Numeracy Development in PE (Wales)

“There is less emphasis on the development of numeracy and ICT skills within PE with the main ‘key skills’ that are embedded within the majority of lessons being communication & thinking skills” (p.3).

Last year, an ESTYN (2012) report into Physical Education highlighted how numeracy wasn’t always priority in Welsh schools. Reflecting on my own practice, I realised that I struggled to incorporate numeracy when teaching certain areas of PE. With ESTYN’s findings in mind, I wanted to find out how other PE teachers promote these skills in the hope of gaining some ideas.

A recent Masters level assignment gave me this opportunity and allowed me to focus my attention on ‘Numeracy’, looking at how and where teachers develop their pupils’ skills within PE. A focus group, consisting predominantly of PE teachers, spent around an hour sharing how they incorporate numeracy within the PE curriculum for Wales. Some of the results appeared quite obvious, for example, measuring distances in a shot-putt lesson, however, some stimulated thought and have highlighted areas that I previously wouldn't have realised numeracy could be incorporated.

The table below shows the results from the focus group in relation to areas of the KS3 curriculum for PE in Wales and the numeracy strands identified by the Welsh Government.

 

Dodgeball - the inclusive version

"Sir, why can't we play dodgeball every lesson? Look, everyone is smiling; everyone's out of breath and we're learning how to throw and stuff. It's well fun".

As we know, sport can be very cut-throat: there is a winner and a loser with not much in between. For some pupils, this can be very off-putting and completely turn them off sport. Although I agree that learning to lose it is an important skills, PE shouldn't create a negative image of sport and physical activity for young people. Instead, it should allow ALL pupils to enjoy being active and develop their physical literacy. With this in mind, I am always looking for ways to make existing games more inclusive.

Recently, during a contingency lesson, another teacher and I combined classes and had a traditional dodgeball tournament. I struggled to accept the fact that the weaker pupils, who evidently needed practise time to refine their skills, were often 'out' first and spent the majority of the game watching whilst their stronger peers, well, just got stronger. 

With this in mind, we modified the game to try and make it more inclusive. Below are the two most successful results:

1: Dodgeball/Benchball

• Layout: Regular court size with benches dictating the centre line. A bench is also placed on the back line of each side.
• Rules: Normal rules apply in relation to throwing and catching. 
• Adaptions: When somebody is 'out' instead of sitting down, they cross over to the opposite side and stand on the back bench. Their players can chose to either try to hit the opposing players (as normal) or they can feed the ball to you on the back bench. If you catch the ball (without stepping off the bench), you return to your side and continue playing.
• To improve tactical decision making, you can introduce a 'special ball' (different colour), which gets the whole team is back in the game if caught.
• Winning team: The team that has the most players on the court at the end of the time limit OR the team that has forced all of the other teams players onto the bench first. 

2: Continuous Dodgeball

• Layout: Two normal courts next to each other with benches separating the centre line and the side lines. Each area is numbered (1-4). Area 1 plays agains area 2; area 3 plays against area 4.
• Rules: Normal rules apply in relation to throwing and catching. 
• Adaptions: This version is more of an individual game based on a 'king of the court' system. All teams start at the same time. If a player is 'out' they move down to the next area. If a player gets somebody out they move up an area. If a player gets another player out when they are at the top (area 1) then they remain where they are and visa-versa. 
• Winners: A time limit dictates the end of the game. The players in area 1 when the whistle goes are the winners or kings of the court.
• The game relies heavily on fair play.

Welcome to Mr Kelly's Physical Education Blog.

 This page will be updated as often as possible with exciting activities and strategies used in my classroom so others can try them, critique them and hopefully provide me with feedback about how to make them better.