3. bunker&thorpe

7/30/2019 3. Bunker&Thorpe

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Bunker & Thorpe

VICKNESWARAN A/L NAKAR SALAPAN

JABATAN PJK

INSTITUT PENDIDIKAN GURU MALAYSIA

KAMPUS KENT


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THE CURRICULUM MODEL by David

Bunker and Rod Thorpe(1982)


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Mempertikaikan bahawa, mengajarkemahiran individu sebelum mengajarpermainan TIDAK membawa kepada

kejayaan, pengetahuan atau keupayaankapasiti untuk membuat keputusan.

Mereka berpendapat bahawa pelajar PERLUmemahami kerelevanan kemahiran yangterkandung dalam sesuatu permainansebelum mereka belajar kemahiran spesifikyang berkaitan.


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Model Kurikulum ini memberikan:

Game Form: A simplified version

of the adult game in accordance

with age and experience.

Versi mudah permainan dewasayang disesuaikan mengikut umur

dan pengalaman


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Game Appreciation: The rules of the game

create the form "the shape" of the game.

Altering the rules will determine the "tacticsto be employed."

Peraturan permainan akan membentuk

gaya permainan tersebut dimainkan.

Perubahan yang di laku kan dalam peraturan

akan menyebabkan taktik permainan

diubah


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Tactical Awareness: Learning how to usethe rules to gain advantage over opponents

or to limit advantage gained by opponents.

Belajar bagaimana peraturan boleh

digunakan demi memperolihi kelebihan ke

atas pihak lawan atau mengurangkan

kelebihan yang telah diperolihi oleh pihak

lawan


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Decision Making: After learning tactics,

children are now ready to make appropriate

decisions regarding "what to do" and "whento do it."

Selepas mempelajar i takt ik , pelajar bersedia

un tuk membuat kepu tusan yang ter tentu

berkaitan dengan apa yang perlu dibuat

dan bila ianya perlu dibuat


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Skill Execution: Now that the children

understand "what" and "when" they areready to work on "how" to perform the

individual skills.

Sekarang pelajar telah memahami apa

dan bila maka mereka bersedia untuk

bagaimana kemahiran individu dipamirkan


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Performance: Students should be

measured on appropriateness ofresponse as well as efficiency of

technique

Pelajar sekarang boleh dinilai

berdasarkan ketepatan respon serta

kecekapan teknik


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Significant Information: Teaching this

sequential manner will aid many morechildren experience some of the satisfactionof a skillful player.

Mengajar berdasarkan urutan ini akanmembantu ramai kanak-kanak merasakepuasan pemain berkemahiran tinggi.


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Conclusion: Bunker and Thorpe

Conclude that their Curriculum model

provides a "theoretical base" and"temporal sequences" for game teaching.

B&T membuat kesimpu lan bahawa modelku r ikulum mereka mampu menyediakan

asas teori dan urutanpemahaman

dalam pengajaran permainan


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1. GAME

The lesson always commences with a game. The students

are presented with a game which will probably involvesmall numbers of players, modified playing surface area

and modified equipment. It is important that the students

are capable, with guidance, of understanding the particular

game form and are capable of playing it. They are guidedto recognise the unique problems to be solved in playing

the game.


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2. GAME APPRECIATION

From the outset the students should understand the rules of the game being

played. The rules should be simplified to ensure this. The imposition ofcertain rules will regulate the skill level and the tactics to be employed.

3. TACTICAL AWARENESS

Students are introduced to the tactics of the game through the gradualintroduction of movement principles, based on simple ideas of space and

time. By investigating and experimenting with these ideas in simple games

the students are encouraged to progress to more advanced situations.


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4. MAKING APPROPRIATE DECISIONS

Proficient games players take only fractions of asecond to make decisions and they would see no valuein distinguishing between the what? and the how?. In

the understanding approach the teacher separates thequestions ofwhat to do? and how to do it? to enablethe student to recognise and attribute shortcomings indecision-making.

What to do? In deciding what to do each situation has

to be assessed and thus the ability to recognise cuesand predict possible outcomes is important. How to doit? Having decided what to do the player then has tomake a decision as to what is the best way to do it.he/she has to make the most appropriate response.


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5. SKILL EXECUTION

In the model skill execution is used to describe theactual production of the required movement, asenvisaged by the teacher. The model must be seen

in the context of the learner and must recognise thelearners limitations. The execution of the correctskill becomes important only after the learner seesthe need for that particular kind of skill. When thestudent is ready for these skills technical instruction

is given but it is always at a level commensuratewith the students current ability level.


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6. PERFORMANCE

This is the observed outcome of the previous processes measuredagainst criteria that are independent of the learner. It should be a

measure of appropriate response as well as efficiency of technique.

The teacher helps the student in deciding whether a performance is

correct or incorrect and in making decisions about how to improve it.

7. GAME

The sequential aspects of the model are critical. Satisfactory

completion of the stages as outlined will necessitate modification of

the game leading to a reappraisal of the requirements of the new

game. The cycle begins again.


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Model Bunker & Thorpe-Teaching Games for

Understanding

[TGfU]


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PENGENALAN

TGfU dihasilkan oleh Bunker and Thorpe pada tahun

1982 untuk pelajar-pelajar sekolah menengah TGfU merupakan satu model pendidikan yang

menekankan:

Pemahaman yang menyeluruh pada setiap

permainan Meningkatkan tahap aktiviti fizikal

Menjadikan kelas pendidikan jasmani sebagai tempat

yang sesuai untuk persaingan, motivasi serta bersuka

ria Digunakan secara meluas dalam kejurulatihan dan

pendidikan jasmani sehingga masa kini


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FAKTOR-FAKTOR

Terdapat beberapa isu timbul di kalangan pelajar-pelajar

Britain pada 1980-an yang mendorong Bunker andThorpe untuk mengkaji TGfU:

Pencapaian dalam permainan adalah sikit dan kurang

memuaskan

Kekurangan pengetahuan tentang permainan Lemah dalam kemahiran asas dan kurang berupaya

dalam membuat keputusan

Terlalu mengharapkan jurulatih atau guru untuk

membuat keputusan Kadar perkembangan dalam permainan adalah

lambat dan tidak menonjolkan


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MATLAMAT

Matlamat utama TGfU adalah untukmemperkembangkan kemahiran seseorang pelajar

dalam menyelesaikan masalah dan membuat keputusan

Menurut falsafah TGfU, pelajar atau pemain bukan

sahaja perlu tahu bagaimana untuk menjayakan sesuatupermainan tetapi adalah lebih penting untuk belajar

membuat keputusan yang sesuai ketika permainan

berjalan

Model TGfU juga menggalakkan pelajar untukmelibatkan diri dalam pelbagai permainan


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PERKEMBANGAN

Selepas kajian Bunker dan Thorpe, falsafah dan teori

dalam TGfU masih diubahsuai dan diperkembang darisemasa ke semasa

Secara mendalam dan tepat, TGfU adalah lebih pratikal

dan mudah diaplikasikan dalam permainan bola

Pada tahun 2004, Webb and Pearson telahmengkategorikan permainan kepada empat kategori

utama:

Target

Striking / Fielding Net / Wall

Invasion


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KATEGORI PERMAINAN

Target

Menempatkan objek pada sasaran atau mendekatisasaran untuk mendapat mata

Contoh: bowling, archery, golf

Striking / Fielding

Perlawanan yang melibatkan dua pihak: pasukan striking

dan pasukan fielding

Mengumpul mata melalui larian yang selamat dan berjaya

selepas pukulan dalam masa atau pusingan yang

ditetapkan

Contoh: baseball , softball, cricket


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Net / Wall

Permainan dimainkan antara jaring atau atas dinding Mengumpul mata melalui menghantar objek ke

gelanggang pihak lawan dengan syarat objek tersebut

tidak dapat dihantar balik dalam kawasan gelanggang

Contoh: badminton, squash, table tennis

Invasion / Serangan

Permainan berpasukan

Dalam jangka masa yang tertentu, masuk ke dalam

kawasan pihak lawan dan mengumpul mata

Contoh: soccer, basketball, handball


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TUJUAN MENGKATEGORIKAN PERMAINAN

Setiap permainan dalam kategori yang tersebut

mempunyai sifat dan peraturan yang mirip atau seiras TGfU bertujuan untuk menggalakkan palajar-pelajar

melibatkan diri dalam pelbagai permainan

Setelah mempelajari salah satu permainan dalam satu

kategori, pelajar akan memperoleh pengetahuan asasatas peraturan, kemahiran dan taktik dalam kategori

tersebut

Oleh itu, pelajar akan bermampu untuk menyertai

permainan lain dalam kategori yang sama Contoh:

Pelajar yang telah belajar bola keranjang atau bola

sepak dapat main bola baling


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Meaning of Traditional

Play The traditional model of teaching games is based on the

acquisition of discrete sports skills and techniques whichare then developed in the context of specific games.

The teaching of skill and technique takes second placeto the development of tactical awareness through anexploration of principles of play.

We must recognize that the majority of students will nothave the capacity to become highly skilled players, butthey will all have the capacity to develop sufficient skill toplay games at an enjoyable level.


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Much of the pleasure involved in games playing lies in making

correct decisions in the light of tactical awareness (Thorpe and

Bunker, 1982).

The teachers task is to create the situation where the student seeks

to develop skills which are required for him/her to perform in a given

situation. Skill acquisition is seen in the context of the learner and

the game situation - it arises from the game.

The main focus of the understanding approach to games teaching is

on tactical awareness and decision making rather than on the

development of skill and technique.

This provides the opportunity for all the students, irrespective ofphysical ability, to play a central role in the games lesson, thus

enhancing self-esteem and a sense of personal fulfillment.


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Students are encouraged to play the game at theirown technical levelensuring a level of success and

enjoyment for all.

Thorpe and Bunker (1989) explain how gamesteaching strategies of sampling, modification throughrepresentation (a simplified game), modification

through exaggeration (eg., a long and thin area ofplay in net/wall games) ) and games focused oncertain tactical complexity, allow children to becomeactive decision makers in their own learning.

In The Teaching Games For Understanding (TGFU),learners recursively evaluate and develop their ownperformance within game playing situations thatgradually, under the guidance of the teacher, evolvetowards the sophisticated adult games.


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Teaching Modified Games


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Modified Games

Are games that look l ike the

actual sport on which they arebased, but adapted to suit the

players age, size, ability, skill

and exper ience.

(Hillary Commission of New Zealand)


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Why Use Modified Games?

-

Enable varieties

- Promote learning progressions

- Enable greater participation

- Promote fun way of learning

- Overcome shortage of equipment


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Modifying Individual Sports

Examples:Track & Field: Expanded take-off board;

Lower hurdles; use line instead of

circle for shot/discus.

Swimming: Use of f ins; start race in water.

Gymnastics: Use long bench for balance

beam.


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Modifying Dual Sports

Racquet games examples:

Move in serve lines.

Short-handled racquets.

Short wide / longernarrow cour t.

Different (i .e., slower moving) ballShorter-handled racquets


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Modifying Team SportsSample modif ications forInvasion Games

Equipment

Gaining

possession Progression Scoring

Use larger balls

Use slower

balls.

Use shorter

handles on

striking

implements

(e.g., hockey

sticks)

Do not allow

direct stealing

of a ball from

one player byanother.

Increase the

ways in which a

player can

actually gain

possession

Allow players some steps in

games where none is allowed

(e.g. Frisbee).

Increase the time an individual

player can have possession

without being penalized or in

which they must make a pass.

Reduce the pressure on a

player as she or he attempts toput the ball in play after an out-

of-bounds play or a penalty

(e.g. do not allow players to

stand too close to the sideline).

Make a goal larger.

Make a goal lower.

Consider including

the opportunity of

scoring by

progressing the ball

(or object) across an

end-line rather than

into a specific goal.


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Modifying Team Sports

Sample modif ications forBatting /Fielding Games

Equipment Batting Fielding Base

running

Use larger balls

Use shorter

handled bats

Hit from a tee rather than

a pitch

Allow the batter to receive

a pitch/bowl from his or

her own team

Have the duty team to

provide a pitcher, aiming

to present batter friendly

deliveries

Have larger

targets to hit(e.g. cricket)

Reduce the

size of the

sector **

Limit the

stealingoptions


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Including Students w. DisabilitiesModi fy ru les to equal ize com pet i t ionAllow a student to kick or hit a stationary ball where it might otherwise bepitched.

In volleyball allow them to catch the ball and throw it and/or allow the ball tobounce.

Allow certain length of time to get to base or the goal

Involved the disabled student in the decision making concerning rulemodifications.

Decrease distancesMove bases closer together

Allow students to be closer to the target/goal/net

In volleyball or badminton allow them to serve from mid court

Prov ide more chances to sco re3 foul shots instead of two; four strikes instead of three; ten arrows insteadof six etc


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Including Students w. Disabilities

Analyze positions according to the abil ities ofhandicapped studentsAllow them to be goalie, pitcher, or other position, which entails

limited mobility

A student with a heart problem may be goalie in soccer, or a

pitcher in softball

A one-leg amputee may be a pitcher or first baseman

Provide adapted equipment that makes performance easier

larger bat,

larger, lighter and/or softer balllarger, flat bases, goals, baskets etc.

Shorter racquet shaft or larger racquet face


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Strategies For Modifying Games

C H A N G E I T

C : Coaching Style (demo ? Discovery?)

H : How To Score

A : Area ( Large / Small )N : Number (eg. 3 on 4)

G : Game Rules

E : Equipment (types & size)

I : Inclusion

T : Time


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Thank you for your attention

3. bunker&thorpe

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