SENIOR CYCLE PHYSICAL EDUCATION

DRAFT SYLLABUS FRAMEWORK

Introduction

The syllabus is organised around the study of physical activity in terms of the student's past and current experience. The intention is to further examine physical activity in the context of the student's maturation into adulthood. It is accepted that various themes may emerge in the presentation of the elements of the syllabus. When the student obtains a deeper understanding of physical activity as it relates to all ages and appreciates its relationship to personal well being, then s/he will be in a position to attain the overall aims of physical education.

The syllabus seeks to retain and enhance the traditional participatory emphasis of the senior cycle. The inclusion of a theoretical component is seen as essential in the promotion of intelligent, reflective performance.

Areas of Study

The areas of study can be sub-divided into theoretical aspects and practical activities. The theoretical aspects comprise

1. Aesthetic and Artistic
2. Kinesiological
3. Psychosocial.

The practical areas of study are organised around a number of activity areas. These are:

1. Adventure Activities
2. Aquatics
3. Athletics
4. Dance
5. Games - Invasion
6. Games - Net and Fielding
7. Gymnastics
8. Health Related Activity

It is recommended that a two-year senior cycle course should be composed of six units of study. Of these, five units should be based in practical activity areas and one unit devoted to a theoretical area of study.

The range of activities chosen should comprise activities from four of the practical activity areas outlined above. The necessity to maintain a balance between breadth and depth is recognised in this, as in all, aspects of the syllabus. Accordingly, of the five practical activity units available, two should be allocated to a single activity (major practical option) and the other three should be devoted to three separate activities (minor practical options).

The element of discretion inherent in this structure is intended to allow for the variation in school circumstances. The school will make decisions relating to the activities to be included in the senior cycle course in the context of the prevailing circumstances and resources. In general, it is envisaged that all students in a given class group will follow the same course. The course may be summarised as follows

The content of the practical activities should provide progression from the junior cycle course. The content of the major practical option should be of sufficient depth to provide the student with a high level of practical ability and an in-depth knowledge and understanding of the activity.

In certain instances, a school may wish to offer an activity that is not included in the areas of study listed. Such an activity should be structured in a manner consistent with the format of those activities already accommodated in the syllabus.

The theoretical area of study should comprise one unit drawn from the theoretical aspects listed above. It is recommended that the teacher would cover one of the theoretical aspects in some depth, as this would provide for its coherent treatment to a reasonable depth. In the case where a school wishes to broaden the scope of the theoretical area of study, the contents of the other theoretical aspects, outlined later in the syllabus, will provide the teacher with some options as to content selection.