Effective teaching integrates knowledge of the learner, knowledge of the content to be learned, and knowledge of the process of learning, to create an optimal experience for the young person. To better understand the learner, you will explore the interaction of biological, psychological, and sociological factors that change as children grow and mature. To more fully understand the content to be learned, you will study the diverse disciplines and competition structure within the sport of athletics. To better understand the learning process, you will apply research and theory from the domain of motor learning to guide your design and delivery of lessons. Effective analysis of human movement draws upon both an understanding the sport and an understanding the learner, and is a prerequisite for planning and evaluating an intervention. Consequently, you will gain an understanding of how forces act on joints and how joint structure influences movement, to develop effective skills in qualitative biomechanical analysis. In so doing, the module will further develop your ability to apply technological knowledge to sport.

Characteristics of skilled performance; the difference between skill and ability; classification of movement; relating to planes, axes and levers; applications of the laws of motion with examples from athletics; qualitative biomechanical analysis; economy of movement; stages of learning; motor learning theories; effective practice design. Content relating physical activity, exercise and sport and the determinants of these behaviours in children and adolescents, stages of development and their implications for teachers, models of behaviour change, intervention design and issues pertaining to dropout as children age and mature will be explored. Athletics within post primary school lessons, particularly in the context of the Sport Education curriculum model; planning for mixed ability; the logistics of running a school athletics event; fundamentals of running, jumping and throwing progressing to basic, event specific technique in traditional track & field athletics events (e.g. sprints, hurdles, long jump, high jump, shot, discus etc.). Applying knowledge of Motor Learning, Psychosocial Development and Biomechanics to enhance teaching of athletic activities.

On successful completion of this module, students will be able to: • Demonstrate how an individual learner's biological, psychological and social development shapes the design and delivery of teaching. • Explain how a child's biological, psychological and social development can influence their engagement in, or avoidance of, physical activity and demonstrate an understanding of evidence-based interventions to promote an active lifestyle. • Apply an understanding of the mechanics underpinning effective performance in the evaluation of athletic performances. • Explain the fundamental techniques of athletics (running, jumping and throwing), and discuss how these concepts can be introduced to students in a post-primary physical education setting. • Justify teaching practice (e.g., setting appropriate tasks; provision of feedback) in light of core principles of motor learning.

On successful completion of this module, students will be able to: • Value the importance of biomechanics, motor learning and psychosocial factors in enhancing teacher performance • Display their appreciation of the different levels of ability in a typical group of individuals (e.g., a typical PE class) by appropriately modifying activities to create an inclusive experience for individuals of all levels of ability and phases of learning.

On successful completion of this module, students will be able to: • Participate in various activities and experience concepts of athletics associated with junior cycle and senior cycle physical education. • Identify and correct basic technical faults within athletics in a logical and progressive manner, using digital technology where appropriate, with reference to the biomechanical demands of athletics and core principles of motor learning. • Develop the skills to create evidence-informed interventions tailored to their pupils needs, abilities and phases of learning in order to encourage participation in physical activity.

Pedagogical Approach: A mixture of lead lectures, athletics practicals, and tutorials and labs focused on developing understanding of the underpinning scientific disciplines as applied within the athletics practicals. Sport education curriculum model will be used in athletics labs as the pedagogical approach to teach the athletics content. As research suggests, all students will learn about the curriculum model, its main features and instructional aspects, through their lived teaching and learning experience. Recent Development or Research Findings in the Subject: Students will be required to support their practical approach with reference to recent research integrating the fields of psychology, biomechanics and motor learning with physical education. Examples of such research include: Kok, M., Komen, A., van Capelleveen, L., & van der Kamp, J. (2020). The effects of self-controlled feedback on motor learning and self-efficacy in a Physical Education setting: An exploratory study on the shot put. Physical Education and Sport Pedagogy, 25(1), 49-66. Potdevin, F., Vors, O., Huchez, A., Lamour, M., Davids, K., & Schnitzler, C. (2018). How can video feedback be used in physical education to support novice learning in gymnastics? Effects on motor learning, self-assessments and motivation. Physical Education and Sport Pedagogy, 23(6), 559-574. Likewise, case studies applying the Sport Education curriculum model to athletics will be utilised to support students' engagement with this model: Hastie, P. A., Calderón, A., Rolim, R. J., & Guarino, A. J. (2013). The development of skill and knowledge during a sport education season of track and field athletics. Research Quarterly for Exercise And Sport, 84(3), 336-344. O'Neil, K., & Krause, J. M. (2016). The sport education model: A track and field unit application. Journal of Physical Education, Recreation & Dance, 87(9), 14-20. • The LCPE specification has been consulted for this module. From this, the module aligns with Stand 1 - Towards Optimum Performance, which "focuses on the complex interrelationship between performance in physical activity and the range of factors that shape that performance." (LCPE, 2017, pg. 18). • The Céim Standards for Initial Teacher Education relating to 'Professional Skills and Practice' were utilised in the design of the module. Specifically, students "analytical, critical thinking, problem solving, reflection and evaluation skills" (Teaching Council, 2020, p.23) will be developed through the core content areas of the module and assessment tasks.