module 5 teaching games for understanding ever active schools: physical literacy
TRANSCRIPT
![Page 1: Module 5 Teaching Games for Understanding Ever Active Schools: Physical Literacy](https://reader035.vdocuments.mx/reader035/viewer/2022062321/56649dc55503460f94ab9401/html5/thumbnails/1.jpg)
Module 5Module 5
Teaching Games for Understanding
Ever Active Schools: Physical Literacy
![Page 2: Module 5 Teaching Games for Understanding Ever Active Schools: Physical Literacy](https://reader035.vdocuments.mx/reader035/viewer/2022062321/56649dc55503460f94ab9401/html5/thumbnails/2.jpg)
Ever Active Schools: Physical Literacy
![Page 3: Module 5 Teaching Games for Understanding Ever Active Schools: Physical Literacy](https://reader035.vdocuments.mx/reader035/viewer/2022062321/56649dc55503460f94ab9401/html5/thumbnails/3.jpg)
Focus of this Module: ActivityFocus of this Module: Activity
Ever Active Schools: Physical Literacy
•Fundamental Movement Skills (FMS)
•Developmentally Appropriate Skills
•Teaching the Dimensions
•Teaching Games for Understanding (TGfU)
![Page 4: Module 5 Teaching Games for Understanding Ever Active Schools: Physical Literacy](https://reader035.vdocuments.mx/reader035/viewer/2022062321/56649dc55503460f94ab9401/html5/thumbnails/4.jpg)
Putting the “Why” of Games Before the “How”Putting the “Why” of Games Before the “How”
• Focuses on the idea of progressing from tactics to skills
• Teaching a student why a skill is important before developing the skill
• Play activities that use an object, that can develop into a culturally valued game that adults play
• Hopper, Tim. (2002). Teaching Games for Understanding
Ever Active Schools: Physical Literacy
![Page 5: Module 5 Teaching Games for Understanding Ever Active Schools: Physical Literacy](https://reader035.vdocuments.mx/reader035/viewer/2022062321/56649dc55503460f94ab9401/html5/thumbnails/5.jpg)
Benefits of TGfU Benefits of TGfU
When teaching games for understanding: Students understand what they need to know to
be successful in games Students understand when and why to make
certain decisions in dynamic game contexts
• PHE Canada
Ever Active Schools: Physical Literacy
![Page 6: Module 5 Teaching Games for Understanding Ever Active Schools: Physical Literacy](https://reader035.vdocuments.mx/reader035/viewer/2022062321/56649dc55503460f94ab9401/html5/thumbnails/6.jpg)
StrategiesStrategies
• Grouping
• Teach skills by playing games
Ever Active Schools: Physical Literacy
![Page 7: Module 5 Teaching Games for Understanding Ever Active Schools: Physical Literacy](https://reader035.vdocuments.mx/reader035/viewer/2022062321/56649dc55503460f94ab9401/html5/thumbnails/7.jpg)
Strategy #1: GroupingStrategy #1: Grouping
Group similar games to develop key concepts
Students begin to know interaction between rules, skills, and tactics
Transfer of skills between the game categories
Ever Active Schools: Physical Literacy
![Page 8: Module 5 Teaching Games for Understanding Ever Active Schools: Physical Literacy](https://reader035.vdocuments.mx/reader035/viewer/2022062321/56649dc55503460f94ab9401/html5/thumbnails/8.jpg)
Game CategoriesGame Categories
• Target games Bowling, golf, curling Involves propelling an object
to target Tactical focus is usually aim
and accuracy Requires limited defence
• PHE Canada, PlaySport
Ever Active Schools: Physical Literacy
![Page 9: Module 5 Teaching Games for Understanding Ever Active Schools: Physical Literacy](https://reader035.vdocuments.mx/reader035/viewer/2022062321/56649dc55503460f94ab9401/html5/thumbnails/9.jpg)
Categories Cont’dCategories Cont’d
Net/wall Tennis, volleyball, squash Propelling an object into space so an opponent
cannot return Requires sending and
receiving
• PHE Canada, PlaySport
Ever Active Schools: Physical Literacy
![Page 10: Module 5 Teaching Games for Understanding Ever Active Schools: Physical Literacy](https://reader035.vdocuments.mx/reader035/viewer/2022062321/56649dc55503460f94ab9401/html5/thumbnails/10.jpg)
Categories Cont’dCategories Cont’d
• Fielding/running• Baseball, croquet, and
kickball• Strike object and elude
defenders in the field• Requires sending and
receiving skills
– PHE Canada, PlaySport
Ever Active Schools: Physical Literacy
![Page 11: Module 5 Teaching Games for Understanding Ever Active Schools: Physical Literacy](https://reader035.vdocuments.mx/reader035/viewer/2022062321/56649dc55503460f94ab9401/html5/thumbnails/11.jpg)
Categories Cont’dCategories Cont’d
Invasion Soccer, Basketball, Handball, Capture the flag Team in possession invades other team Uses sending, receiving, retaining
• PHE Canada, PlaySport
Ever Active Schools: Physical Literacy
![Page 12: Module 5 Teaching Games for Understanding Ever Active Schools: Physical Literacy](https://reader035.vdocuments.mx/reader035/viewer/2022062321/56649dc55503460f94ab9401/html5/thumbnails/12.jpg)
Key Tactical SolutionsKey Tactical Solutions
Ever Active Schools: Physical Literacy
![Page 13: Module 5 Teaching Games for Understanding Ever Active Schools: Physical Literacy](https://reader035.vdocuments.mx/reader035/viewer/2022062321/56649dc55503460f94ab9401/html5/thumbnails/13.jpg)
PlaySport VideoPlaySport Video
• http://www.playsport.net/
• Click on Instructional Videos Introduction to Game Categories
Ever Active Schools: Physical Literacy
![Page 14: Module 5 Teaching Games for Understanding Ever Active Schools: Physical Literacy](https://reader035.vdocuments.mx/reader035/viewer/2022062321/56649dc55503460f94ab9401/html5/thumbnails/14.jpg)
Strategy #2: Teach Skills by Playing Games
Strategy #2: Teach Skills by Playing Games
Ever heard: “when can we play the game?”
TGfU Model Traditional Technique Based Model
1 Game Form Skill execution
2 Game Appreciation Game Form
3 Tactical Awareness Performance
4 Making Decisions: What to do, and how to do it
Making Decisions: What to do, and how to do it
5 Skill execution Tactical Awareness
6 Performance
PHE Canada ClipboardEver Active Schools: Physical Literacy
![Page 15: Module 5 Teaching Games for Understanding Ever Active Schools: Physical Literacy](https://reader035.vdocuments.mx/reader035/viewer/2022062321/56649dc55503460f94ab9401/html5/thumbnails/15.jpg)
Teaching Games for Understanding: A Simplified ModelTeaching Games for Understanding: A Simplified Model
Thorpe, R., Bunker, D., & Almond, L. (Eds.). (1986). Rethinking games teaching. Loughborough: University of Technology, Loughborough
Ever Active Schools: Physical Literacy
![Page 16: Module 5 Teaching Games for Understanding Ever Active Schools: Physical Literacy](https://reader035.vdocuments.mx/reader035/viewer/2022062321/56649dc55503460f94ab9401/html5/thumbnails/16.jpg)
Let’s PLAYLet’s PLAY
• Lead up game: Can’t Touch This
• Skill development: Speed Pass• Tactical Solutions
• Culminating Game: Handball/Reverse Handball
Ever Active Schools: Physical Literacy
![Page 17: Module 5 Teaching Games for Understanding Ever Active Schools: Physical Literacy](https://reader035.vdocuments.mx/reader035/viewer/2022062321/56649dc55503460f94ab9401/html5/thumbnails/17.jpg)
Conclusion/Games DebriefConclusion/Games Debrief
• The TGfU model: Develops highly skilled and more
knowledgeable game players Motivates students to take part in
a variety of games
• Pair similar games and focus on tactical problems and solutions
• Teach skills by playing gamesEver Active Schools: Physical Literacy
![Page 18: Module 5 Teaching Games for Understanding Ever Active Schools: Physical Literacy](https://reader035.vdocuments.mx/reader035/viewer/2022062321/56649dc55503460f94ab9401/html5/thumbnails/18.jpg)
ABCD’sABCD’s
Ever Active Schools: Physical Literacy