Physical Education (PE) in Milford N.S.

Introduction

Physical education provides children with learning opportunities through the medium of movement and contributes to their overall development by helping them to lead full, active and healthy lives^*. We are devising the physical education plan to ensure that there is a shared view of the school’s philosophy regarding physical education and that our pupils will benefit from a structured approach regarding content and methodologies. In Milford NS, we are committed to the holistic development of all pupils. In this regard, PE shares much with the other subjects of the curriculum. Children learn to relate to and communicate with each other and to develop self-esteem and confidence. They are encouraged to develop initiative, cooperation and leadership and to acquire positive attitudes towards physical activities. They are helped to make informed decisions concerning a healthy lifestyle. We hope to ensure that continuity is maintained between class levels and that unnecessary overlap is reduced. When implementing the PE programme we seek maximum participation by all children. Children develop skills and an understanding of the activities they are experiencing. Lessons are provided which are achievable to each child and are equally suitable for boys and girls. We endeavour to have a balance between contact and non-contact activities and to include both competitive and non-competitive aspects to them. Central to our programme is the importance of enjoyment and play in the physical education activities.

Vision and Aims

 (a) Vision

 In Milford NS, we see physical education as an integral component of our school and necessary in the development of all our pupils. We aim to aid the children in achieving their true potential in PE. We hope to give all pupils an opportunity to succeed regardless of ability, emphasising the participation, cooperation and enjoyment aspects of the programme. We envisage that it will be fun and will be enjoyed by all the members of the school community.

* lch 2, Curaclam na Bunscoile,1999

 (b) Aims

We endorse the aims of the Primary School Curriculum for PE

• To promote the physical, social, emotional and intellectual development of the child
• To develop positive personal qualities
• To help in the acquisition of an appropriate range of movement skills in a variety of contexts
• To promote understanding and knowledge of the various aspects of movement
• To develop an appreciation of movement and the use of the body as an instrument of expression and creativity
• To promote enjoyment of, and positive attitudes towards, physical activity and its contribution to lifelong health-related fitness, thus preparing the child for the active and purposeful use of leisure time.

The Broad objectives of the PE curriculum are detailed as follows

Social and personal development

• experience enjoyment and achievement through movement
• interact and co-operate sensitively with others, regardless of cultural or social background or special needs
• develop qualities of self-esteem, self-awareness, confidence, initiative and leadership through movement
• develop an understanding of fair play and team spirit through participation and competition
• develop positive attitudes towards participation in movement activities
• experience adventure and challenge

Physical and motor development

• develop strength, speed, endurance and flexibility through engaging in a wide variety of activities
• develop agility, alertness, control, balance and co-ordination through movement
• develop personal competence in the athletic skills of running, jumping and throwing
• perform dances with confidence and competence, including simple folk and Irish dances
• develop personal competence in a range of gymnastic movements
• develop personal competence in the games skills of sending, receiving and travelling using a variety of equipment, and to apply these skills in games situations
• apply the skills needed to live and move with confidence in the environment • build water confidence near, in, on and under water
• develop personal competence in a variety of strokes and water agility

 Knowledge and understanding

• develop an understanding and general knowledge of movement activities and derive benefit as a participant and as a spectator
• develop an understanding of travel and weight-bearing as the basis of efficient body management and control, both on the floor and using apparatus
• experience and develop an understanding of the use of space, speed, effort, direction and level in the performance of actions
• develop an understanding of the appropriate basic rules, tactics and strategies of movement activities
• observe, discuss, analyse, interpret and enjoy the performance of movement
• gather, record and interpret information on achievement in movement activities
• be inventive, make decisions, solve problems and develop autonomy through movement activities
• participate in and develop a knowledge, understanding and appreciation of cultural activities through movement
• develop an appreciation of and respect for the environment through participation in activities outdoors

Creative and aesthetic development

• use the body as a means of expression and communication, using a range and variety of stimuli
• create and perform simple dances
• create and play simple games
• develop artistic and aesthetic understanding within and through movement
• 

Development of health-related fitness

• maintain and enhance health-related fitness through vigorous physical activity that helps to promote a healthy life-style
• understand and practise good hygiene and posture
• appreciate the benefits of relaxation and cope with challenges

Development of safety

• adopt safe practices in all physical activities.

Additional aims that relate to the context of Milford National School:

• To hold an annual “Fitness and Fun Day”.
• To participate in the annual Limerick City Primary Schools’ Sports in Plassey.
• To take full advantage of our proximity to the 50m pool in UL Arena by taking children from Senior Infants to Sixth Class to swimming lessons for two eight-week sessions annually. (including participation in PAWS programme)
• To enter the following Cumann na mBunscol Competitions each year:
  • u10, u11 and u13 boys’ football
  • u13 girls’ football
  • INTO Mini-Sevens
  • u10, u11  and u13 hurling
  • u13 camogie
• To participate in the Limerick City Girls’ Basketball League.
• To organise the annual Fitzpatrick Cup Competition.
• 

Curriculum Planning  (please ask at the office for full school plan)

Strands and Strand Units

The strands/strand units/content objectives for the relevant class level(s) are found on the following pages:

Refer to Curriculum (also available on www.ncca.ie )

• Infant classes pp. 16-23
• First and Second classes pp. 24-34
• Third and Fourth classes pp. 38-46
• Fifth and Sixth classes pp. 48-59
• Aquatics: Junior Infants-Sixth pp.62-64

See Appendix 2, “Curriculum Objectives”(pg.20) and Appendix 3,” PAWS Programme”(pg.70) for a comprehensive list of the content objectives and activities for each class in Milford NS.

Approaches and methodologies

When teaching PE, we strive to use a broad range of approaches and methodologies. We believe that there is a need to examine the teaching methods which will best enhance the achievement of  the objectives, taking factors such as the content and context of the lesson into account, as well as the needs of the child. We are likely to switch and mix approaches to suit the objectives of the unit of work or the lesson. As objectives vary within a lesson we will move between different teaching approaches or methods.

Selecting Appropriate Methodologies and Approaches

The teaching approaches which are particularly appropriate for teaching PE in Milford NS are:

 Direct teaching approach– The direct-teaching approach involves the teacher in telling or showing children what to do and in observing their progress. It entails the teacher making all, or most of, the decisions concerning the content of the lesson and the child responding to instructions. It is a useful approach if the objectives are concerned with performing folk dances, for instance. It allows for practice of skills within a games situation where the teacher decides on the nature of the practice and the time allocated to it or the number of repetitions. Direct teaching is appropriate too for use when organising activities, ensuring that safety practices are being applied and in the handling of PE equipment. Thus, it can feature as part of the teacher’s approach in a wide range of lessons.

Guided discovery approach – The guided-discovery strategy involves the teacher in designing a series of questions that will eventually lead to one or more appropriate answers and ultimately the discovery of a particular concept or ‘solution’. It is one of the approaches that offer children the opportunity to make decisions, solve problems or take initiative.

Integration– Physical education has many objectives which are developed by other subjects such as Gaeilge, English, art, music, mathematics and especially social, personal and health education. The development of these subjects can be enriched through a programme of physical education which is broad and balanced. Sa scoil seo, moltar an Ghaeilge a usáid go nádúrtha mar ghnáth-theanga chaidrimh na scoile. Is féidir í a labhairt nuair a bhíonn corp oideachas ar siúl.

In Milford NS we will use methods that encourage maximum participation by the child through group work:

Individual, pair, group and team play* – At infant level, most activities will be undertaken first by an individual child, and this can then be developed into partner work. Small groups may learn to work together. Providing opportunities for group work during first and second classes should enhance co-operation in preparation for the development of team play in a games situation, for instance. Team play is appropriate for children from third to sixth class, but team play should always suit the individual needs of the child. Small-sided games and mini versions of games with modified rules are most suitable. Larger groups of children can work together in dance and gymnastics lessons from third to sixth class, developing from initial work undertaken individually to work with a partner and work as a member of a small group.

Station teaching[1] – The use of ‘stations’ is appropriate in teaching games, gymnastics, outdoor and adventure activities, athletics or aquatics. This is a framework which allows maximum numbers of children to participate, providing opportunities for continuous practice for groups working on different tasks at the same time.

Using a play area divided into grids[2] – This method of organising a class lesson is useful for games teaching, especially for third to sixth classes. The size of the play area should be considered and how it can be divided most effectively to allow individual or pair practices, group work and small-sided games. The area is divided into grids, approximately 8 m by 8 m.

A PE lesson will keep to the following structure:

Warm Up

Main Activity

Individual, pair, group

Station teaching

Grids

Cool Down.

Teacher Guidelines, lch.51

Teacher Guidelines, lch. 51

Teacher Guidelines, lch. 53

Assessment and Record Keeping

The teachers in the school constantly assess in the PE lessons delivered as we identify progress and difficulties.

We will assess

• Willingness to participate in activities
• Readiness to engage with a certain activity
• Ability to ‘perform’ the given activity and the child’s skill level in the ‘performance’
• Interest and attitude to activity
• Willingness to cooperate in individual, pair and group activities

Our assessment tools are:

• Teacher observation
• Teacher-designed tasks.

Assessment is used to provide information on individual children, assist the teacher in planning a programme and facilitates communication with other teachers, parents and other professionals.

Assessment for learning to provide feedback to children, improve learning and inform practice

Assessment of learning which helps to identify the milestones children reach and the progress they make to report to parents, other teachers and the children themselves.

Assessment as learning involves teaching the children how to self assess and peer assess.

The assessment criteria used for each activity forms part of class and school planning.

Our school policy on record-keeping (in Plean Scoile) informs practice on:

What is recorded, the maintenance of school records and access to same.

The practice of sharing information with children/parents/colleagues

Children with Different Needs

• Teachers in Milford NS will endeavour to support and ensure the participation of children with special needs by planning to include all children in PE activities. This will mean we have to focus on the abilities of each child. We will refer to the Draft Guidelines for Teachers of Students with General Learning Difficulties produced by the NCCA.

POTENTIAL AREAS OF DIFFICULTY FOR STUDENTS WITH MILD GENERAL LEARNING DISABILITIES*

*Page 19, NCCA Draft Guidelines, Book 3 – for Teachers of Students with Mild General Learning Disabilities

We will also plan to include children who may have physical disabilities by planning to include them in all PE activities and by adapting the activities as necessary.

 General Adaptation Suggestions*

• Children with exceptional ability/talent for PE will be encouraged and supported by acknowledging their talents and creating additional challenges for these children in the strands of the PE curriculum they excel in. These challenges will be based on the activity being pursued by the rest of the class. In addition, the children will be encouraged to maximise their talent by forging links with local clubs (if links have not been established already) so the child(ren) can bring their talent to a higher level. The children with exceptional ability will also be encouraged to assist their classmates in achieving proficiency in the activities they are undertaking.
• Inactive/shy/self-conscious children will be encouraged to participate in all PE activities through the use of co-operative fun activities. We will also give encouragement and acknowledge good effort wherever possible. Our main aim is to set activities close to each child’s ability level but at the same time challenging them to improve their performance. Reasonable targets will be set for all children at individual, pair and small group levels.

Equality of Participation and Access

 In planning for PE we are going to pay attention to the following areas in order to promote gender equity throughout the physical education curriculum;

All children from senior infants to sixth class will partake in all six strands of the P.E. curriculum.        (junior infants do not go swimming)We will provide equal access for all children to physical education equipment and facilities and the use of the playground during breaks will be incorporated as an integral part of the school’s programme i.e. one particular group or class will not be allowed unlimited access to larger yard areas.

• When grouping children for physical education the school will endeavour not to group children solely on the basis of gender whenever possible.
• As a staff we will help children to build positive attitudes towards all activities.
• We will take into account the needs of girls and boys when promoting the health related fitness of children.
• We will enter both boys and girls teams in inter-school competitions and in competitions within Milford NS itself.

Due to the increased enrolment of children from other countries in Irish schools, it is vital to help these children integrate. P.E. provides great opportunities for this integration

The Dance strand of the curriculum will be used to introduce dances from other cultures in the area of folk dance. The children from other countries will also appreciate the folk dances which are an integral part of our Irish culture.

Large sporting events such as the Olympics and the World Cup will be used to look at the customs and sporting culture of some of the participating countries.

The customs of certain Islamic citizens may have to be taken into account when planning a unit of work in the aquatics strand ( keeping the body covered) – this will be done in dialogue with the parents of any child

Introduction of games from different countries i.e. boules, lacrosse to children in the school, yet at the same time acknowledging the special place that Gaelic Games hold in our culture. Gaelic Games will continue to receive  particular consideration as part of the Games programme in Milford NS.

Every child will have access to all PE activities provided by the school and lack of financial resources on behalf of the child will not hinder their participation.

In line with Department of Education and Science recommendations, it is the policy of Milford NS not to charge for in-school curricular activities. However, when organising the aquatics strand, this school is unable to meet the cost of running an adequate aquatics programme. As a result, the B.O.M. has given permission to charge a fee to each child. No child will be denied access to swimming lessons due to lack of financial resources and the School has made provision for such children to attend classes.

Linkage and Integration

(Refer to Curriculum p. 13, 18, 37, pp.45-47 Teacher Guidelines)Linkage and integration:

Linkage can take place within physical education in that many activities transcend strands and are of benefit to the child irrespective of the strands or subjects being covered. Within the content of the curriculum, footnotes below the strand units suggest where linkage and integration might take place in the PE class.

 Theme based activities will be used to support integration especially in the gymnastics strand where the language of movement can be developed in tandem with the practical activities under the theme of travelling. Further language development can take place under the theme of balance. Mathematical concepts in fifth and sixth class can be developed with the theme of symmetry and asymmetry in the PE class.

 Language:

The effective use of ICT will create opportunities for pupils to discuss and talk about their own and others’ performance in PE. In the Gymnastics strand, peer use of a digital camera will show children what they look like when holding a balance. This will enhance the possibility of the child achieving better quality movement in the future as they have a better image of what they need to do. The effective use of questioning from the teacher will develop the vocabulary associated with PE. Allowing the children to analyse their own performance will allow them understand and appreciate the activities of PE better and thus physically educate themselves in a more meaningful way – as opposed to something that just happens with time.

Organisational Planning:

 Timetable

In this school the infant classes will have two sessions of PE each week – each session thirty minutes duration. All other classes will have two half hour sessions except when the nature of the lessons dictates an hour per week.

Below is an example of the grid used for all classes.

The Outdoor and Adventure Activities and Athletics strands are done at a time when it is hoped the weather will be fine and will allow the PE lessons to be based outside. Also, the Outdoor and Adventure Strand is timetabled to take place in May-June because this is when we hold our annual Fitness and Fun Day. The Dance strand is timed to coincide with the annual Seachtain na Gaeilge festivities.

Code of Ethics

 Whenever coaches from a local or a national sporting organisation are invited into the school to work with the children as part of their PE class, they will be used to support the class teacher in the implementation of some of the PE curriculum strands in the school. They will not replace the class teacher and ultimate responsibility for the class lies with the class teacher. The class teacher will in turn support the coach on certain occasions when this will lead to maximum benefit for the children in the class. The IRFU and GAA regularly send coaches to share their expertise in Milford NS.Any coaches working in the school context will be expected to adhere to the Code of Ethics of Irish Sport, produced by the Irish Sports Council. ‘Adults interacting with children in sport (referred to as Sports Leaders in this Code) are in a position of trust and influence. They should always ensure that they treat children with integrity and respect and that the self-esteem of children is enhanced. All adult actions in sport should be guided by what is best for the child and carried out in the context of respectful and open relationships. Verbal, physical, emotional or sexual abuse of any kind or threat of such abuse is totally unacceptable within sport, as in society in general’

If there is a suspected case of child abuse in the class (even if it becomes apparent in the context of a PE class), all teachers will adhere to the Department of Education and Science Child Protection Guidelines to be used with the ‘Children First Guidelines’ produced for all personnel working with children.

After School Activities

To prepare for some school competitions, after school activities appropriate for the game in question might be organised by the school. All children of relevant age to the activities being offered will be invited to attend and improve their skill levels. These activities will adhere to the general principles of the PE curriculum of the school as follows:

• The importance of enjoyment and play
• Maximum participation by all children
• The development of skills and understanding
• A balance between competitive and non-competitive activities
• A balance between contact and non-contact activities
• Providing opportunities for achievement for each child
• Providing activities equally suitable for boys and girls.
• 

Fitzpatrick Cup 2015

After-School Competitions/Leagues/Games the school enters;

Limerick City Primary Schools’ Sports (May)

Cumann na mBunscol. (Gaelic Football- Autumn; Hurling- Spring/Summer)

I.N.T.O. Mini Sevens. (Spring)

Inter-school blitz.(Spring)

The Fitzpatrick Cup. (January+February)

Girls’ Basketball League. (Spring)

PE Equipment and ICT

Our school has a detailed inventory of equipment and resources available for PE. This list is compiled by the PE co-ordinator and is checked and updated at the beginning of each school year. This equipment is purchased from reliable school suppliers and conforms with the requirements and regulations laid down by the PE curriculum.

It is stored in the Equipment Room in the gym. Every teacher in Milford NS has been given a key to this store-room. The Equipment Room is kept locked at all times and is off limits to children unless accompanied by an adult. It is the responsibility of each class teacher to ensure that all equipment is returned to the room after each lesson. Any breakages have to be reported to the PE co-ordinator as soon as possible. The co-ordinator will inspect the room once a month. Each teacher will be given a copy of the equipment list and will be informed of any changes to it throughout the year.

The PE co-ordinator, in consultation with the Principal and the staff, will have the responsibility to purchase the PE equipment for the school and to apply for equipment from different organisations who give free equipment to schools (Buntús Packs available in Local Sports Partnerships in sixteen regions, Catch and Kick, FAI ,Tesco Tokens, etc..

The BOM, on the recommendation of the Principal (informed by the PE co-ordinator) will sanction a budget for updating of PE equipment annually – subject to funds being available. At present, there is no dedicated PE grant.

ICT (Refer to p. 101 Teacher Guidelines)

In order to further promote a PE rich environment, the school maintains a dedicated PE link on our school’s website where school events will be advertised. The use of the school’s digital camera is useful in recording PE activities, teams, events, activities, achievements, etc.. The display of these pictures on the website will give an opportunity to children to see themselves and others in action and will serve to highlight their activities and achievements.

The use of the digital camera as a diagnostic tool for the teacher is extremely valuable as children can view their own performances while still involved in a PE lesson. They can make immediate changes to the quality of their movements which in turn will enable them assess themselves in a more meaningful way. This is particularly true when investigating the theme of balance in the gymnastics strand.

All internet usage follows the strict guidelines laid down by the school in our Internet Usage Policy. This covers the use of appropriate software and the access to safe websites. Teachers will visit websites prior to children being referred to them and much of the websites will be visited by the teacher and shown to the children through a data projector.

Health and Safety

It is important to acknowledge from the beginning that while the following procedures will eliminate unnecessary hazards they cannot remove all risks due to the physical nature of the subject. When engaging children in PE all members of staff will ensure that the following safety aspects will be taken into consideration;

• All children have to wear suitable footwear and clothing during a PE lesson. Children will not be allowed wear any jewellery during a PE lesson.
• The equipment used will be suitable in size, weight and design to the age, strength and ability of the child and be of good quality and in good repair.
• Children will be taught how to lift and carry heavy PE  equipment safely ( e.g. mats and benches etc)
• In all PE lessons, children will warm up and cool down. This develops good practice and the children will return to class relaxed after activity.
• Should an accident occur in the PE lesson we will follow the procedures outlined for other accidents in our Health and Safety Policy.
• Running activities will not finish at a wall or pole.
• The whistle will be used as a safety mechanism in the school and when it is blown, children will be taught to freeze in their position. If the whistle is blown a second time (especially in Outdoor and Adventure Activities) all children must return to an agreed base.
• Best practice is safe practice and the teacher should ensure that the children understand that the rules and procedures are there for their safety.
• We will endeavour to have an appropriate surface for the activities in the PE lesson.
• Children will not be forced to do activities they are not physically or mentally ready for.

The First Aid Kit is kept in the Detention Room and is restocked regularly. Several portable kits are also available for when children are participating in PE outside of the school grounds, and these are stored in the Equipment Room in the Staff Room. The medical conditions of all children are detailed by their parents/guardians on the Parental Consent Forms. These are then transferred to a Medical Information File so  that  teachers have immediate access to information on any conditions and resulting procedures to be followed. Minor cuts and abrasions will be cleaned and treated using the First Aid Kit. Blunt-force injuries to the head and limbs will be treated with a cold-pack to reduce swelling whenever this is deemed appropriate. The parents/guardians of children involved in accidents will be contacted by telephone if necessary. In the case of serious injury (or suspected serious injury), children will be taken to Accident and Emergency for examination by a doctor. In dealing with injuries to children, any action taken by teachers will be the same as the actions that any prudent parent would take and will be in accordance with the Health and Safety Policy of Milford NS. After any incident where a child is hurt, an accident report will be filled out by the teacher in charge outlining what happened. This report will be kept on record in the school.

Parental Involvement

We will ask parents with recognised areas of expertise in the area of PE and/or Sport to support us in our efforts if their talents will be of benefit (eg. gymnastics, dance, etc..). We will ask all parents to support their children to participate in all strands of the PE curriculum. All parents will be issued with a PE and swimming timetable early in the academic year so that they can have tracksuits, runners and swimming gear organised for their children for their appointed PE days. We have a healthy eating policy in Milford NS and we depend heavily on the support and goodwill of parents to implement this policy effectively. We will encourage sporting endeavour and achievement, however the emphasis will be on participation and good sportsmanship, and not on “winning at all costs”. Parents of children representing Milford NS in the Cumann na mBunscol leagues will be asked to sign and endorse the Code of Conduct (see Appendix 2) which clearly spells out acceptable behaviours for players, spectators, supporters and parents when attending matches involving our school. In order to implement swimming lessons and to partake in school sport, we may need the assistance of parents in transporting children to events and helping with supervision. Parents are actively encouraged to attend the annual Limerick City Primary Schools Sports in Plassey to support our athletes. They are provided with a detailed timetable of events in advance of this competition so that they can time their arrival to coincide with their own child’s event if they wish. As with any curricular plan in the school, parents are welcome to inspect our PE Plan in the office at any time. A copy of the plan was presented to the Parents’ Council for their perusal in December 2009.

Community Links

We are very much aware of the school’s role in the community and we are also conscious of the fact that the expertise of people in the community is an invaluable resource to any school. We have very strong links with the local G.A.A, Soccer, Basketball, Athletics, Rugby and Swimming Clubs and they are only too willing to give their time and resources to help the school. We will also make reference to famous sports people from our community (Paul O’Connell, Peter Clohessy, Mike Mullins, Ciarán Carey, Keith Wood, Muiris Gavin, Michelle Aspell, Ger Hegarty, Davy Fitzgerald, Brian Finn, Joe Quaid, Brian Murray, Freddie Pucciarello and Gary Kirby, among others have all been visitors to our school) and invite suitable people into the school to talk to the children as long as the content is in keeping with the sentiments of the curriculum. If a local team has had a notable victory, they will be invited in to the school to share the victory with the children. Many past pupils (Brian Geary, Sinéad Fitzpatrick, Cormac Joyce-Power, Seán Cronin, Ger Collins, Rose Collins, John-Paul Stokes, David and Brian McCauley, Julian and Darren Bourke, Jodie Danaher) have returned to Milford NS on such occasions to thank their former coaches for all their help when they were starting out on their sporting careers! The local community has also been involved in fundraising for PE equipment for the school as well as ongoing fundraising for our school and community gym. From time to time, the University of Limerick make requests for groups of children or whole classes to participate in coaching sessions or micro-teaching with college students. We try to accommodate these requests whenever possible and we often provide the use of our gym to facilitate our UL neighbours.

Success Criteria

• The importance of enjoyment and play
• Maximum participation by all children
• The development of skills and understanding
• A balance between competitive and non-competitive activities
• A balance between contact and non-contact activities
• Providing opportunities for achievement for each child
• Providing activities equally suitable for boys and girls.

Appendix 1

 Useful PE Websites

General PE

• http://www.pecentral.org/lessonideas/pelessonplans.html

• http://www.scoilnet.ie/StudentsPrimary.aspx

• http://www.lessonplanspage.com/PE.htm

• http://www.primaryresources.co.uk/pe/pe.htm

• http://curriculum.qcda.gov.uk/key-stages-1-and-2/subjects/index.aspx                                    [UK curriculum + attainment targets]

• http://www.seomraranga.com/pe.htm#Resources                                                                     [links to several PE sites, including printable flashcards]

• http://www.pcsp.ie

• http://www.irishprimarype.com

• http//www.gameskidsplay.net

Basketball

• http://www.ksnusa.org/bkblinks.htm                                                                                           [links to a number of basketball  sites]

GAA – Skills

• http://www.gaa.ie/page/go_games.html                                                                                  [download Go Games Booklet – First Touch, Quick Touch, Smart Touch –  Football and Hurling]

• http://gamesdevelopment.gaa.ie/page/the_skills_of_hurling.html#hurlskill                      [hurling]

• http://www.iol.ie/~mfogarty/skills/skills.htm                                                                    [individual skill photographs, descriptions, and short video clips]