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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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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



    • Definitions

    • Matching

    • Fill in blanks


  • PART C – SHORT ANSWER (45-50)


Sport Education

Health-related PE

Teaching Games for understanding (TGfU)


Designed to promote “authentic” sport experiences

Involves direct instruction, cooperative, and peer teaching

SIX key features....


Seasons – longer “unit”

Affiliation – members of teams

Formal Competition – practice & game schedule

Culminating Event - championship

Record Keeping – feedback

Festivity – celebrates improvement, fair play

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

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)

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

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


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

“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

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

SPARK Lesson Plan

Introduction & Warm-up

Type I activity (15 minutes)

Type II Activity (15 minutes)


Personal Best Day

Individual Day

Partner Day

Group Day


Listen and follow directions

Keep all body parts to yourself

Respect others

Be a good sport

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

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

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


  • 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



STEP #1 – Understanding the GAME

Step #2 – Game Appreciation

Rules & Significance

How the game is played

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


Tactical Awareness Components


    • 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


    • How much and where to apply force on an object for height, directional control, and distance


    • 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

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

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

Step #6 - Performance

Apply the previous steps through performance

The teacher plays a major role in providing feedback to the learner regarding skill execution


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

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

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

Wednesday’s Class:

Loose Ends

Course Review

Answer questions

Possible hints???

Course Evaluations.....

Please complete before you go!

Bubble sheet & comment sheet

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