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PHED 2017

PHED 2017. Teaching PE – Other Curricular Models. Textbook now on reserve in library. Also some older editions available in regular circulation I have one extra text . FINAL EXAM. PART A – OBJECTIVE QUESTIONS (50-55) Definitions Matching Fill in blanks

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PHED 2017

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  1. PHED 2017 Teaching PE – Other Curricular Models

  2. Textbook now on reserve in library Also some older editions available in regular circulation I have one extra text

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

  4. P.E. CURRICULUM MODELS Sport Education Health-related PE Teaching Games for understanding (TGfU)

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

  6. SPORT EDUCATION FEATURES: Seasons – longer “unit” Affiliation – members of teams Formal Competition – practice & game schedule Culminating Event - championship Record Keeping – feedback Festivity – celebrates improvement, fair play

  7. Other Features • 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. Instructional Characteristics: • 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. Research on Sport Education 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. Health-Related P.E. • 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. SPARK 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. SPARK, cont’d. • 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. SPARK Lesson Plan Introduction & Warm-up Type I activity (15 minutes) Type II Activity (15 minutes)

  15. SPARK DAYS Personal Best Day Individual Day Partner Day Group Day

  16. SPARK P.E. RULES: Listen and follow directions Keep all body parts to yourself Respect others Be a good sport

  17. Sample Activity I – Skipping Lesson I • 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. Sample Activity II – Frisbee Lesson 2 • Partner throw and catch (review) • One-hand catch (fingers up) • One-hand catch (fingers down) • Give and Go • Largely direct instruction & practice styles

  19. Teaching Games for Understanding • 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. TGfU • 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. LEARNER LEARNER

  22. STEP #1 – Understanding the GAME

  23. Step #2 – Game Appreciation Rules & Significance How the game is played

  24. Step #3 – Tactical Awareness • Game-like scenarios develop understanding of offensive and defensive tactics that assist in gaining an advantage over opponents • Components: • SPACE • TIME • FORCE • RELATIONSHIPS

  25. Tactical Awareness Components • 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. Step #4 – Making Appropriate Decisions Participants begin to make appropriate decisions within the game context They begin to understand the importance of skill and proper skill execution

  27. Step #5 – Skill Execution 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. Step #6 - Performance Apply the previous steps through performance The teacher plays a major role in providing feedback to the learner regarding skill execution

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

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

  31. Lesson, continued... • 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. Wednesday’s Class: Loose Ends Course Review Answer questions Possible hints???

  33. Course Evaluations..... Please complete before you go! Bubble sheet & comment sheet

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