3.064 Integration with Physical Education

(1)

3.064 Integration with Physical Education

1

PE can be an invaluable way of presenting information in a different way for those who learn best through kinaesthetic means. Additionally we strive to teach in an integrated way and physical education provides a wealth of opportunities for integration right across the curriculum. Below are just some of the ways that PE can be integrated with the other subjects that we teach in our school.

English: Oral language

 Describe the best technique for a particular activity.  Discuss how they might improve their performance.  Give positive feedback to others.

 Encourage team mates.  Explanation of rules of game.

 In class debate on whether or not Physical Education is important. Reading

 Warm up games can incorporate reading skills e.g. each person gets a card and must find their opposite/synonym/homonym/etc as quickly as possible.

 As part of orienteering, the children could be given written instructions to follow around the area.

 Treasure hunt with written clues. Writing

 Walk around the shape of the letter to learn letter formation.

 Warm up games/orienteering can incorporate reading skills e.g. a relay game where each person gets a letter and the team must decipher the word

 Write a procedural account of how to play a particular game – either a warm up game or a recognised sport.

 Write a narrative piece on the theme of sport.

 Write an interview they would conduct with a sports star.  Write a review of a sporting occasion they attended.

(2)

3.064 Integration with Physical Education

2

 Write a persuasive piece on the importance on rules in sports/whether we should have more (or less) PE per week/etc.

 Write a recount about a sporting occasion they were part of.

Gaeilge

 Is féidir le roinnt de na cluichí a imríonn na páistí cheana féin bheith i nGaeilge ó am go ham. Mar shampla Soilsí Tráchta (Traffic Lights), Glaoigh an Uimhir (Call the Number), Cén t-am é a mhac tire? (What time is it Mr Wolf?).

 Is féidir leis an múinteoir a lán Gaeilge a úsáid go neamhfhoirmiúl i rith ceachta Corpoideachais. Mar shampla – ‘linigí suas anseo’, ‘tusa uimhir a haon’, ‘an bhfuil sibh reidh?’, ‘ar aghaidh libh’, ‘fan soicind’, ‘stop anseo’, ‘seo duit’, ‘maith thú’, ‘thar cionn’, ‘go hiontach’, ‘tá sé in am dul isteach’, srl.

 Is feidir leis na páistí Gaeilge a úsáid i rith an cheachta freisin – go háirithe nuair a bhíonn siad ag misniú a gcairde m.s. ‘Maith thú!’ ‘Go maith!’ ‘Go hiontach!’ srl.

Maths

 Count how many times they can throw and catch a ball.  Measure distances to run using a trundle wheel.

 Measure distances between hurdles.  Time how long an activity takes.

 Work out how much of an improvement they made on their previous record.  Use positional language – above/below/behind etc.

 Describe the shapes the PE equipment is (2D and 3D).  Explore symmetry in gymnastics or dance.

 Divide the class into teams of 3/4/5/6. If there are 24 children what is the best way to make sure the teams are even?

 What the score if a goal is worth 3/4/5/6 points?  Data projects around sports themes.

(3)

3.064 Integration with Physical Education

3

History

 Games in the past.  Traditional dance.  Historic sportspeople.

 Walks to local sites of historical interest. Geography

 Walks around local community to examine human or natural environment.  Use compass directions during warm up games.

 Examine a local issue that relates to provision for physical activity i.e. availability of cycle lanes.

 Games from other cultures.

 Examine the country that your favorite sportsperson is from.  Use positional language – above/below/behind etc.

 Use a map in orienteering.

 Discuss how to look after the environment when walking in the local environment.

Science

 Discuss how exercise is necessary to keep the human body healthy.

 Examine the effect that physical activity has on bodily processes i.e. breathing/heartbeat.

 Walks into the local environment to examine plant and animal life, local habitats or other areas of scientific interest.

 Identify materials that are good for clothes worn during physical activity.

 Investigate the forces of friction and floating and sinking as they relate to running and swimming respectively.

(4)

3.064 Integration with Physical Education

4

 PE lessons can be delivered in role. This is particularly appropriate for co-operative games part of the Outdoor and Adventure strand.

 PE warm up games can be used as a warm up for a drama lesson.  Dramas on a sports theme.

Music

 Walk/jog/march in time to the music to develop sense of pulse.  Respond to music through creative dance.

 Learn traditional dances that accompany a certain piece of music.  Singing movement games (e.g. Bluebell Railway, I Sent a Letter) Visual Art

 Drawing/painting/clay work/fabric and fibre/construction/prints based around a sporting theme.

 Drawing/painting/clay work/fabric and fibre/construction/prints based on a walk the class completed together.

 Drawing/painting/clay work of an athlete running/jumping/throwing/etc.

 Drawing/painting/clay work/fabric and fibre/construction/prints inspired by a dance they have learned.

Social, Personal and Health Education

 Discuss on the importance of exercise for a healthy body.  Co-operate with others on their team.

 Encourage others on their team.

 Respect everyone and treat them kindly regardless of ability.

 Discuss how to keep safe during PE lessons (both on and off campus).  Make good decision during team game play.

 Resolving conflicts that arise in games.

 Success in the PE lesson can help to build self-confidence for the academically weak child.

(5)

3.064 Integration with Physical Education

5

Learn Together

 Respect and be kind to each other regardless of any differences.  Make good decision during team game play.

 Learn the importance of playing fair.

 Dances associated with particular faiths e.g. Jewish Hora.