A new curriculum model for second-level physical education: Y-PATH PE4Me

Figures & data

Table 1. Junior Cycle Physical Education syllabi in Ireland.

Focus (‘Aim’)	Core areas (or ‘Strands’)	Hours of student engagement (including assessment)
Junior Cycle Physical Education syllabus (Department of Education and Skills, 2003)
‘to contribute to the preparation of the student for a life of autonomous wellbeing’ Identifies the role that PE plays in developing ‘pathways for physical activity participation, on a day-to-day basis and in the future’	adventure activities aquatics athletics dance invasion games net and fielding games gymnastics health-related activity	Recommended 120 minutes/week class time Syllabus recommends mix of formal assessment by PE teacher at end of year, along with informal observation, peer (skill based) assessments, and self-assessment.
NCCA PE Short Course exemplar (NCCA, 2016)
‘develop students as knowledgeable, skilful and creative participants who are confident and competent to perform in a range of activities safely’ ‘build student’s appreciation of the importance of health-enhancing and inclusive physical activity and a commitment to it now, and in the future’	physical activity for health and wellbeing games individual and team challenges dance and gymnastics	∼100 hours of student engagement (approximately 80 minutes class time per week over two years) Some assessment approaches advocated in JCPE still relevant (e.g. peer, self, teacher observation), but with move to Assessment for Learning. Students are given choice over the completion of a large summative assessment task (Classroom-Based Assessment), with a focus on key features of quality.

Table A1. Y-PATH PE4Me active ingredients

Active Ingredient	Central components	Frequency and duration	Learning Focus	Additional detail
Y-PATH PE4Me principles – consistent central focus	Underpinned with wellbeing focus, whole school based approach, student centred, PE teacher lead, parent and guardian outreach	Integrated across the entire 3 years of Junior Cycle under Wellbeing (age 12–15 years typically.)	Learning opportunities contribute to the development of wellbeing indicators (Active, Responsible, Connected, Resilient, Respected and Aware) PA is for everyone, and all students need to find their own path for PA. Students shape PE learning along with their teachers. Choice is central to all PE classes, as it is to PA participation; students voice key in identifying variety of options. Focus on developing physical literacy, through continuously maintaining learning outcomes relating to health-related activity knowledge and understanding, developing positive attitudes, motivation, and self-efficacy for PA, mastering fundamental movement skills, and progressing (or maintaining) health related fitness. Fostering a motivational climate through a focus on strategies to support autonomous motivation through autonomy, competence and relatedness, is the basis for all PE lessons. Formative assessment central to lessons and units of work, self, peer and group, as well as teacher assessment. Ipsative predominantly, at least two formative tasks per unit, with continuous assessment in each lesson. PA for health is the role of the entire school community, with parental and guardian support also critical.	PE teacher leads the program, and recruits a core team beyond PE in the School, with the Wellbeing Coordinator also being a central figure. All of the active ingredients align with the indicators of the Wellbeing program at Junior Cycle (NCCA, 2017) Y-PATH PE4Me support materials (5 x whole school PA posters)^Ψ
PA for health and wellbeing*	Delivered by PE teachers Health related activity (HRA)^Ø, Health related fitness, Health related knowledge and understanding.	Six-week HRA focussed PE unit, at the start of each school year (in 1st, 2nd and 3rd year) at Junior Cycle (80 mins/week)	PA is fun, and is for everyone. PA is essential for maintaining a healthy body and mind. PA is central to wellbeing, and by developing across the six indicators of wellbeing we improve our capacities to be active, and by being active we can improve across many of the indicators of wellbeing It is possible for everyone to find a way to be active that they enjoy. Students’ bodies can move in a variety of ways. Mastering some basic movements helps students to participate in a broader variety of activities.	These units should be highly practical. Lessons approach learning through range of activities focussing on PE strand areas (games, athletics, dance, gymnastics, outdoor and adventure). Potential instructional models: Health-related physical activity/Personal and Social Responsibility/Inquiry 3 year groups × 6 week PE4Me units of learning are available to guide (with exemplar 60 minute lesson plans for each week)^Ψ
Games*	Delivered by PE teachers Invasion games^Ø Net games^Ø	At least one six-week unit (80 mins/week) in each of the three years. Depending on student preference, will often extend to a second unit in some years.	There are a range of team, pair and individual games that are fun, and can help students to stay physically active. Students need to build on basic fundamental movement skills to develop context-specific skills for the different sports. Students can learn to ‘spot and fix’ their own physical skills and those of others. Achievement and progress is marked against student’s own last record, not against others. Everyone has a role to play, and by working together, a team has the best chance of success. Identifying how games are played, and developing tactical strategies, allows students to implement their skills in the most effective way. Developing across the variety of health and performance related fitness components will help students to perform well, and also stay healthy.	Variety is critical here, advocate student choice as to games selected, but ensure variety across the years. Maintain 50% MVPA during lessons. Potential instructional models: Teaching Games for Understanding/Sport Education/Personal and Social Responsibility 12 × PE4Me HRA/FMS integration activity samples available^Ψ
Individual and team challenges*	Delivered by PE teacher Athletics^Ø Outdoor and adventure related activities^Ø	At least one six week unit (80 mins/week) in each of the three years. Depending on student preference, may extend to a second unit in some years.	Students can be physically active anywhere. Weather needn’t dictate activity, with right clothes students can still be active. Cooperation is central to success. If students stick with it and work together they will achieve. All types of PA benefit students’ health.	Preferences to use outdoor available spaces. Target 50% MVPA during lessons. Potential instructional models: Sport Education/Adventure Education 6 × PE4Me HRA/FMS integration activity samples available^Ψ
Aesthetic Physical Activities	Delivered by PE teacher Dance^Ø* and Gymnastics^Ø*	At least one six week unit (80 mins/week) in each of the three years. Depending on student preference, may extend to a second unit in some years.	Bodies can move in a range of creative ways, incorporating a variety of skills they already know. Students can develop new skills in how to move their bodies, different to what might normally be associated with ‘sport’. Movements can be sequenced into routines to create a performance. Dance and Gymnastics represent excellent ways to maintain healthy bodies through PA, and can be done individually, in pairs or in groups. A range of health and performance related fitness components are critical to Dance and Gymnastics performance. Improving students own abilities, and working well with others, are key parameters of success.	Target 50% MVPA in lessons. Student choice critical in all streams to ensuring motivation, and especially so in this stream. Potential instructional models: Sport Education/Personal and Social Responsibility 12 x PE4Me HRA/FMS integration activity samples available^Ψ
Pathways to PA	Promoted by PE teacher, and across whole school. Schools develop links with as many community sports partners as they can, and facilitate a clear pathway for the partner to the school, and for the students to the community sports partner	Continuous. For each content area delivered in PE, links are made for the students to accessing the PA or sport in the local community	It is essential that all students meet the intended MVPA targets, but there are a variety of ways to be active and achieve this. For activities that students enjoy, follow the pathway information provided by the school to try the activity in the community.	In Ireland, the ‘Local Sports Partnership’ coordinator (under Sport Ireland) for each locality is a key partner for schools, with much of the pathway information needed, and can help facilitate these links
Whole School	All teachers, and members of the school community are key role models for students, and play a central role in fostering and supporting wellbeing and a physical activity promoting climate.	Continuous across the three years of Junior Cycle	Wellbeing is a whole school endeavour, and within this helping young people develop lifelong capacities for being physically active is also a whole school endeavour Develop teachers knowledge and understanding around the importance of PA for their own and their students health. Teachers collectively develop their schools charter for PA. Teachers learn that PA is important across all aspects of life, and support this in the school across the curriculum subjects. Teachers develop and maintain cross curricular links between PE and other subjects, and vice versa. Teachers employ active classroom breaks across all curriculum subjects.	Teachers sign up to schools charter of strategies to individually, and collectively promote PA. Active role modelling encouraged. Teachers team building step challenges. Whole school teachers workshops lead by PE/wellbeing teachers. Y-PATH PE4Me support materials (presentation slides, charter poster, step challenge) available^Ψ
Parents and Guardians	Parents and guardians are acknowledged as central role models for their children, and key facilitators for developing and supporting PA and wellbeing at home and in the community.	Periodic. Information session at the start of the 1st year student experience, as part of school induction. Iterative contact through school newsletters, website, and social media feeds.	Develop the knowledge and understanding of parents/guardians around the importance of PA for their own and their children’s health and wellbeing. Parents develop strategies for how to support PA participation at home and in the community. PA becomes a clear, central and continuous part of the messaging that parents/guardians receive from the school.	Schools are encouraged to utilise the opportunities and bespoke strategies that may help to reach parents within their own context, acknowledging that it can often be difficult to reach parents/guardians. Y-PATH PE4Me support materials (presentation slides, sample newsletter content available) ^Ψ

^Ø Core strand of the JCPE curriculum.

*Strand of the Junior Cycle PE Short Course.

^Ψ Resources available by attending Y-PATH PE4Me CPD, at no cost to the school or individual teacher.

Department of Education and Skills. (2003). Junior cycle physical education (Issue February).

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National Council for Curriculum and Assessment. (2016). Short Course Physical Education: Specification for Junior Cycle (Issue June). www.ncca.ie

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