Introduction PE Introduction to Physical education (Primary Schools) Where SpikeBall & Volleyball - fits into the Primary School Physical Education Curriculum Physical education provides children with learning opportunities through the medium of movement and contributes to their overall development by helping them to lead full, active and healthy lives. The physical education curriculum Physical education is distinguished from other curricular areas by its primary focus on the body and on physical experience and is an integral part of the educational process, without which the education of the child is incomplete. Through a diverse range of experiences providing regular, challenging physical activity, the balanced and harmonious development and general well-being of the child is fostered. Physical education meets the physical needs of the child and the need for movement experiences, challenges and play. It develops a desire for daily physical activity and encourages constructive use of free time and participation in physical activities in adult life. To fulfil these needs, physical education is built on the principles of variety and diversity, not of specialisation. It provides a wide variety of movement activities appropriate to the level of development of the child. Through physical education the child can experience the joy of physical exertion and the satisfaction of achievement while developing skills and positive attitudes that enhance self-esteem. Physical education provides opportunities to develop desirable personal and social attributes: the concept of fair play, the acceptance of success and failure, and the ability to co-operate in group situations. These opportunities contribute to the understanding and promotion of a healthy life-style. Physical education, as an integral part of the total curriculum, provides vital opportunities for the physical, social, emotional and intellectual development of the child. The content of the physical education curriculum The curriculum is divided into six strands: * Athletics * Dance * Gymnastics * Games * Outdoor and adventure activities * Aquatics Link Here

The Games Games The games strand fosters the child’s natural tendency to play through informal play activities. It enhances the development of basic skills, and many opportunities are provided for social interaction. As skills develop in accordance with the stage of development of the child, the desire to apply them in informal activities in competition with others increases. Initially this may occur with a partner and then lead into ‘small-sided’ or mini-games. As the child progresses to these more formalised games, a variety of games should be provided that develop not only skills but also understanding of such concepts as possession, teamwork, attack, defence and use of space. If allowed to experiment, the child will invent many games in which to apply developing skills and understanding. Playground games, co-operative games and games traditional to the school or locality should be considered when planning a programme for the school. Gaelic games should be given particular consideration as part of the games programme. Invasion games, net games, striking and fielding games, target games and shared court games provide a range ofopportunities for the development of skills and understanding. ‘Smallsided’ or mini versions of these games encourage maximum participation. A balanced programme of such games ensures that the child experiences a wide variety of activities that provide enjoyment and challenge and that foster a lifelong interest. Developing the child’s understanding and appreciation of physical activities This curriculum places an emphasis on the development of the child’s understanding and appreciation of physical activities through the strand units ‘Understanding and appreciation’. This is an important aspect of the child’s development as a participant in physical activities and as a spectator or member of an audience. In a games situation, for instance, it may involve the development of the child’s ability to identify or apply appropriate tactics. During an outdoor activities lesson it may involve the discussion of options available when undertaking an orienteering task. The unit also contains suggestions on extending the child’s knowledge of the rules of games or of opportunities for involvement in physical activities locally. The content of the strand unit is designed to be developed as the strands are explored rather than forming lessons in itself. Physical education and sport Physical education and sport, although closely linked, are not synonymous. Sport is formalised physical activity involving competition or challenges against oneself, others or the environment, with an emphasis on winning. It begins in play and develops through games and challenges. The focus in the physical education curriculum is on the child’s holistic development, stressing personal and social development, physical growth, and motor development. Goal-setting, within the curriculum, focuses on individual improvement and not on winning or being the best. The place of competition in the physical education programme Since children mature at different rates, programmes should reflect the great differences often evident within a single age group. Where the children can adapt and find their own level of activity in spontaneous and co-operative play, the different levels of maturity may have no serious consequences. In the competitive situation, however, children are sometimes grouped with little regard for discrepancies of size and strength, the size of the playing area, the length of the game or the equipment used. Unless competition is de-emphasised, those who compare less favourably will always be at risk of withdrawal and are likely to become inactive adults. Also, gifted or physically stronger children who survive on a menu of competitive sports may have no substitute when, in later years, success in sports is harder to achieve and therefore the desire to participate may diminish. However, competition is not incompatible with the holistic development of the child if the opportunities presented are such that the child is progressing towards the achievement of his/her potential. It is in the primary school years that the movements and skills necessary for progressing to formalised sport are acquired. During this time also the child learns to officiate at games and to develop respect for opponents, officials, rules and spectators. A balanced approach to competition can make a significant contribution to the child’s development while at the same time providing fun, enjoyment and satisfaction. Extracurricular activity Schools provide opportunities within the physical education programme for children to participate in sport. In addition, many schools provide further opportunities within an extracurricular programme, including preparation for inter-school competitions. Extracurricular activity, organised and/or implemented by teachers or parents in a voluntary capacity, should be linked where possible to the physical education programme. Such time, effort and expertise is an extremely valuable contribution to the social and physical development of children. It can provide children with fun and enjoyment as well as opportunities to strengthen the relationship with teachers, parents and other children. The extracurricular programme, therefore, that involves the implementation of competitive activities, should always reflect the aims and objectives of the physical education curriculum. Promoting gender equity through physical education In the planning of the physical education curriculum consideration should be given, on an equitable basis, to the needs and interests of both girls and boys, helping to build positive attitudes towards all activities.

Volleyball in the Games Strand (Infants) Games Sending, receiving and travelling Creating and playing games Understanding and appreciation of games Strand unit: Sending, receiving and travelling The child should be enabled to Ball handling * begin to develop ball-handling skills rolling a ball to a partner or at a large target throwing a beanbag or ball under-arm into the air throwing under-arm and over-arm at a large target catching by cradling (scooping) Kicking * begin to develop kicking skills kicking a ball to a partner along the ground using the inside and the instep of the foot controlling a ball with the foot by trapping or stopping it dribbling a ball with the foot and trapping or stopping it Carrying and striking * begin to develop carrying and striking skills carrying a beanbag on different body parts (e.g. palm of hand, back of hand, head) carrying a beanbag on a small bat while moving slowly or quickly tossing the beanbag on a small bat or the hand while stationary, using forehand or backhand alternating tossing and carrying a beanbag on a small bat or the hand bouncing a ball on a racquet while stationary striking a softball along the ground with a bat and retrieving it striking a softball against a wall using the hand or bat. Strand unit: Creating and playing games The child should be enabled to * create and develop games in pairs rolling a ball at a target kicking a ball to a partner through a ‘goal’ * play simple playground games cat and mouse, keep the basket full, fox and geese, hot ball. Strand unit: Understanding and appreciation of games The child should be enabled to * talk about and develop movement skills relevant to games running, jumping, chasing and skipping * develop problem-solving and decision making strategies watching the flight of a ball through the air before receiving it inventing sequences of activities using a bat and ball, including low and high bounces, bouncing on the bat or off the ground * apply simple rules to games having three opportunities to throw a ball at a target before a partner takes a turn.

Volleyball in the Games Strand (1st & 2nd Class) Strand: Games Strand unit: Sending, receiving and travelling The child should be enabled to * practise skills previously experienced Ball handling * develop and practise ball-handling skills rolling or throwing a small ball at a target chest-passing from a stationary position using a large ball bounce-passing from a stationary position using a small or large ball throwing over-arm to a partner using a small ball receiving (catching) a pass at various heights Kicking * develop and practise kicking skills kicking a ball to a partner or at a target along the ground using the inside, instep and outside of the foot kicking a round or oval ball from the hands taking a step and kicking a round or oval ball from the hands controlling a ball with the inside and instep of the foot Carrying and striking * develop and practise carrying and striking skills striking a ball against a wall using the hand, allowing it to bounce once between each strike bouncing a ball against the ground while stationary or moving slowly, using the hand or a small bat with a short handle repeating the above at varying heights keeping the ball off the ground using body parts above the waist dribbling or striking a ball for accuracy along the ground using a hurley or hockey stick striking a ball through the air at a target using a hurley. Strand unit: Creating and playing games The child should be enabled to * create and develop games in pairs or small groups pig-in-the-middle passing games * play small-sided (mini) versions of games bench ball (a modified game of basketball) 3 v. 3 Gaelic football or soccer with modified rules ‘pair tennis’—no net necessary mini-rounders: using a simple bat, involving four players * play playground games chasing games, stuck-in-the-mud, frozen beanbag. Strand unit: Understanding and appreciation of games The child should be enabled to * discuss and develop control in movement skills relevant to games running, jumping, changing speed, stopping and starting * develop problem-solving and decisionmaking strategies inventing simple sequences: bouncing a ball three times off the ground and three times on a bat inventing a simple game with a partner using a target, bats and a ball displaying basic support play in 2 v. 1 and 3 v. 1 situations * develop an understanding of the use of space moving into space to receive a ball in 2 v. 1 situations * apply simple rules to small-sided games. Integration History: Myself and my family—Games in the past, Feasts and festivals in the past

Volleyball in the Games Strand (3rd & 4th Class) Strand: Games Strand unit: Sending, receiving and travelling The child should be enabled to * practise skills previously experienced Ball handling * develop and practise a range of ballhandling skills throwing and catching a large round or oval ball or a small ball while moving throwing at or into a small target (e.g. a basket, a net) bowling at a target (e.g. a bat, skittles, a goal) gathering a large oval or round ball or a small ball off the ground while moving Kicking * develop and practise a range of kicking skills picking up a stationary or moving ball into the hands, using the foot dribbling a ball around obstacles passing and shooting the ball at a target kicking a ball on the ground or through the air and moving into position to receive a pass kicking a ball through the air over a short distance to reach a partner, i.e. a kick pass Carrying and striking * develop and practise a range of carrying and striking skills from a stationary position, bouncing or striking a ball or shuttlecock on a racquet (forehand and backhand alternately) into the air without allowing it to touch the ground repeating the above while moving striking a ball over-arm against a wall using the hand dribbling a ball around obstacles using a hurley or hockey stick fisting a ball through the air to a partner, who catches and returns it using a bounce pass or an under-arm throw striking a ball using a racquet or bat to a partner, who returns it using an under-arm throw striking a ball using a racquet or bat to a partner, who strikes it back with the ball bouncing once between each strike. Strand unit: Creating and playing games The child should be enabled to * create and develop games with a partner or with a small group striking, kicking, throwing and catching games * play small-sided (mini) versions of games 5 v. 5 games of hockey or hurling with modified rules 4 v. 4 mini-rounders pair tennis or badminton using a net handball games mini-basketball, mini-netball 5 v. 5 mini-soccer, Gaelic football * play playground games prison ball, chasing games, tunnel ball. Strand unit: Understanding and appreciation of games The child should be enabled to * discuss and improve control in movement skills relevant to games running, jumping, changing speed, stopping and starting * develop an increased understanding of use of space moving to an open space away from an opponent and seeking a pass * develop problem-solving and decisionmaking strategies, and an understanding of the tactics and strategies for use in modified games situations displaying basic support play in 2 v. 1 and 3 v. 1 situations applying simple principles of defence and attack, including the development of basic contact and dispossession (tackling) skills displaying basic teamwork in mini-games * adapt rules to modify games and keep scores. Integration History: Local studies—Games and pastimes in the past

Volleyball in the Games Strand (5th & 6th Class) Strand: Games Strand unit: Sending, receiving and travelling The child should be enabled to * practise skills previously experienced Ball handling * develop further and extend ball-handling skills passing a round or oval ball to a partner while stationary or moving using a chest pass, overhead pass, bounce pass, spin pass, pop pass or sweep pass where appropriate moving to receive a ball Kicking * develop further and extend kicking skills kicking a ball on the ground or through the air under pressure from an oncoming player chipping a ball to a partner walking or jogging and toe-tapping (solo) with a ball taking a penalty kick drop-kicking a ball stepping and drop-kicking a ball controlling a ball in the air with inside of the foot volleying a ball with the foot taking steps and kicking the ball from the hands, i.e. punt-kick dribbling and changing the pathway taken by turning or twisting shooting at a small target Carrying and striking * develop further and extend carrying and striking skills volley-passing a ball (volleyball) volley-serving a ball (volleyball) practising the dig technique (volleyball) serving under-arm with a ball or shuttlecock striking a ball with a racquet without letting it bounce, i.e. volley bouncing or balancing a ball on a hurley while moving, i.e. ‘solo’ run striking a moving ball with a hurley jab-lifting a ball with a hurley stopping, controlling and striking a ball using a hockey stick striking a ball at a target using a hockey stick. Strand unit: Creating and playing games The child should be enabled to * create and develop games with a partner or with a small group bowling, striking, kicking, throwing and catching games * play small-sided (mini) versions of games 1 v. 1 games of handball 3 v. 3 games of mini-volleyball 5 v. 5 mini-rounders or 6 v. 6 cricket (kwik cricket) 4 v. 4 leprechaun or tip rugby mini-basketball or mini-netball 7 v. 7 mini-soccer, Gaelic football, hurling or mini-hockey * play playground games wheel relay, hunt the beanbag. Strand unit: Understanding and appreciation of games The child should be enabled to * discuss and improve control in movement skills relevant to games running, jumping, changing speed, stopping and starting, turning * develop an understanding of the use of space in mini-games moving forward and avoiding ‘crowding’ when in possession or attacking a goal or basket * develop an understanding of the tactics and strategies for use in mini-games applying principles of defence and attack including contact and dispossession (tackling) skills, evading and marking an opponent displaying basic teamwork in mini-games * adapt rules for use in mini-games and keep scores of games * develop the ability to officiate at games * avail of opportunities in the community to participate in games * begin to acquire an understanding of training to prepare for performance in games * become aware of games events and players locally, nationally and internationally. Integration History: Local studies—Games and pastimes in the past

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