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Teaching PE – Other Curricular Models.  Also some older editions available in regular circulation  I have one extra text.

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Presentation on theme: "Teaching PE – Other Curricular Models.  Also some older editions available in regular circulation  I have one extra text."— Presentation transcript:

1 Teaching PE – Other Curricular Models

2  Also some older editions available in regular circulation  I have one extra text

3  PART A – OBJECTIVE QUESTIONS (50-55) Definitions Matching Fill in blanks  PART B – SITUATIONAL QUESTIONS (15-20)  PART C – SHORT ANSWER (45-50)

4  Sport Education  Health-related PE  Teaching Games for understanding (TGfU)

5  Designed to promote “authentic” sport experiences  Involves direct instruction, cooperative, and peer teaching  SIX key features....

6 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

7  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

8  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)

9  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

10  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

11  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

12  “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

13  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

14  Introduction & Warm-up  Type I activity (15 minutes)  Type II Activity (15 minutes)

15  Personal Best Day  Individual Day  Partner Day  Group Day

16  Listen and follow directions  Keep all body parts to yourself  Respect others  Be a good sport

17  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

18  Partner throw and catch (review)  One-hand catch (fingers up)  One-hand catch (fingers down)  Give and Go  Largely direct instruction & practice styles

19  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

20  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

21 #1. Game #2. Game Appreciation #3. Tactical Awareness #4. Making Appropriate Decisions #5. Skill Execution #6. Performance LEARNER

22 Game CategoryKey ComponentsExamples INVASIONInvade the opponent’s territory with the aim of scoring more points within a time period Basketball, ultimate, touch football, team handball, soccer NET & WALLThe aim is to send an object into the opponent’s court so that it cannot be returned Volleyball, tennis, pickleball, squash, badminton STRIKING/FIELDINGFielding and batting teams with the aim of scoring more runs than the opponent Softball, cricket TARGETPlace an object on or near a target to have the best possible score Golf, darts, archery, bocce, disc golf

23  Rules & Significance  How the game is played

24  Game-like scenarios develop understanding of offensive and defensive tactics that assist in gaining an advantage over opponents  Components: SPACE TIME FORCE RELATIONSHIPS

25  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

26  Participants begin to make appropriate decisions within the game context  They begin to understand the importance of skill and proper skill execution

27  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

28  Apply the previous steps through performance  The teacher plays a major role in providing feedback to the learner regarding skill execution

29  Similarity of tactics between games within each game category transfer to another game

30  Tactical Problem: creating space  Lesson Focus: half court singles  Objective: keep shuttle in play  Game – keep rally going as long as possible

31  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

32  Loose Ends  Course Review  Answer questions  Possible hints???

33  Please complete before you go!  Bubble sheet & comment sheet

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