Try the new Shake up pack, it's fun & free!
Click the icon to claim
Physical Education
Overview
There are plenty of examples out there to show that where headteachers and schools believe in physical education and provision is good, then results are also good.
‘It starts with a good physical literacy programme. If a brain is physically literate, and coordinated, then that impacts on the whole person. In cases of motor impairment, it’s been shown that good quality physical education can have massive benefits for individuals in all aspects of their lives.’
Sue Wilkinson
Director of The Association For Physical Education
.
At St Martin’s school we believe that physical education, experienced in a safe and supportive environment, is vital and unique in its contribution to a pupil’s physical and emotional development and health.
The physical education curriculum aims to provide for pupils’ increasing self- confidence through an ability to manage themselves successfully in a variety of situations.
A balance of individual, team, co-operative and competitive activities aims to cater for individual pupil’s needs and abilities.
Physical education is considered as a vehicle to facilitate access to cross-curricular themes, skills and dimensions, rather than a subject concerned exclusively with the acquisition of motor skills and techniques
Introduction
The Overload Principle: this is the Prime Justifier for physical education programmes. These programmes are overload compared to ‘normal’ day-to-day activities of an average person. Motivated by interest or competition, overload assures a body development for which everyday tasks seem easy and enjoyable. Our P.E. programmes therefore must be strenuous both in intensity and duration if they are to produce positive changes.
-
Physiological changes: body systems, muscle, bone, cardio-vascular.
(Stresses above daily life lead to physical development.)
-
Psychological changes: mental (cognitive) – decision-making processes are affected, emotional changes occur.
-
Social: inter-individual interaction.
Aims
-
To develop an ability to plan a range of movement sequences, organize equipment and apparatus, and begin to design and apply simple rules.
-
To develop an ability to remember, adapt and apply knowledge, practical skills and concepts in a variety of movement based activities.
-
To promote positive attitudes towards health, hygiene and fitness.
-
To foster an appreciation of safe practice.
-
To develop psycho-motor skills through a range of relevant movement based activities.
-
To develop a sense of fair play and sportsmanship.
-
To develop communication skills, encouraging the use of correct terminology, to promote effective co-operation.
-
To foster an enjoyment, and positive attitude to, the subject in school.
Objectives
-
Children will participate in a range of psycho-motor / movement activities in order to develop personal physical skills. (Practical attainment)
-
Children will be made aware of their body in relation to others and their immediate environment and aim to promote quality of movement. (Kinaesthetics)
-
Children will be made aware of simple physiological changes that occur to their bodies during exercise. (Physiology)
-
Be given opportunities to develop imagination and co-operation to achieve shared goals. (Teamwork)
-
Be given opportunities to develop personal characteristics like initiative, self-reliance and self discipline (Self knowledge)
-
Be given opportunities to enjoy and succeed in the subject as well as be stimulated and challenged. (Problem solving)
-
Be given the opportunity to develop areas of activity of their choice in extra-curricular time.
-
Make full use of the facilities here to prepare a child mentally and physically for key stage 3 and beyond.
Click the above icon for info on the Sainsburys school games which we are taking part in.
Organisation
The curriculum in this subject has been organized to ensure that children in both key stages have access to all areas specified in the National Curriculum and go beyond its statutory requirements. We are confident that children following our curriculum have the opportunity to surpass the expectations at the end of each Key Stage. The school accesses a range of teaching resources which includes Val Sabin and QCA schemes of work.
Resources
The facilities for the teaching of physical education at St Martin’s Primary School are very good. As a primary school we have access to a heated indoor swimming pool(Hereford Leisure Pool), two indoor halls, an outdoor adventurous activity area, hard court areas and a grassed playing field.
As well as superb facilities in which to teach, the school also has a well resourced PE store in both key stages, portable football and netball goals, portable and fixed gymnastics equipment as well as many mats and benches.
