INTRO TO PE (5)

CONSIDERATIONS FOR PLANNING

TEACHING MODELS

• TGFU
• Co-operative learning
• TPSR
• Sports Education

TGFU

TGFU is a student & game centred approach to teaching with strong ties to 'constructivist' and 'situated' learning theory.

CONSTRUCTIVIST:

SITUATED:

TGfU uses games to develop tactical and strategic thinking as well as skill development. Differs from the traditional focus of isolated drills and technique training.

WHY THE CHANGE?

BENEFITS OF TGFU

• ^ game time = ^ motivation
• Greater application to the 'real' game
• Possible transfer of tactics between games
• ^ thinking/ problem solving skills

TRADITIONAL MODEL VS TGFU

As a teacher aim to develop an approach that focuses on problems faced in a game. Then...'guide' the students to find the solutions.

WHICH ONE OF MOSSTON'S STYLES DOES THIS RELATE TO?

CLASSIFYING GAMES

Some games share key characteristics determined by their rules and tactics: 1:INVASION, 2:NET/WALL, 3:STRIKING/FIELDING, 4: TARGET

NET/WALL
players score by hitting an object into a court space so that the opposition cannot hit it back within the allowed bounces

INVASION
Teams score when they move an object into the opposing teams zone and successfully attack their goal/target area.

STRIKING/FIELDING
Players on the batting team strike an object and attempt to run between points before the fielding team can return it

TARGET
Players score when their object lands closest to the predetermined target

Highlighting the relationships & similarities between games will increase students tactical understanding and decision making skills.

This is what separates the PE teacher from the coach (Thorpe, 1989).

Can you classify these sports:
Archery, Rugby, Basketball, Tennis, volleyball, netball, hockey, football, cricket, softball, golf, pool, waterpolo

Identify at least 2 common concepts (from each category) required for a successful performance in the game

P43 HANDOUT

STEPS TO THE TGFU MODEL

• GAME play the game (modified)
• GAME APPRECIATION learn rules
• TACTICAL AWARENESS solve probs
• DECISION MAKING practice in game
• SKILL EXECUTION contextual

6. PERFORMANCE play game again and assess performance for improvement

MODIFYING GAMES FOR GUIDED DISCOVERY

• Think about:
• Rule modifications
• Playing area modifications
• Equipment modifications
• Scaffolding

SCAFFOLDING

• Few rules > many rules
• 1 opponent > more than 1
• 1 team mate > more than 1
• Ample decision time > reduce reaction time

VOLLEYBALL

http://m.youtube.com/watch?v=8yiZlXZ9rd4

Video break

FINISHED SETTING UP?

QUESTIONING/CHALLENGES

• Avoid being overly directive
• Challenge the player to experiment
• Consider there may be more than one correct answer
• Practise open ended questions
• Consider transfer of learning (other sports)

FREEZE! Allows time for questioning, challenges, modifications

TACTICAL QUESTIONING EG'S

• How can you make your opponent go to the left?
• Is the long shot worth the risk?
• How can you give yourself time to get in position?
• Where are the best spaces to receive the ball?
• Should you evade the opponent or pass the ball?

3 TYPES OF QUESTIONS

• TIME: when will you?
• SPACE: where is?
• RISK: which option?

PICK A SPORT

A USEFUL RESOURCE