Session Objectives To investigate the relationship between Physical Education and Sport Education.To investigate the relationship between Physical Education and Sport Education. To explore methods and models of Teaching & Coaching young people.To explore methods and models of Teaching & Coaching young people. To emphasis the role of PLAY in Sport Education and Physical EducationTo emphasis the role of PLAY in Sport Education and Physical Education To debate good practice in working with Children & Young peopleTo debate good practice in working with Children & Young people

The Benefits of Play in Sport & Physical Education Increased Health and Well Being Increased physical activity opportunities *Opportunities to develop fundamental movement skills* Increased Personal and Social Development Opportunities to engage with peers in a safe environment Increased social interaction Increased Social Capital Promotion of active citizenship Respect and ownership of community spaces Enjoyment and Learning Increased opportunity to make and create, problem solve and work as part of a team EDUCATION PLAY SPORT EDUCATION PLAY SPORT

What is Fundamental Movement Skills (FMS)? Locomotor skills involve the body moving in any direction from one point to another. Locomotor skills include walking, running, dodging, jumping, hopping and skipping etc. Stability skills involve the body balancing either in one place (static) or while in motion (dynamic). Stability skills include landing, balance (static and dynamic) and rotation. Manipulative skills involve handling and controlling objects with the hand, the foot or an implement (stick, bat or racquet). Manipulative skills include throwing and catching, striking with the hands, feet and an implement (e.g. kicking, volleying, batting and dribbling). Learning through Play Works for all sports!

Some Good News The younger the child the closer are the goals of coaching and teaching.The younger the child the closer are the goals of coaching and teaching. Young people Learning to Move and Learning through Movement should be the common goals of both the Teacher & the Coach.Young people Learning to Move and Learning through Movement should be the common goals of both the Teacher & the Coach. FUNdamental Movement Education should be the Goal with the emphasis on Learning Should Be FUN as a SLOGAN.FUNdamental Movement Education should be the Goal with the emphasis on Learning Should Be FUN as a SLOGAN. Social INCLUSION should be centralSocial INCLUSION should be central

What teaching/coaching methods & what should be the emphasis?

What does the research say? 1.Coaching for games UNDERSTANDING (Thorpe & Speckman (2004) Small sided games emphasis learning through the game – experiencing the need for a technique before formally teaching & coaching it. (What might this mean for coaching in the GAA?)Small sided games emphasis learning through the game – experiencing the need for a technique before formally teaching & coaching it. (What might this mean for coaching in the GAA?) The opposite and more Traditional perspective would focus on technique development and then exploration in the game context.The opposite and more Traditional perspective would focus on technique development and then exploration in the game context.

The Coaching Process & possible inter phase of “understanding” and “technique” development Game Fundamentals (Developing Player Technical Ability) Tactical Fundamentals (Developing Player Tactical Awareness) Technical Practice Technique Practice Pressure Practice Functional Practice Phase of Play Small Sided Game Conditioned Game

We are strong in Performance Orientation but how many do we loose by early specialisation?

What about the Reform Curriculum in our schools I am aware that lots of coaches are now working in schools It offers a Common educational experience for all pupilsIt offers a Common educational experience for all pupils Where does Physical Education fit in the Reform Curriculum and how can we as coaches relate and complement this requirement.Where does Physical Education fit in the Reform Curriculum and how can we as coaches relate and complement this requirement. Lets look at the Curriculum Model for KS 1&2Lets look at the Curriculum Model for KS 1&2

The Northern Ireland Curriculum KS 1&2

Games teaching KS 1&2 in the N.Ireland Curriculum

How might this all come together Recognise that the learning needs of the child are paramountRecognise that the learning needs of the child are paramount The game should always adjust to the (Physiological, Psychological & Emotional) needs of the child and NEVER the other way round.The game should always adjust to the (Physiological, Psychological & Emotional) needs of the child and NEVER the other way round. As coaches of early learners we need to be as Inclusive as possible for as long as possibleAs coaches of early learners we need to be as Inclusive as possible for as long as possible What might a club/GB structure look like that embodies this ethic?What might a club/GB structure look like that embodies this ethic?

Multi Skills Club

Food for thought? “I see boys when they arrive at our academy and it seems obvious to me that despite being the best young footballers many of them are lacking in what I can only describe as basic athletic skills!” Sir Alex Ferguson, May 2003

Finally Thanks for the opportunity to share some of my views on what I consider to be the most important job in sport and that is nurturing our young people into sport.Thanks for the opportunity to share some of my views on what I consider to be the most important job in sport and that is nurturing our young people into sport. Debate and argument is essential in this area if we are to get it right.Debate and argument is essential in this area if we are to get it right. Your Work-Shop titles will I’m sure challenge you to test out some of what I have shared with you.Your Work-Shop titles will I’m sure challenge you to test out some of what I have shared with you. Tapadh leat ( Thank-you)Tapadh leat ( Thank-you)