1. 1 Review for Unit Plan Content Analysis Behaviourial Objectives Models

2. 2 RESEARCH ON TEACHER DEVELOPMENT

3. 3 Reading for unit and final Metzler (2005) Scan Chapter 3 – Knowledge Areas READ Chapter 6 – Planning (Web assignment) Chapter 7 – Assessing student learning – Model and you unit? Chapters 8 – 15? Chapter 14 – Tactical Games Model

4. 4 Curriculum Model Bunker, B., & Thorpe, R. (1986). The curriculum model. In R. Thorpe, Bunker, D., & Almond, L (Ed.), Rethinking games teaching (pp. 7-10). Loughborough: University of Technology, Loughborough.

5. 5 Metzler (p. 405) Step 5 begins to combine tactical knowledge with skill execution, again in game-like situations.

6. 6 Thorpe, Bunker & Almond (1986) 5. SKILL EXECUTION. In the model skill execution is used to describe the actual production of the required movement as envisaged by the teacher and seen in the context of the learner and recognising the learners limitations. It should be seen as separate from "performance" (see 6 below) and may include some qualitative aspect of both the mechanical efficiency of the movement and its relevance to the particular game situation…Skill execution is thus always seen in the context of the learner and the game.

7. Basic Task Model In pairs, number one lead, number two follow - run around the space avoiding other runners

8. 8 What do you refine? On-the-ball skills Off-the-ball movements Understanding - What to do with the object Understanding - What players do when the object is not under their control What is the assumption when your say REFINE?

9. 9 What is good? What would you refine?

10. Creating as Task Progression i.Clear diagram with game name. ii.Aim based on game category iii.Three basic rules to start game iv.Tactical Awareness to make game play v.Types of movements to create situations to perform on-the- ball skills. Critical on-the-ball skills. vi.Task progression from simple to complex – extending to game and allowing movements and skills to be learned. vii. Refinements – Cues to effectively do the skill in a context. viii. With-in-task modifications to include diversity (simplifications & extensions)

11. 11 Application Game Game Play Progression  Play to co-operate  Play to compete  Play to win

12. 12 Content Analysis

13. 13 What is content in a games unit? On-the-ball skills Off-the-ball movements –Offensive plays –Defensive plays Conceptual understanding of how to play the game Ideas in Metzler book and Griffin et. Al 1997 texts?

14. 14 Grade 7 class, co-ed. – On Games website – Tactical link

15. 15

16. 16 Games framework for tennis see PE461 and PE117 courses

17. 17 Over-arm serve Dropshot Volley forehand and backhand Doubles play in full court Approach shot Passing shot Lob and Smash Footwork to set-up Recovery facing the court Quick movement to cover target area Split-step between shots

18. 18 Key Ideas Scope for age and ability you define –Entry ability to general description of Games start, Game finish –Content Analysis Assessment to support learning –Connect to exit ability Metzler, M. (2000). Instructional models for physical education. Boston: Allyn and Bacon. Chapter 5

19. 19 Objectives Sense of what you will achieve in your unit based on sport and BC IRP. –Psychomotor –Social/affective –Cognitive Try to write objectives as behaviour, criteria and situation.

20. 20 Example from grade 8 Rugby Entry ability: In simple 2 on 1 game. Students are able to change direction as needed Students are able to understand the concept of marking an opponent Students are able to run, dodge and stop effectively Students are able to show a target and receive a pass of a round ball Students are able to display movement while retaining a ball (i.e. running) Students are able to work with others cooperatively in a game environment Students show an understanding of the value of physical activity Exit ability (Outcomes): In a 7 on 7 rugby game The students will be regularly complete a rugby pass (i.e. spin, pop, flat) The students will be consistently support team-mates when in possession of the ball The students will be able to defend as a team (line of defence) The students will be able to cover an opponent in defence to help a team-mate The students will be able to evade a defender when in possession of the ball (i.e. fake) The students when playing will restart play (i.e. scrum, lineout, penalty) without instruction from the teacher.

21. 21 Responding to the research Based on the student you did a case study upon write in your final reflection how that student experienced your lessons. Did the student’s behaviour in your lessons show a change and/or learning development from your initial observation?

22. 22 Bring to class Mon Nov 14 Based on teaching experience draft up Scope for age and ability your students –Entry ability Games start, Game finish –Develop a chart for Content Analysis –Headings, progression Sequence of games/events for unit

23. 23 Affective and Social?? Personal and social responsibility in BC IRP (See website Service Link) Possible places to develop this area –Management and Organization ideas –Assessment strategies Reference Metzler, M. (2002). Instructional models for physical education. Boston: Allyn and Bacon. Chapters 2 and 5

24. 24 Skill development Skills in phases Images of skills Potential task cards for teaching styles such as reciprocal and inclusion (Mosston and Ashworth 2002, Metzler 2005 - Peer teaching Ch 12)

25. 25 Rationale Unit introduction that explains why doing what you plan to do. Support for ideas – references (Metzler, Griffin, Hopper, Bunker and Thorpe etc), course and personal experience Analytical – makes sense based on how you have presented the unit.

26. 26 Marking 1.Progression: The content of the unit should show a progression of tactical and skill components that reflect the age group and ability of students taught. 35 or 32% 2.Understanding: Each aspect of the unit should be presented so that other student teachers and teachers can understand it. Unit components are explained and justified. 30 or 28% 3.Appropriateness: The unit should present material appropriately for the activity and students, and in a form that can be used by other teachers. 15% 4.Referencing: Materials should be referenced so that acknowledgement is given to original sources. 10% 5.Technology: Technology has been used effectively to organize & display the material. Professional, links work, images inserted correctly and easy to access information. 12 or 15%

27. 27 Assigning jobs and getting it done… Fill out contract and hand a copy into me. Criteria: Weighting dependant on form of UNIT plan selected - will equal 100%. 1.Progression: The content of the unit should show a progression of tactical and skill components that reflect the age group and ability of students taught. 35 to 32% 2.Understanding: Each aspect of the unit should be presented so that other teachers can understand it and make connections to professional literature. 30 to 28% 3.Appropriateness: The unit should present material appropriately for the activity and students, and in a form that can be used by other teachers. 15% 4.Referencing: Materials should be referenced to build on recognized knowledge and so that acknowledgement is given to original sources. 10% 5.Technology: Technology has been used effectively to organize & display the material. Professional, links work, images inserted and easy to access information.

28. 28 Management – words of wisdom Management is not a problem to be avoided, it is the critical evidence of a successful learning experience. 1.Do not take misbehavior personally. 2.If you do not increase it you do not own it. 3.Separate the behaviour from the student 4.Avoid creating a stage 5.Management is all about building relationships RESPECT

29. 29 Recent story – Sept 27 Students were slow to come in when I called them…often they would chat to each other seemingly ignoring me. My sponsor teacher was observing a class and when he saw this happening, he told me that I need to gain more classroom control and make them run a lap or around the goal posts if they do not hurry in. He wanted to see this in action, so I tried it while he was watching (when they were slow to come in the next time) and after that they began running in. I hate to use exercise as a punishment, but I'm not sure of any other strategies to use--any ideas?

30. 30 Oct 6 I tried the hustling exercise last class (making them run back out to where they were and then hustling in when the whistle is blown) and it worked! I had to do it twice, but I felt much better about making them do that instead of running around the goal posts. It makes complete sense now when I think about it, but I was stumped on how else to deal with the situation until you replied with your suggestion…My supervisor came to observe my class today and everything went very well and he seemed pleased and so was I-- hooray!!

31. 31 1 – Teaching Strategies Metzler (2005) Chapter 4 2 – Effective Teaching Skills Metzler (2005), Chapter 5

32. 32 Management and Organization Board: Effective Routines Equipment Start, leave and end Strip rules Grouping Discipline process Injury/Non-participant plan

33. 33 CHAPTER 8 Direct Instruction Teacher as Instructional Leader

34. 34 CHAPTER 9 Personalized System for Instruction Students Progress as Fast as They Can or as Slowly as They Need

35. 35 CHAPTER 10 Cooperative Learning Students Learning With, By, and For Each Other

36. 36 CHAPTER 11 Sport Education Learning to Become Competent, Literate, and Enthusiastic Sportspersons

37. 37 CHAPTER 12 Peer Teaching I Teach You, Then You Teach Me

38. 38 CHAPTER 13 Inquiry Teaching Learner as Problem Solver

39. 39 CHAPTER 14 Tactical Games Teaching Games for Understanding

40. 40 CHAPTER 15 Teaching for Personal and Social Responsibility Integration, Transfer, Empowerment, and Teacher-Student Relationships

41. 41 Models of Instruction Personal and Social Inquiry Peer Sport Co-operative

42. 42 Models of Instruction Tactical Direct Inquiry PeerSport Co- operative Personalized Instruction