Physical Education in EFPS
Competent Movers, Confident Participants, Committed Advocates
Developing students’ motor and games skills and equip them with the knowledge, skills and attitudes to pursue and enjoy a physically active and healthy lifestyle.
Physical Education (PE) plays an important role in the physical growth and development of students. Through PE, students acquire the knowledge, skills, right attitudes and values towards the pursuit of a lifelong physically active and healthy lifestyle. It also provides an avenue for students to express themselves through movement and physical activity.
Physical activity is the cornerstone of the PE programme. The PE Department aims that the PE programme should be enjoyable and provide opportunities for students to develop a positive association with physical activity. Through PE, students are given the opportunity to participate in a variety of physical activities such as sports and games and acquire the concepts and skills that will enable them to participate in these sports and games both for leisure and competition.
In addition, PE provides a natural platform and valuable opportunities to develop self-management skills, social and co-operative skills, and build character. It serves to complement other educational areas in promoting the desired outcomes of education. In particular, PE helps to cultivate healthy habits, teamwork, resilience and resolve.
PROFILE OF A PHYSICALLY EDUCATED STUDENT
It is the vision that each student will be physically educated by the time he/she leaves school. To be a physically educated student, each child should:
- Understand the importance and benefits of physical activity;
- Enjoy and actively participate in a variety of physical activities;
- Demonstrate positive personal/social character traits such as fairplay, teamwork and sportsmanship in a variety of physical activities;
- Develop and maintain both health-related fitness: cardio-respiratory endurance, muscular strength, muscular endurance, flexibility and body composition; and performance-related fitness: agility, co-ordination and balance; and
- Play safely with respect to self and others.
Goals of Physical Education
The goals of physical education serve as a guide in the development of an individual who is able to demonstrate individually and with others the physical skills, practices and values to enjoy a lifetime of active, healthy living. Each of these goals is equally important and they interact with others in a well-planned programme that addresses the knowledge, skills and values desired for every student. The goals are:
Goal 1: Acquire a range of movement skills to participate in a variety of physical activities.
Goal 2: Understand and apply movement concepts, principles and strategies in a range of physical activities.
Goal 3: Demonstrate safe practices during physical and daily activities with respect to themselves, others and the environment.
Goal 4: Display positive personal and social behaviour across different experiences.
Goal 5: Acquire and maintain health-enhancing fitness through regular participation in physical activities.
Goal 6: Enjoy and value the benefits of living a physically active and healthy life.
E.D.G.E., The Learning Process
Experience: PE Department creates and designs opportunities for pupils to apply, practice and demonstrate knowledge and skills based on knowledge of learning modalities, style preferences and intelligences.
Develop: The pupils’ skills and knowledge are developed through effective selection and use of a variety of methods to make knowledge accessible to all pupils and the effective integration of a variety of resources and learning experiences into the curriculum. Music is also used to teach Dance Movement and also Fundamental Movement.
Grow: As the pupils develop their skills and knowledge, the PE Department creates platforms for the pupils to grow by consistently integrates the use of cognitive thinking skills such as critical thinking, problem-solving, divergent thinking, inquiry, and decision-making into instruction.
Empower: The PE Department then provides platforms for the pupils by empowering them to collaborate in large group and a small group, and also provides independent work activities for self-directed learning in PE.
Inspire pupils in cultivating a love for learning
EFPS PE Department has developed pupils’ PE outcomes, 4Cs (Curiosity, Connection, Collaboration, Confidence), in line with the 21st Century Competencies and the School’s Vision, Mission and School Values.
Such outcomes in pupils are made explicit in the PE Lesson Plans to better equip them with the competencies in the near future. The 4Cs are as follows:
Curiosity: It makes the pupils’ mind active, mind observant of new ideas, opens up new worlds and possibilities and it brings excitement into the pupils’ life. For every new module, pupils will be shown videos and resources to make them curious on the upcoming module that they will be undertaking. This information are also shared in their online portal, for a more self-directed learning to know more about the module that they will be learning.
Connection: The PE Department believes that pupils learn best when making connections between texts, experiences, and their overall learning. Children learn the skills they need to apply their learning, which essentially envelops making connections. One of the ways is integrating Health Education into Physical Education (PE). Learning in physical and health education is integrated so as to make connections between the various elements of the program such as active living, movement competence, healthy living, and life skills provide the foundation for health and physical literacy and for lifelong healthy, active living. Therefore, while teaching pupils sports and movement skills, PE Department incorporates impactful health and nutrition lessons into their PE lessons. This integration offers pupils a unique opportunity for kinesthetic learning – they learn about healthy, active living primarily through physical activity. In PE, pupils discover the joy of movement, learn about their bodies, and develop physical and cognitive skills that will contribute to their lifelong health and well-being.
Collaboration: Cooperation is a key part of relating to others and forging meaningful relationships. Through team building and collaboration, a child learns to respect others and to control his own immediate needs and impulses. In every lesson, PE Department encourages active pupil participation towards collaborative and self-directed learning. Pupils get to do individual work to pair work and finally in a group setting where they can peer coach, provide critiques and listen/respect to different perspectives and opinions.
Confidence: PE Department believes in building a confident person in every child. In lessons, pupils will be given platforms and opportunities to display skill acquisition or performances in Ed. Gym to partner or group. Through these opportunities, we hope that the child will learn to be adaptable and resilient, is discerning in judgment, thinks independently and critically, and communicates effectively with others.
Signature Programme 1
“Engaged Learning, Facilitative Teaching (ELFT) in Gymnastics.
In order to achieve an understanding of the totality of gymnastic movement and its learning outcomes, it is important for pupils to be engaged in the Gym lessons with PE teachers facilitating the lessons.
PE Department used the Facilitative Teaching principles through the EDGE learning process with the objectives of Engaged Learning and 4Cs as learning outcomes. Therefore, ELFT has provided the opportunity for PE teachers to redesign the Gym package to make the pupils more Curious, making Connection with what they have previously learnt, Collaborate with others and also to be Confident through routine performances. This redesign involves the EDGE Learning Process as stated below:
- Exploring and reviewing the different skills in Ed. Gym e.g. rolls, balances, locomotor movements (Connection).
- Teachers will show videos of past routine performances as a guide and motivate pupils (Curiosity).
- The use of visuals to map the Gymnastics routine (Curiosity).
- Plan as a group on how to plan routine based on respective members’ different skill levels (Collaboration).
- Trying out planned routine (Connection).
- Improve skills during the process (Connection) (Confidence) (Collaboration) (Curiosity).
- To improve routine as a whole whilst working in a group
- (Connection) (Confidence) (Collaboration) (Curiosity).
- Using video recording to capture performance and work on improvements
- (Connection) (Confidence) (Collaboration) (Curiosity).
- Seek feedbacks from other groups/teachers/individuals on current grade
and how to make improvements.
- (Connection) (Confidence) (Collaboration) (Curiosity).
Signature Programme 2
Dance in PE
Dance develops in students an understanding of rhythmic movement. It also enables students to express and communicate feelings and ideas through exploration, creation and performance. The focus is on the use of body as instrument of communication and self-expression, accompanied by various stimuli. Through a variety of learning experiences ranging from creative to other dance forms, the enjoyment and appreciation of the quality of movement can be achieved. Opportunities for involvement in and enjoyment of different dances can promote harmony and respect for cultural differences.
In determining objectives from the Learning Outcomes, the PE Department design movement activities to facilitate student learning in generally no more than two to three skills and concepts simultaneously for initial learning. For example, young children can generally learn to move in different ways in location/space, changing direction and at different time.
PE Teachers reinforce previously learnt concepts during
the introduction of other new concepts. For example, young children can
demonstrate a variety of locomotor movements reflecting a mastery of the
concepts of direction and time, while learning to incorporate the new concept
of pathway in their previous movements.
The PE department adopt the following strategies in PE.
1. Interactive Teaching
In this strategy, the instructional process is controlled by the teacher and the teacher decides the next steps based on the response from the students.
2. Station Teaching
Station teaching defines the arrangement of the learning environment where two or more tasks are going on simultaneously in different places. Sometimes, students rotate between the tasks which are designed by the teacher.
3. Peer Teaching
In peer teaching, the teacher’s instructional function is transferred to the student (peer teacher). These students are given the explicit responsibility to carry out instructional operations normally carried out by the teacher. They need to be trained to observe, analyse and provide feedback on their peers’ practice attempts. In this strategy, it is important for the teacher to communicate the responsibilities of the students.
4. Cooperative Learning
In cooperative learning, students are grouped for a learning task. Students are grouped heterogeneously based on the factors identified by the teacher, e.g., ability, gender, social needs, race, etc.
5. Self-instructional Strategies
In self-instructional strategies, the teacher assumes the role of a tutor or manager and not the traditional instructional role. Students become independent learners. All necessary resources are made available to the learner – progression of tasks, instructions for task Pedagogical Practices & Strategies
6. Cognitive strategies
Cognitive strategies refer to a group of teaching strategies that are designed to engage the learner cognitively in the content through the presentation of tasks. These usually involve some form of problem-solving process which engages the students’ thought processes. Cognitive strategies focus on the nature of the task presented and not on the organisation of the instruction.
This gallery aims to educate and motivate pupils in Athletics. We hope that through this Athletic Gallery, students will get to learn the fundamental movement skills incorporating the movement concepts so that they develop efficiency, effectiveness and versatility in their performance as they practice and transfer their skills across the one of the seven learning areas in the PE syllabus to become competent movers.
The gallery will include component which involves students to understand on the various parts of Running, Jumping and Throwing activities of Athletics that promote both personal striving and comparison. The gallery will also weave in the emphasis on the learning and demonstration of values like integrity, respect and resilience. At the end of the primary school, we hope that students make use of the experiences that they have gained through the active participation in physical activities and be motivated to lead an active and healthy lifestyle.
Visit by Singapore’s Sprint Legend
Singapore's Sprint Legend, Mr C Kunalan (affectionately know as Mr K) was at Edgefield Primary on Thursday, 7 Feb 2019 as part of an interaction & engagement session with our P5 Level as they read about him in the Stellar text "Late but not Last". Mr K will also officially open our Sports Gallery at Level 2. He had an interaction with School Leaders, PE HOD & Track & Field CCA Captains. Mr K also conducted a Track & Field Master Class for P5s in the hall and dialogue and interaction session with P5s & P6s students