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Teaching Games For Understanding
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Health and Physical Education The Curriculum In Action Teaching For Effective Learning Years 3-8 Introduction This book supports the implementation of Health and Physical Education in the New Zealand Curriculum by providing teachers with ideas for planning units of work to meet the identified needs of students. Teaching Games for Understanding (TGFU) suggests ways in which teachers can foster tactical awareness and skill instruction within the Physical Activity key are of learning. Although the learning experiences present a teaching sequence, teachers are not expected to implement all the suggested activities or necessarily to follow the sequence suggested. To meet the learning needs of their students, teachers may use all or parts of this book and may also select activities from other resources. Why provide opportunity for Teaching Games for Understanding? Games are a physical activity in which the underlying concept of tactics and strategies can be taught. Through the medium of games people are introduced to new ideas and skills for instance, in education, sport, and whanau and in everyday life. TGFU emphasizes game appreciation and tactical awareness as a basis for making game play decisions, thus learners discover when and why skills are needed in a game context. Teaching games for understanding (TGFU) focuses on student-centered and game-centered to help develop and execute a required skills in order to participate in that particular sport. It provides students with the opportunity to take responsibility for their learning. It allows the students to transfer those experiences in to others and apply them to areas such as cognitive development to movement. Teaching games for understanding provides the opportunity for students to explore and learn in movement by developing physical skills in a range of physical activity context and through movement to develop knowledge of themselves and other people, social skills and positive attitudes and values. Technique focused games teaching dominates most physical education programmes. How ever many students do not improve enough to find enjoyment to make games a part of a healthy lifestyle. Teaching games centered games is an approach associated with the teaching games for understanding movement. TGFU suggest a way of enabling learners to appreciate the joy of game playing that leads to a desire to learn techniques to improve games. Linking Teaching Games For Understanding to Health and Physical Education in the New Zealand Curriculum Strands Planning considerations Teaching games for understanding allows the learner to become aware of the need for certain skills. Because TGFU requires students to interact physically with the environment, it enables the students to make appropriate decisions and improve skills in a practice situation then apply these to the modified game and later utilize their refined skills. When planning TGFU experiences, teachers may wish to consider the following: Learning will be more effective and meaningful for students if learning experiences are fun. TGFU teaches the WHY of game playing before the HOW of skills to play the game. Games are modified or simplified for the learner’s physical, social and mental development. It focuses on certain tactical complexity to allow children to become more active decision makers in their own learning. Movement skills are inherent in TGFU and encourage students to explore a range of movements appropriate to their individuals needs Consideration must be given to how different rules are for the size of the playing area, scoring systems, number of players, restarts, violations, penalties, objects and equipment between games within the same games category. Teachers can promote an inclusive curriculum by incorporating a range of experiences that are relevant to the knowledge, skills and aspirations of the students in their class by using games, resource materials and illustrative examples that can promote inclusiveness. For example, they can provide opportunities Learning Outcomes Learning outcomes provide a clear focus for teachers and students and describe the learning that is expected to occur as a result of particular activities. In this book, learning outcomes are linked to the objectives as follows: A learning need is identified. For example, your students may need to evaluate and develop their own performance within the game playing situations. This learning outcome can be linked to level 3, strand B, achievement objective 1 and is therefore identified as related to achievement objective 3B1 ( students will develop more complex movements sequences in a range of situations) Factors affecting learning Research into key factors that have a positive effect on students’ learning Hattie (cited in Curriculum in Action, 2003) indicates that innovative, response teachers can make a real difference to the achievement of their students. The single most significant factor is feedback. Feedback is an essential skill for all teachers. For learners to grow and improve their skills, they need to know what they’re doing well, and they need guidance on how they can improve. Effective teachers give feedback; they also set specific, appropriate, and challenging goals for their students. Students who are involved in setting these learning goals and who then receive feedback while working towards them are more committed to achieving the goals and do in fact achieve better results. Reflection is important. Teachers who consistently review their practices and who try new models, methods and processes are likely to improve the quality of learning for their students. Learning Outcomes What do your students need to learn? Gathering and analyzing a range of information about Teaching Games for Understanding will help you to identify the knowledge, skills, and attitudes that they need to develop in their classroom programmes. Possible learning outcomes that are related to the physical activity and sports study experiences in this book are listed below. You can draw on these outcomes to set goals with your students and to provide them with feedback about their progress. The outcomes are listed below here are relevant key concepts, but most of the activities will help student to meet outcomes for more than one concept. The learning outcomes in bold are the focus outcome for each key concept, and assessment opportunities have been identified for them. Other learning outcomes are also developed within the activities. Here are some examples: Target Game/s which can be classified under this category: Ten pin bowling Golf Net/Wall Students will: Level Strand AO Volleyball Demonstrate skills of passing, 3 B 1 serving, setting, spiking and blocking 3 B 2 for volleyball Demonstrate an understanding of basic offensive and defensive game strategies of volleyball. Participate in decision making related to solving tactical problems of net/wall games. Demonstrate taking responsibility for 3 B 4 Setting their own skill learning goals, and working towards reaching them. Game/s which can be classified under this category: Tennis Badminton Squash Striking/ Fielding Students will: Level Strand AO Cricket Demonstrate skills of catching, throwing 3 B 1 striking and fielding for cricket; 3 B 2 Demonstrate an understanding of basic Offensive and defensive game strategies of cricket; Demonstrate taking responsibility for 3 B 4 setting their own skill learning goals, and working towards reaching them. Game/s which can be classified under this category: Softball Territory/ Invasion Students will: Level Strand AO Netball Demonstrate skills of foot work, passing 3 B 1 catching, shooting and defending for 3 B 2 netball; Demonstrate an understanding of basic offensive and defensive game strategies of netball; Participate in decision making related to solving tactical problems of invasion games. Demonstrate taking responsibility for 3 B 4 setting their own skill learning goals, and working towards reaching them. Game/s which can be classified under this category: Basketball Soccer Building Positive Relationships: Recognise how helping others enhance 3 C 1 Relationships between individuals and within groups Take part in group activities that 3 C 1 Encourage participation Underlying Concepts: Attitudes and Values and Sport Studies Sports studies provide a context through which students can develop an understanding of how personal identity and life-skills, that promotes independence, autonomy, and feelings of self-worth, are important to well-being. Sport studies provides opportunities for students to: Self-challenge and achieve mastery, thereby enhancing feelings of competence and self-worth; develop self-determination, thereby enhancing responsibility for participation and achievement; give appropriate encouragement and technical feedback, thereby enhancing honest social support systems; experience fun and excitement, thereby enhancing attitudes of pleasure and stimulation; Reflect on competition and comparison that, for some students, can have negative consequences (www.tki.co.nz). Health Promotion and Sport Studies The concept of health promotion implies positive action towards health as opposed to treatment of illness (www.tki.co.nz). Health promotion incorporates principles of: • affirming diversity, • social justice, and • Supportive environments. Sport studies provide opportunities for students to reflect on their attitudes and behaviours toward these three principles, and take action to establish supportive practices, policies, programmes, and environments. Sport studies provides opportunities for students to: understand how the environments in which they learn and play can affect their own personal well-being and that of society; develop skills that empower them to take action to improve personal and societal well-being; help to develop supportive links between the school and the wider community; help to develop supportive practices to ensure physical and emotional safety for those they play with.
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