Teaching PE – Other Curricular Models

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PART A – OBJECTIVE QUESTIONS (50-55)

• Definitions

• Matching

• Fill in blanks

PART B – SITUATIONAL QUESTIONS (15-

20)

PART C – SHORT ANSWER (45-50)

Sport Education

Health-related PE

Teaching Games for understanding

(TGfU)

Designed to promote “authentic”

sport experiences

Involves direct instruction,

cooperative, and peer teaching

SIX key features....

1. Seasons – longer “unit”

2. Affiliation – members of teams

3. Formal Competition – practice & game

schedule

4. Culminating Event - championship

5. Record Keeping – feedback

6. Festivity – celebrates improvement, fair

play

Ongoing participation – each team member

has a role each day Developmentally appropriate games

matched to skill level of students with a goal

to improve individual & team performance Diverse roles – team player, coach, referee,

scorekeeper, statistician, publicity officer

Managerial routines• Home spaces• Timed competitions• Scorekeeper submits sheets to statistician

Duty Teams• E.g. 3 teams – 2 compete, 1 referees/keeps

score Peer Teaching - COACH Cooperative planning (e.g. Balancing teams) Conflict-resolution mechanisms (e.g. Fair

play points, red/yellow cards, RPS, board of review)

Students reached similar or higher levels of skill

All students had positive experiences Most believed their skills improved Most had fun! Teacher had more freedom to interact

with students (less instruction) Sport Education requires a lot of

planning on the part of the teacher

SPARK (Sports, Play, and Active Recreation for Kids)

Designed to reduce health risks in children by • Increasing activity during PE class• Facilitating regular engagement in PA

outside of school Focus is healthy lifestyles, motor

skills and movement knowledge, and social & personal skills

Early Childhood (ages 3-5)

Primary School (K-2, 3-6)

Middle School (grades 6-8)

High School (grades 9-12)

After School (ages 5-14)

Recommended sequence for CONTENT

“Each program is a complete package of

curricula, staff development, extensive

follow-up consultation, and equipment

(via our corporate sponsor, Sportime)”

Well supported in the research literature

TYPE I – Health-related fitness• Group fitness, jump rope, walking, jogging,

running, fitness circuits, parachute play, aerobic games, dance & rhythms, cooperative games

TYPE II – Skill-related fitness• Soccer, basketball, ultimate, track & field,

field games, volleyball, softball, hockey, gymnastics, handball

Introduction & Warm-up

Type I activity (15 minutes)

Type II Activity (15 minutes)

Personal Best Day

Individual Day

Partner Day

Group Day

Listen and follow directions

Keep all body parts to yourself

Respect others

Be a good sport

Warm-up – 1 song (free jumping) Flat Rope jump Double side swing Single side swing Double side swing jump Single side swing jump Double bounce forward Single bounce forward Hot peppers Challenges

Partner throw and catch (review)

One-hand catch (fingers up)

One-hand catch (fingers down)

Give and Go

Largely direct instruction & practice styles

Traditional Model:• Teacher-centred approach

• Skills Drills Game

• The HOW is taught first, then the WHY

TGfU model:• Game Tactical Awareness Decision-making

Skills Performance

• The WHY is taught before the HOW

More emphasis on guided discovery and

student-centred approaches Teachers introduce a modified or simplified

version of the formal game Using guided discovery questions that allow

students to experience and understand

strategies, tactics, and skills (problem

solve) Students then realize the need for skills

LEARNERLEARNER

Game Category Key Components Examples

INVASION Invade the opponent’s territory with the aim of scoring more points within a time period

Basketball, ultimate, touch football, team handball, soccer

NET & WALL The aim is to send an object into the opponent’s court so that it cannot be returned

Volleyball, tennis, pickleball, squash, badminton

STRIKING/FIELDING Fielding and batting teams with the aim of scoring more runs than the opponent

Softball, cricket

TARGET Place an object on or near a target to have the best possible score

Golf, darts, archery, bocce, disc golf

Rules & Significance

How the game is played

Game-like scenarios develop understanding

of offensive and defensive tactics that assist

in gaining an advantage over opponents Components:

• SPACE

• TIME

• FORCE

• RELATIONSHIPS

SPACE• Where an object should be placed in the play area

• Where a player should go in the play area

TIME• When to execute a skill within a game

• When to create time to play a shot

FORCE• How much and where to apply force on an object for height,

directional control, and distance

RELATIONSHIPS• Self - gaining an advantage over opponent in relation to other

tactical components

• Other – gaining a tactical advantage in relation to what the other

player is doing

Participants begin to make

appropriate decisions within the

game context

They begin to understand the

importance of skill and proper skill

execution

The game play provides a context for

developing and refining skills

Students are more dedicated to skill

development because they now

understand why they need the skill

Apply the previous steps through

performance

The teacher plays a major role in

providing feedback to the learner

regarding skill execution

Similarity of tactics between games

within each game category transfer

to another game

Tactical Problem: creating space

Lesson Focus: half court singles

Objective: keep shuttle in play

Game – keep rally going as long as

possible

Questions:• How do you score a point in badminton?• How can you stop your opponent from

scoring?• Is it easier to do this with overhead or

underhand shots? Practice Task – half court singles

• Keep a rally going as long as possible using only overhead shots

Game – half court singles

Loose Ends

Course Review

Answer questions

Possible hints???

Please complete before you go!

Bubble sheet & comment sheet