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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.

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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

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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

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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.

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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.

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

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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.

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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

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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, bhands@nd.edu.au

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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

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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