“WILL WE PLAY GAMES TODAY?”

PRESENTATION FOR ELEMENTARY PE CLASS AT THE UNIVERSITY OF ARKANSAS

Teaching Upper Elementary PE

Activity #1

Think back of your time in PEThink of being in upper elementary / middle (Grade 4 and up)

Describe what a normal PE lesson would entailHow would the teacher begin?Describe a lesson from start to finish

Teaching and Learning of Game Play in PE

Why it is taught?(philosophical and historical perspectives)

Technical model (behaviorist)

TGfU model (constructivist)

Culture Factory/Product Model Progressive Education

Belief SystemDualism: separation of mind and body

Integration of Mind, Body and Spirit

Context Isolation; links with coaching and professional sports

Integration of school and community

Training Efficiency / military influence

Movement Education

Experience Specialism / Sport Integration and inclusivity

What is taught (Curriculum)

Technical model (behaviorist)

TGfU model (constructivist)

Purpose Acquisition of knowledge

Construction of meaning

Objective Defining what we know

Discovering what we don’t know and applying what we know

Outcome Performance Thinking and Decision Making

Game Frameworks Seasonal Activities Classification

How it is taught (Pedagogy)

Technical model (behaviorist)

TGfU model (constructivist)

Instruction Teacher Centered Student Centered

Strategy Part-Whole Whole-Part-Whole

Content Techniques Based Concepts Based

Context Teacher-student interaction

Multidimensional Interaction

Teacher Role Transmission of Information

Facilitation of problem solving

Learner Role Passive Learning Active Learning

Evaluation Mastery Demonstration of understanding and contributions to process

History of TGfU

Developed in the early 1980’s in UK. David Bunker and Rod Thorpe noticed that when

students left school they knew little about how to play games because they had to use their decision-making skills.

Students were also having difficulty transferring previously learned skills over to game situations.

This resulted from the focus on learning technical skills in physical education classes with little to no emphasis on strategy and game sense.

n 1982 Bunker and Thorpe introduced their model for teaching games.

The premise

Use only “modified” games (small sided games, 3 on 3, …)

Ask questions to build problem solving and critical thinking skills

Start with game tactics before skillsStudent Centered ApproachDevelopmentally Appropriate GamesMaximum Motto still stands!

Activity # 2

Categorize the following games

TGfU Classification of Games

Different games can be grouped together because they contain a similar structure. (Ellis, 1983)

Bunker and Thorpe (1982) categorized games of similar intents into the following headings: Invasion/TerritoryNet/WallStriking/Fielding Target

Defining the Games

Target – propel an object, with a high degree of accuracy, at a target.

Sriking/fielding or run scoring - strike a ball so it eludes defenders

Net/Wall – propelling an object into space so an opponent is unable to make a return.

Invasion or Territory – to invade an opponent’s territory to score.

Classification Of Games

TARGET Archery Bowling Croquet Curling Golf

STRIKING Baseball Cricket Kickball Rounders Softball

NET/WALL NET Badminton Danish- L.ball Pickleball Table-tennis Tennis Volleyball WALL Handball (court) Paddleball Racquetball Squash

TERRITORIAL Basketball Football Handball (team) Hockey: field, floor, ice Lacrosse Netball Rugby Soccer Ultimate Frisbee

Activity #3

For one appointed category, identify the

transferable skills and tactics (offense/defense)

between the sports/games

Original TGfU Model (1986)

Steps

1. Game. All students are able to play the game. Margaret Ellis (1986) outlined the benefits and means of “enabling” every child to participate, regardless of skill level, by modifying such things as rules, equipment, playing areas, and group size.

2. Game appreciation. Students learn to understand and respect the necessity of rules because they create, implement, and refine them.

3. Tactical awareness. Students come to know and understand the game through solving problems as they are presented in game situations.

4. Decision making. Students learn to make good decisions by practicing the elements of decision making. These elements include paying attention to relevant actions (selective attention), anticipating responses by opponents, and choosing appropriate skills (those that will implement the decision most effectively).

5. Skill execution. Students are motivated to learn skills because they are learned in context and practiced after the game is played. The skills then enhance game play performance and help students implement the chosen strategy.

6. Performance. The level of student performance increases as the cycle continues.

Activity #4

Asking Questions:Using the grid games,

play the game and come up with a tactical oriented

question

Questions that should be asked/answered while learning with the

TGfU Model

Skill and movement execution - "How do you ...?"

Tactical awareness - "What did you ...?" How can you…? When should you…? Where should you…?

Example: let’s think of a game ….

Pedagogical Principles

Sampling – Transferable skills/tactics.Game Representation – Creating

developmentally appropriate game-like situations to demonstrate how to use a certain skill in a game.

Simplification – Modifying games to enhance success rate

Exaggeration – Modifying games to teach certain concepts.

Modification - Increase or decrease the complexity of any game. All modification should be used to adjust the game play to meet the needs of the students

Tactical Complexity - This point demonstrates that there should be developmental progression of tactical solutions.

Homework

Think of a game/sportCreate a modified game for grade 5How is it representative to the real game? Think of a tactical focus in that gameThink of a skill one needs to be successful in the

gameThink of a simplification you can make to

enhance success rateThink of an exaggeration you can make to teach

the tactical conceptThink of 2 modifications to increase (1) and

decrease (1) the complexity of the game.