This module introduces students to the creative aspects and aesthetic experience of movement in the form of gymnastics and dance. It focuses on teaching the fundamentals of body management, body form, precision, technique, rhythm, progressions and sequences with a view to building creative movement compositions. Learners will perform and microteach in inclusive peer group scenarios.

*A minimum of 75% attendance is advised for Teaching Council Approval for PE

1. Link aesthetic movement through the elements of travel, balance, weight transfer and rhythm in gymnastics and dance activities
2. Apply teaching cues for improving dance movement and gymnastic techniques
3. Choreograph and perform movement sequences in groups, pairs and individually in response to themes and other stimuli in gymnastics and dance
4. Observe the movement experience of others in terms of precision and aesthetic form
5. Teach a range of educational gymnastic activities using specific gymnastics apparatus and equipment with a focus on safety, inclusion and technique
6. Teach a range of inclusive dance forms including rhythmic activities and dances from a variety of traditions

This module explores physical activity and sport from a physical education and school setting perspective. It takes a pedagogical and student-centred approach and explores a broad range of physical activity options to meet the needs and motivations of all participants. It aims to equip learners with the confidence, knowledge and skills to deliver structured physical education lessons to all students, including those with sensory, intellectual or physical disabilities.

*A minimum of 75% attendance is advised for Teaching Council Approval for PE

1. Differentiate between physical education practice and sports coaching approaches in learner engagement and participation.
2. Engage with international research on physical education and t race the development of physical education in an Irish context
3. Apply the hierarchical levels of learning incorporated within the domains of learning in the design and planning stages of units of learning and physical education lesson s
4. Analyse curricul a r models in educ a tion and their application in a p hysical educ a tion setting
5. Cope and improvise with scant resources to deliver quality physical education experience s
6. D iscuss and d ebate both the social and physical barriers and benefits that people with disabilities experience in their participation in physical activity
7. Adapt teaching strategies, rules, equipment, rules and the environment to enable people with disabilities to participate in fully inclusive physical education lesson s

This module focuses on skills analysis, skills development and skills acquisition through a range of athletics disciplines and games types . It explores instructional models and teaching frameworks that focus on a child- centred and systematic approach to teaching and learning.

1. Plan and teach structured athletics training lessons, incorporating running, jumping and throwing disciplines
2. Analyse fundamental running, jumping and throwing skills and advise on methods for technique improvement
3. Incorporate skill progression Level 1 – 4 in athletics planning and teaching for run, throw and jumping disciplines
4. Plan and teach a range of structured field and netting games at an introductory level
5. Identify and utilise phases of game sense and skill acquisition in the development of knowledgeable and competent players
6. Introduce participants to a range of game types and associated skills through mini games and a tactics- to-skill acquisition approach
7. Develop transferable skills in group management, observation and evaluation that can be applied in a wider sport and physical activity setting, and in a broader social context.

This module explores experiential learning through aquatics and adventure activities. Whilst presenting the learners with a range of outdoor and aquatics based opportunities, the module probes the personal, social and physical development potential of these forms of physical activity. It also focuses on the risk elements (perceived or real) of participating in these kinds of activities, and the development of appropriate safety measures to deliver safe and enjoyable learning experiences.

*A minimum of 75% attendance is advised for Teaching Council Approval for PE

1. Engage in a range of outdoor adventure and aquatics activities with confidence and competence, commensurate with individual experience
2. Plan, organise, lead and review a variety of simple outdoor adventure activities in peer group teaching scenarios with an emphasis on inclusive orienteering and team challenges
3. Plan, organise, lead and review a variety of aquatics based activities in a swimming pool setting in peer group teaching scenarios
4. Utilise theoretical models and frameworks of adventure, outdoor learning and aquatics to inform the planning, organisation, teaching and reviewing phases of practice
5. Assess risk and integrate features of best practice and safety during all participatory activities
6. Recognise the potential of outdoor adventure and aquatics activities in the personal, social and physical development and growth of learners

Learners will develop an understanding of underpinning theories of performance analysis and technology used in sport. Students will develop the understanding of key performance indicators and gain knowledge on how to identify these through a range of sports. This module provides learners with an opportunity to develop computer software techniques and to apply notational and computer-based analysis skills through video feedback to assist the coaching process.

1. Explain the historical development of performance analysis in sport
2. Identify and explain relevant underpinning theories related to performance analysis
3. Identify key performance indicators related to sport and exercise performance
4. Demonstrate the ability to develop and employ appropriate notational systems for a range of sports
5. Analyse sporting performance using a variety of notational, video technological and computer-based methods within a range of sports
6. Demonstrate the ability to gather, process and interpret data and communicate findings in a clear and concise manner

The aim of this module is to introduce the learner to the concept of Strength and Conditioning. Learners will be provided with the knowledge, skills and practical experience required to plan, prescribe and implement strength and conditioning programming to aid the development of the health and skill related components of fitness and performance.

1. Describe the underpinning concepts and principles of strength and conditioning
2. Discuss the performance benefits of strength and conditioning for general and athletic populations
3. Safely administer appropriate assessments to determine individual needs
4. Identify specific considerations for participants from a variety of backgrounds and sports and select exercises that are safe and appropriate for the populations
5. Demonstrate skills necessary to plan, prescribe, supervise and adapt specific strength and conditioning programs for the improvement of performance outcome measures
6. Explain the effectiveness of the exercise training program on performance against specifi c criteria and deliver feedback
7. Discuss the use of various innovative technologies within strength and conditioning practice
8. Demonstrate appropriate professional behaviour s and competencies required by strength and conditioning practicioners