An Roinn Oideachais agus Eolaíochta

 

Department of Education and Science

 

 

Subject Inspection of Physical Education

REPORT

 

Coláiste Eamon Rís, C.B.S.

Thomas Street, Wexford

Roll number: 63640R

 

 Date of inspection: 22 March 2007

Date of issue of report: 6 December 2007

 

 

 

Subject inspection report

Subject provision and whole school support

Planning and preparation

Teaching and learning

Assessment

Summary of main findings and recommendations

School Response to the Report

 

 

 

 

Report on the Quality of Learning and Teaching in Physical Education

 

 

Subject inspection report

 

This report has been written following a subject inspection in Coláiste Eamon Rís, C.B.S., Wexford. It presents the findings of an evaluation of the quality of teaching and learning in Physical Education and makes recommendations for the further development of the teaching of this subject in the school. The evaluation was conducted over one day during which the inspector visited classrooms and observed teaching and learning. The inspector interacted with students and teacher, examined students’ work, and had discussions with the teacher. The inspector reviewed school planning documentation and teacher’s written preparation. Following the evaluation visit, the inspector provided oral feedback on the outcomes of the evaluation to the principal and subject teacher. The board of management of the school was given an opportunity to comment in writing on the findings and recommendations of the report, and the response of the board will be found in the appendix of this report.

 

Subject provision and whole school support

 

Coláiste Eamon Rís is a voluntary secondary school for boys with a current enrolment of 449 students and is run under the trusteeship of the Christian Brothers. The school offers the Junior Certificate, Transition Year (TY), established Leaving Certificate and Leaving Certificate Vocational Programme (LCVP). Students are organised into mixed-ability class group for Physical Education.

 

Physical Education is a core subject for all students at junior cycle and TY and each class group receives one double period per week of between eighty to ninety minutes duration. However, established Leaving Certificate and LCVP students do not study Physical Education. It is disappointing that these students are not afforded the opportunity to study Physical Education, especially at a sensitive time in their physical, psychological and social development. Students who are not timetabled for Physical Education may inadvertently form the perception that physical activity is a low priority in their development. Several agencies promoting health and wellness advocate a commitment to a lifestyle that includes regular physical activity. Schools can make a valuable contribution in this regard through a quality Physical Education programme. One of the aims of such a programme is to equip students with the knowledge, skills and attitudes to engage in regular physical activity and to reflect on their own physical activity behaviour and its impact on their wellbeing. It is recommended that the school revise the current levels of provision for the subject and work towards providing quality Physical Education for all students, as recommended by the Department of Education and Science Rules and Programme for Secondary Schools 2004/05, (Pages 7, 141).

 

The Physical Education department consists of one qualified teacher who has extensive experience and who is fully deployed in the subject. It is highly commendable that the Physical Education department has participated in a range of activity specific and certified coaching courses as a means of continuous professional development. The knowledge and additional skills acquired from these courses was in evidence during the inspection and was reflected in the organisation of the Physical Education programme and students’ learning. However, the school has not yet participated in the national programme of inservice for the revised Junior Cycle Physical Education Syllabus. It is recommended that participation in future inservice be undertaken to ensure familiarisation with the range of planning, pedagogical and assessment methods and resources being promoted nationally by the Physical Education support service.

 

The facilities available to support the teaching and learning of the subject in the school are adequate and include a small general-purpose hall, a playing pitch and an outdoor hard court area, all of which are fully utilised and regularly maintained. The lack of a sizeable indoor hall imposes a number of restrictions on the range of activities that may be accommodated, thereby reducing the breadth of the Physical Education programme. It is commendable that the school has been proactive in pursuing the provision of an appropriate indoor facility to support Physical Education and the extra-curricular physical activities programme. The school is hopeful that their efforts will yield a positive response in providing this facility in the near future.  

 

The school is commended for sharing its facilities with the neighbouring primary school. This support for primary school Physical Education is commendable and opportunities to provide professional assistance and advice to the primary teachers are encouraged, particularly in the area of fundamental skills and physical literacy. The long-term benefits will result in more physically competent students presenting at second level.

 

There is an adequate range of equipment to facilitate the diversity of activities planned in the Physical Education programme. The replacement and purchase of additional items is on a needs basis and it was reported that management is fully supportive in this regard. There is access to computers in the Physical Education office, staff-room and the school computer room is also available upon request. It is recommended that broadband availability be extended from the school to the Physical Education office, as this will support the use of specific websites for the preparation and compilation of resources and as a reference source for students. It is also recommended that the school investigate the provision and use of digital video to support the teaching and learning of Physical Education.

 

There is a range of extra-curricular activities organised and facilitated by the school including athletics, basketball, Gaelic football, golf, hurling, rugby, soccer, swimming and table-tennis.  A large number of staff members are involved in organising and coaching these extra-curricular activities and deserve great credit for their contribution. It is also commendable that collaborative links with some of the local sports clubs have been established to provide continuity and pathways for students who may wish to develop their talents further. Achievement at local, regional and national level in many of the organised activities is highly commended. As the school’s facilities are not of sufficient size or quality to provide a “home” venue for games or matches, management has supported the extra-curricular games programme by funding buses and hiring of local venues at some considerable expense. The value and contribution of extra-curricular sport and physical activity to the whole school community is well documented, and the extensive support provided by this school is highly commended.

 

 

 

Planning and preparation

 

The school has engaged with subject planning as part of the school development planning process. Formal subject department planning meetings are arranged for all staff at least once per term to facilitate this process, which is good practice. A Physical Education plan has been produced and includes a list of priorities for the long-term development of the subject in the school, such as addressing curricular provision, facilities and resources, assessment and areas for professional development. This reflective practice is highly commendable and the Physical Education department is encouraged to work towards achieving its stated goals.

 

There was clear evidence that the Physical Education department has worked hard to develop the subject in the school. The subject plan accommodates up to four strands of the junior cycle syllabus and is supported by schemes of work and a series of lesson plans for each block of learning. The subject plan includes a strong concentration on games as well as modules on athletics, adventure activities and concepts of physical fitness. The Physical Education department is encouraged to plan for a greater diversity of activities to achieve a balance between as many of the strands of the syllabus as possible. This will help students to focus their learning on their personal progression and competence as well as developing a deeper understanding of the principles of human movement and participation from a broader perspective.

 

The Transition Year plan includes a range of diverse activities including first aid certification, self-defence, a module based at a local fitness studio and a series of excursions to a variety of outdoor adventure activity centres. The range and diversity of activities is commended as they help to promote self-development and leadership skills in keeping with the ethos of the TY programme.

 

The Physical Education department has gathered a substantial amount of resources to support teaching and learning in most of the activities covered in the planned programme. A number of relevant books, worksheets and videos have been compiled and are used as a reference for the enhancement of knowledge and skill competency. It is commendable that some topic specific websites are used to access information and for the creation of resource sheets for students. The Physical Education department is encouraged to plan for the inclusion of some additional modes of information and communication technology (ICT) to further enhance the teaching and learning process.

 

 

Teaching and learning

 

There is a good standard of teaching and learning in Physical Education in this school. All lessons visited were well prepared and the learning environment was set up in an organised and efficient manner with many students assisting in this process. Attendance and participation were recorded prior to the commencement of lessons. Tasks related to the topic of the lesson were assigned to students who were unable to participate in the physical activities of the lessons. This is good practice as it ensures that students remain engaged in the Physical Education process throughout the lesson. A bank of resources and strategies has been developed to support these students and the continued use and expansion of these strategies is encouraged including peer coaching, video recording and replay based on key performance indicators, officiating and monitoring games or skill development drills.

 

In the lessons visited the topic taught was rugby. The key learning outcomes as well as the intended learning experiences were shared with the students at the beginning of the lesson. This good practice helped students to identify the expectations for their learning as well as the activities they would participate in to improve their knowledge and skills related to invasion games. All lessons observed began with a mobility-based warm-up followed by dynamic range of motion exercises and some skill-based activities to recap on previous learning. It is commendable that these activities were structured within well-defined zones to allow for some differentiation of ability and fitness levels within the groups. During the warm-up phase of the lesson, there was some good use of questioning to highlight the important physiological changes that occur as a result of engagement in physical activity. To build on this good practice it is suggested, where appropriate, that an understanding of the joints and major muscle groups and some of the biomechanical components of good technique be included to support this phase of the lesson.  

 

In all cases, lessons were well structured so that the content was developed at a pace appropriate to the ability and level of the students. All tasks were established and presented in a logical and sequential manner to gradually increase students’ skill and exposure to the game context. Some good examples of this practice were evident when the concepts of “creating space” and “support” associated with rucking were presented and analysed. It was clearly evident from these activities that students grasped the technical aspects of executing the focused skills and phases of play, as well as their application to the game. There was good use of teacher and student led demonstrations to illustrate the techniques required in the execution of skills and associated patterns of movement. Feedback and assistance were provided to small groups or individuals when required, which is good practice. Tasks were explained clearly and students were questioned to determine their understanding of their roles at frequent intervals. The combined pedagogical strategies observed ensured that students remained well engaged physically and cognitively throughout the lessons. It is highly commendable that the key emphasis of the lessons was on developing an understanding of the “how” and “why” in the application of learned skills and patterns of movement as they relate to invasion games.

 

All activities and tasks were well managed and students were regularly affirmed for their efforts and progress. A good sense of humour and positive student-teacher rapport helped to create a productive and enjoyable learning environment. Lessons concluded with a brief recap of the main points covered and the identification of the content of the next lesson, which is good practice as it consolidates learning as part of a progressive process. Students’ responses to questions reflected a good level of understanding of the activities and key concepts covered during this phase of their Physical Education programme.

 

At the end of the lessons observed, students were assigned responsibilities for the collection and storage of resources and were familiar and cooperative with the established system. This strategy is commendable as it develops a sense of collective responsibility amongst students for the upkeep and maintenance of their Physical Education equipment.

 

 

Assessment

 

Comments related to students’ participation and progress in Physical Education are included on reports sent to parents twice per year, at Christmas and summer. In addition, parents may discuss their son’s progress in the subject at parent-teacher meetings. This level of reporting establishes the status of the subject in the school in line with other curricular areas.

 

Some strategies exist for the objective assessment of student competence and progression in some strands of the Physical Education programme, such as skills execution in Gaelic football and their game related application. It is commendable that there are also plans to develop and include a written assessment to determine students’ understanding of the principles of movement and game play, aspects of physical fitness and the rules and regulations of the various activities being studied. It is recommended that the Physical Education department undertake a review of the assessment strategies being promoted by the junior cycle Physical Education support service and the National Council for Curriculum and Assessment (NCCA). This information may be found on the websites www.jcpe.ie and www.ncca.ie/assessment and may prove useful for the introduction of a more comprehensive assessment process for the subject in this school.

 

Summary of main findings and recommendations

 

The following are the main strengths identified in the evaluation:

 

As a means of building on these strengths and to address areas for development, the following key recommendations are made:

 

Post-evaluation meetings were held with the teacher of Physical Education and with the principal at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.

 

 

 

 

 

 

 

 

 

 

Appendix

 

School Response to the Report

 

Submitted by the Board of Management

 

 

 

 

 

 

 

 

 

 

Area 1   Observations on the content of the inspection report     

 

 

The Board of Management of Colaiste Éamon Ris C.B.S. Wexford accepts findings and the recommendations of the inspection. The Board welcomes the very positive comments regarding the quality of teaching in the subject and the quality of the lessons delivered.

 

The Board also welcomes the comments regarding the range of extra curricular activities provided and the involvement of such a large number of staff in these activities.

 

 

 

 

Area 2   Follow-up actions planned or undertaken since the completion of the inspection

               activity to implement the findings and recommendations of the inspection.          

 

 

The school are put in place a review of the provision of PE in the senior cycle curriculum. This will require extra provision of facilities and personnel. This will be taken into consideration when staffing is reviewed.

 

The Board is currently pursuing a large building project with the DES and agreement on new facilities for PE anticipated.

 

The PE department will attend any available in-service.