Physical Education

Introduction

To develop BDSians with the knowledge, skills and attitude to maintain a lifelong active and healthy lifestyle through effective Physical Education Programmes.

The Physical Education Programme is an integral component of BDSians’ balanced and holistic education.

Student Outcomes

To inculcate in our students - life-long values, skills and competencies to lead themselves and others; towards living an active, healthy and fulfilling life.  

(i)    Self-awareness and self-management skills to achieve personal well-being physically, emotionally and mentally; 

 (ii)   Social awareness, interpersonal and leadership skills to build maintain positive relationships and lead others; 

 (iii)  Skills and knowledge of sports and the outdoors to lead themselves and others towards living a healthy and balanced life.

Approach & Pedagogy

Our PE/LLP key strategy is to use the experiential learning approach to develop students’ psychomotor, cognitive and affective domains. Students go through a cycle of experiences, observation, reflection, and application in real-world situations through PE, sports and outdoors to help them internalise the skills and values. The use of authentic and learning experiences is accompanied with a strong emphasis on the 3 components of reflection (i.e analysis, critical thinking and decision making) to build on experiences that will help students to inculcate these lifelong habits.   

The department also takes direction from MOE’s new PE syllabus and adopts a differentiated instruction to meet our students learning needs via the Games Concept Approach and Sports Education Model where students take up active roles while learning and playing the games. Cooperative Learning and Working in Teams is the emphasis in facilitating the Outdoor modules.

Assessment Criteria

With our key focus on character development, the guiding philosophy of SPEARS curriculum is to inculcate and infuse positive physical participation through learning and assessment of variety of sports and games. The assessment framework is based the three to four games they learn per year and they are tested on Sports Skills Performance (rubrics), Knowledge of the Games (theory questions), Behavioural Conduct (rubrics) and include NAPFA scores.

At Sec 4 and 5 levels; the guiding philosophy of SPEARS plays a key role as it enhances our student’s learning through ownership of Electives. Having acquired the various skills, the students are given a number of options to select a sport for specialization.

Scoring & Grading System:

• Physical Fitness = 30 points (actual score in NAPFA)

• Physical Skills = Practical : 30 points (total score x 3) = Theory : 20 points (total score x 2) 

• Behaviour Domain = 20 points (total score x 2)

• The Grading Table: total score is 100 and the score is converted into grades;

    With effect from 2005; Grades A & B will entitle students LEAPS CCA points under CCA-Others / Other Special Events / Participation – Intra-School Activities / Intra School – Inter Group Games.

Objectives of PE Assessment

• To equip students with skills and games concepts necessary to perform a variety of physical activities through structured PE programme with progressive two levels of teaching-learning of 6 chosen Sports under Physical Activities. (PA)

• To engage students in effective teaching and learning of physical education and attain the desired fitness level to pass NAPFA. (PHF)

• To develop in students - skills and competencies to lead themselves and others towards living an active and healthy lifestyle. 

• To develop self and social awareness for students to build and maintain positive relationships to achieve personal well-being and effectiveness. (OE & PA)

Scheme of Work

Our BDS Physical Education: The emphasis in PE teaching is not only based on the mere acquisition of skills, but also to one where pupils are able to develop character and to transfer their learning from one situation to another. PE teachers’ teaching methodology should be progressive to skill & knowledge development, focuses particularly on the development of games concepts;

To teach progressive sports skills for effective life-long learning outcomes.

·         Lower Secondary: Acquisition of basic skills (Hand – Eye Coordination)
·         Upper Secondary; Acquisition & applications of concepts, tactics, strategies.
·         Both levels: Basic knowledge of FITT of exercise concepts

Development of PE Student-Leaders

We also have our PE process in student-leadership development. We appoint a student as PE Class Leader to assist the teacher in facilitating the following duties;

1.    Inspire classmates in the organisation of intra/interclass games/Sports Friday

2.    Lead the class to conduct dynamic warm-up 

3.    Ensure punctuality and report to PE teacher on class attendance

4.    Appoint students for the collection and returning of PE equipment

5.    Disseminate information and performing administrative tasks (e.g. collect and return student valuables)