tgfu workshop - shape 2016
TRANSCRIPT
Universiti Putra Malaysia
Workshop…
Workshop…
My
Story
…
Ahmad Rodzli bin Hashim [PulseRate ’85]
Jabatan Pendidikan Jasmani Kesihatan IPG Kampus Batu Lintang
013 844 3044
Teaching experience – 1978, 1989, 1991
Primary, Secondary, Tertiary….. Primary
Workshop…
1. Theory
2. Practical
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Rujukan : http://www.sistemguruonline.my/2016/11/analisis-upsr-2016-pencapaian-seluruh.html
Bilangan Calon 6A GPN : 2.96
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SPM…
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Workshop… In
trod
uct
ion
David Bunker and Rod Thorpe (1982) Loughborough University (UK)
- concept of teaching kids games by playing games
- to tap into children’s inherent desire to play.
Why…?
1. Involvement in PE classes
2. Lack of game knowledge
3. Teaching approach in teaching games
Workshop… In
trod
uct
ion
–
Elem
ents
in
TG
fU
Activity Appreciation: trying out a version of the activity in a small-group
Tactical Awareness: developing understanding of common elements of games & tactics needed for success
Decision-Making: learning & practising making decisions – in action, in response to different situations
Application of Skills: Identifying and practising the skills needed to improve play
Performance: putting it all together, applying the skills, decision-making and tactics in game situations
Workshop… In
trod
uct
ion
6 Basic TGfU Butler et al. (2008)
1. Teach games through games.
2. Break games into their simplest format – then increase complexity.
3. Participants are intelligent performers in games.
4. Every learner is important and is involved.
5. Participants need to know the subject matter.
6. Need to match participants’ skill and challenge.
Workshop… In
trod
uct
ion
Game Sense Play Practice PlaySport Sport for All [disable] Modified Sport Tactical Game Approach Play with Purpose TOPS
Workshop…
Why TGfU…
• encourage a holistic approach to the teaching of games
• develop critical thinking and problem solving
• develop deep knowledge and understanding of the game
• promote high levels of participation and enjoyment for participants
• promote player centred learning and relevance of skills and tactics
• cater for varying abilities
• foster efficiency in aspects of implementation
(Webb, Pearson & McKeen, 2005).
Workshop… G
am
es C
ate
gori
es
propels an object,
preferably with a high degree of
accuracy, at a target
Target
strikes an object so it is placed away
from defenders in
the field
Striking/ Fielding
propels an object into
space trying to make it difficult for an opponent
to return it
Net/ Wall
invade an opponent's territory to
score
Invasion
1. Exposing to primary rules, fundamental skills, and tactical problems associated with each category
2. Literate in a variety of games, activities and sports and develop an understanding and competency of the skills and tactics associated with playing sports.
Workshop… G
am
es C
ate
gori
es Target
• Archery, Bowls, Bocce, bowling, Curling, Golf, Billard, Pool
Striking/ Fielding
• Baseball, Softball, Cricket, Rounders
Net/ Wall
• Badminton, Tennis, Table Tennis, Volleyball, Squash
Invasion
• Soccer, Hockey, Handball, Netball, Basketball, Water Polo
Workshop… Ta
rget
Gam
es • To send an object away & make contact with specific,
stationary target in fewer attempts than the opponent Game Intent
• Sending away
• Drive, release, deliver
Concepts and skills
• Same skills required for all players
• No interaction Player Roles
• Shared playing area; player take turns; variations from golf course to sheet Playing Area
• Hitting a target
• Bull eyes, jack, buttons, hole, pocket, pins, skittles
Offensive Strategies
• No defensive strategies in individual games
• Tea games – obstacles prevent own target from being hit
Defensive Strategies
Workshop… S
trik
ing G
am
es • To place the ball away from fielders in order to
run the bases & score more runs then the opponents
Game Intent
•Placement of the ball, decision making, covering bases, base running
•Striking, sprinting, sliding, moving sideways, throwing…
Concepts and skills
• Variation in roles for defensive team
• Picher, bowler, catcher Player Roles
• Area is shared; offensive team has designated track to run; running track varies Playing Area
• Fielding positions; forcing play; holding runners from stealing; staying on offensive; keeping turn for as long as possible
Offensive Strategies
• Stealing; leading; tagging up; quick an accurate receiving and sending skills
Defensive Strategies
Workshop… N
et/
Wall
Gam
es • To send the ball back to the opponent so that
the opponent is unable to return it or forced to make an error.
Game Intent
• Spatial awareness, positioning , trajectory, depth, angles
• Throwing, catching, running, serving and receiving, hitting, strokes,
Concepts and skills
• All players require same skills as they rotate positions Player Roles
• Area is divided by a net; opposing players are separated / wall in the same area of playing Playing Area
• Placing ball farthest away from player(s); near to boundary lines; moving to volley at the net; intercepting; spike
Offensive Strategies
• Returning object and keeping it in bounds; anticipating where opponents will return object
Defensive Strategies
Workshop… I
nva
sion
Gam
es • To invade the opponent’s defending area to
score a goal and protecting own goal. Game Intent
• Keeping possession, invasion, defending
• Passing dodging, footwork, running
Concepts and skills
• Designated goalkeeper, defensive & offensive role of player Player Roles
• Area shared by all players; rectangular; outdoor and indoor Playing Area
• Keeping possession; moving ball to specified area; rapid changing – offensive to defensive
Offensive Strategies
• Intercepting ball before goes over the line or into the goal
Defensive Strategies
Workshop… TG
fU M
od
el [1
988
]
Student Learners
1. Game Form
2. Game Appreciation
3. Tactical Awareness
4. Decision Making
5. Skill Execution
6. Performance
Workshop…
Effective Questioning
The use of a questioning protocol (Griffin & Butler 2005) • What is going wrong?,
• Where does the problem occur?
• When does the problem occur?,
• Why does the problem occur?,
• Who owns the problem?,
• How can it be fixed?
Mitchell, Oslin and Griffin (2006) reinforce that the
quality of your questions is critical and these questions should be an integral part of
your planning.
what? where? when? why? with whom? how?
They propose that questions fall into 3 categories:
1. Time : ‘When is the best time to?’
2. Space : ‘Where is or where can?’
3. Risk : ‘Which choice is safest and which is most risky?’
Workshop…
Questioning &
TGfU
Types of question
Recall require memory level to answer… eg: ‘Where should your eyes be when they are dribbling?’
Convergent aid analysis and integration of previously learned material require reasoning and problem solving… eg: ‘Why should you stay between your opponent and the basket?’
Divergent require solutions to new situations through problem solving… eg: ‘What ways would you start a fast break off a steal?’
Value expressions of choice, attitude and opinion… eg: ‘How do you react?’
(Siedentop & Tannehill, 2000).
• Developing critical thinking and deep understanding
• Questioning and teaching ‘thinking’, not knowledge is used throughout
teaching.
• The teachers’ role is to facilitate students’ thinking, by helping them to develop
thinking skills and behaviours. (Harpaz & Lefstein, 2000; Golding, 2004)
Workshop… M
od
ifie
d C - Coaching
H - How to score
A - Area
N - Number of Players
G - Game Rules
E - Equipment
I - Inclusion
T - Time of Play
Workshop…
Traditional PE
vs
TGfU
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Practical Sessions
Invasion Game
Striking Game
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Assessment…
Game Performance Assessment
Instrument (GPAI) (Griffin, Mitchel & Oslin; 1997)
Team Sport Assessment
Procedure (TSAP) (Grehaigne, Richard & Griffin;
2005)
Workshop…
Assessment…
GPAI 2 benefits
(a) it can be adapted to various sports and game
activities and,
(b) it has the ability to measure on-the-ball
skills, and off-the-ball skills (both offensive
and defensive)
Workshop…
Assessment…
TSAP 2 benefits
summative & formative assessment of game play
(a) How a player gains possession
(b) How a player disposes possession
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