1. Developing effective questioning in TGfU Phil Pearson Paul Webb Presentation for the 1st Asia Pacific Sport in Education Conference, Adelaide, 2008.

2. Overview Questioning and TGfU Sport Analysis (Pre-service teachers) Proformas

3. Questioning and TGfU The focus of TGfU is on the participant and problem solving Questioning skills and the ability to develop appropriate activities to allow the questions to be answered are critical to the success of TGfU (Light 2003)

4. Questioning and TGfU Questions can be divided into four types, depending on the cognitive activity involved. They are: Recall questions Convergent questions Divergent questions Value questions (Siedentop and Tannehill, 2000)

5. Recall questions: Those that require memory level answers eg. Where should your eyes be when you are dribbling the ball?

6. Convergent questions: Those that aid analysis and integration of previously learned material, requiring reasoning and problem solving eg. Why should you stay between your opponent and the basket?

7. Divergent questions: Those that require solutions to new situations through problem solving eg. What ways would you start a fast break off a steal?

8. Value questions: Those that require expressions of choice eg. How do you react?

9. Constructing questions: Technical (individual) Tactical/strategic Rules Psychological elements

10. Sport Analysis (pre-service teachers) Elements to be an effective player How elements were determined Categorising the elements Games for outcomes, small-sided and full-sided games to develop elements Questions to develop greater participant understanding

11. Proformas: 1. List the elements required to be an effective player in a port. Pick a sport from either invasion, striking/fielding, net/court or target games.

12. Proformas: 2. How did you determine which elements were needed to play the game effectively.

13. Proformas: 3. Place each of the elements into one of the four subsets of games listed below: Technical (Individual)Tactical/Strategic PsychologicalRules

14. Proformas: 4. List some games for outcomes, small-sided and full-sided games you could us to develop the elements in each or in a combination of the subsets: Games for Outcomes Small-sided Games Full-sided Games

15. Proformas: 5. Under each element, list some questions that would develop greater student understanding in the sport and the games developed by you: Technical (Individual)Tactical/Strategic What are the components of a good pass? eg, What options are available to the ball carrier? PsychologicalRules What are some of the aspects which you have to think about in a game? eg. If the ball is passed forward what is the ruling?

16. Conclusions: For questioning to be effective it needs to be planned and specific to the outcomes that the teacher/coach requires from the participants. The proformas that have been constructed have been beneficial in developing more effective questioning from beginning teachers/coaches.

17. Questions