages of lifeReduce health
inequalitiesProtect the public from threats to health and
wellbeingCreate an environment where every individual and sector of
society can play their part in achieving a healthy IrelandHealthy
Ireland takes a whole-of-Government and whole-of-society approach
to improving health and wellbeing and the quality of peoples
lives.
17Presentation Notes
A Healthy Ireland, where everyone can enjoy physical and mental
health and wellbeing to their full potential, where wellbeing is
valued and supported at every level of society and is everyones
responsibility.Healthy Irelandis our national framework for action
to improve the health and wellbeing of the people of Ireland. Its
main focus is on prevention and keeping people healthier for
longer. Healthy Irelands goals are to:Increase the proportion of
people who are healthy at all stages of lifeReduce health
inequalitiesProtect the public from threats to health and
wellbeingCreate an environment where every individual and sector of
society can play their part in achieving a healthy IrelandHealthy
Ireland takes a whole-of-Government and whole-of-society approach
to improving health and wellbeing and the quality of peoples
lives.
HI Healthy Ireland
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Physical LiteracyDeveloping Physical Literacy is the foundation
of physical Education and School Sport
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In a school context developing physical literacy is the
foundation of PE and school sport. 19Presentation Notes
Physical Literacy
Activities partaken in, Actions, Conduct, What you do, How often
you do it
Building blocks for more complex movementsLocomotor Skills,
Manipulative Skills, Stability Skills
Information and comprehension of the benefits of Physical
ActivityAppreciation of how to profit from these benefits
A measure of the bodys ability to function efficiently and
effectively in work and leisure activities
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Physical Activity Behaviours:Regular participation in physical
activity is associated with many health benefits for children as
well as adults, including maintenance of a healthy weight,
increased bone density, prevention and/or reduction of high blood
pressure and substantial psychosocial elements (Okely et al. 2001).
However, when an analysis of current levels of physical activity,
physical education and sports participation of children and youth
in Ireland was undertaken in 2010, only 19% of primary and 12% of
post-primary school children met the National Guidelines on
Physical Activity for Ireland of at least 60 minutes daily of
moderate to vigorous physical activity.
Motor SkillsA key determinant of physical activity among
children is the level of mastery of motor proficiency of the
movement skills that are a foundation for the skills used in common
forms of adult physical activity.
A growing body of scientific evidence shows that primary school
childrens physical activity levels and fundamental movement skills
(FMS) are interrelated and that childhood FMS proficiency
influences adolescent and adult physical activity participation.
The ability to master a variety of FMS therefore, is considered as
one of the most important antecedents of life-long physical
activity and, consequently, of a healthy lifestyle
20Presentation Notes
A growing body of scientific evidence shows that primary school
childrens physical activity levels and fundamental movement skills
(FMS) are interrelated and that childhood FMS proficiency
influences adolescent and adult physical activity participation.
The ability to master a variety of FMS therefore, is considered as
one of the most important antecedents of life-long physical
activity and, consequently, of a healthy lifestyle.
Why focus on FMS?
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Initial Focus
Research has demonstrated that children who have a better motor
proficiency may find it easier to be physically active and may be
more likely to engage in physical activity when compared with peers
of poorer motor skill competence. Subsequently children with poor
motor proficiency may opt for a more sedentary lifestyle as a means
of avoiding these movement difficulties.
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Research has demonstrated that children who have a better motor
proficiency may find it easier to be physically active and may be
more likely to engage in physical activity when compared with peers
of poorer motor skill competence. Subsequently children with poor
motor proficiency may opt for a more sedentary lifestyle as a means
of avoiding these movement difficulties.
22Presentation Notes
Fundamental Movement SkillsLocomotor
skills:RunHopJumpDodgeSkipSlideManipulative
Skills:ThrowCatchKickStrike with handStrike with anImplement
Stability Skills:LandingBalanceRotation
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Students do not pick up fundamental movement skills naturally as
part of their normal growth and development.It takes between 240
and 600 minutes of instruction time to become proficient in one
fundamental movement skill.A small number of skills should be
focused on in any one year
23Presentation Notes
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If you take the time to observe children playing in a playground
you will notice some whose movements are fluid and graceful, who
clearly experience the joy of successful movement and feel
confident in their actions. Look further and you may notice some
less confident children who may be hovering on the sidelines,
causing fights with their peers, or simply sitting quietly by
themselves . Its likely these children find participation in
playground games and many other physical activities challenging,
tiring and even embarrassing. They are worried they will miss a
ball thrown to them in a game or fall over in a game of chase.
Nobody wants them on their team. For these children, the
opportunity to feel the intrinsic enjoyment of successful movement
is denied. Their inadequacy is very public and subsequently
humiliating this is much worse than the experience of the child who
is yet to master math or reading. Their inadequacy is more easily
concealed in a classroom.D.E.A.R.How fundamental are fundamental
movement skills?Beth P. HandsUniversity of Notre Dame Australia,
[email protected]
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16 schools across the country will take part in a 12 week pilot
to place the lens on FMS in their P.E. programmeA P.E. advisor will
work with each school providing three Croke Park sessions, in class
modelling and any other support requiredFeedback will be gathered
to help develop the FMS resource pack and fine tune an approach to
addressing physical literacy in primary schools nationwideThe Pilot
Programme
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Teach your PE programme as normal. The pilot will affect how you
teach not what you teachTake one fundamental movement skill to
focus on for 4 weeks (3 skills in 12 weeks) Engage with assessment
tools and track pupil progressProvide feedback to shape the pack
and improve its potential
Pilot Programme Expectations
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The Resource Pack
FMS Pack - IntroductionFMS Pack - Practical Application FMS Pack
- Activity Suite
Have a sneak peek..
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Pre-Pilot Questionnaires
Staff Questionnaire
Children's Questionnaire
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Summary
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Summarise physical Literacy as something teachers are already
doing with new focus on FMS
30Presentation Notes
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FMSVid Source: Sport Wales Physical Literacy
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Question Time
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www.pdst.ieThe PDST is funded by the Teacher Education Section
(TES) of the Department of Education and Skills (DES) and is
managed by Dublin West Education CentreFs Foghlaim ForbairtThis
work is made available under the terms of the Creative Commons
Attribution Share Alike 3.0 Licence
http://creativecommons.org/licenses/by-sa/3.0/ie/. You may use and
re-use this material (not including images and logos) free of
charge in any format or medium, under the terms of the Creative
Commons Attribution Share Alike Licence.
PDST 2014