Other PE Models2
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Transcript of Other PE Models2
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Other Teaching Models
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Other Curriculum Models
Tactical Games (used in PE 279) Teaching games for understanding (TGFU)
Personalized system for instruction Jigsaw SPARK Developmental Model* Humanistic education* Conceptually based education* Personally Meaningful Education*
Social responsibility* Cognitive integration* Cultural studies** - not discussed in this course
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Tactical Games(similar to TGFU)
When do we get to play?
Cleverly uses student interest in the game
itself to promote skill development andtactical knowledge. In essence, students areplaying the game as they work on skills andtactics (bait and switch)
Based on game-forms
Game forms are game like tasks which functionas bridge between skills and game itself.
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Tactical Games
Focus is on teaching offensive anddefensive tactics
This includes positioning, starts andrestarts
You may also use this model to teach
basic skills Soccer: dribbling, passing, headers, etc
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Steps in a Tactical ApproachLesson
1. Game (game-form or full-game)
2. Questions (class discussion)
3. Practice (teacher directed)
4. Game
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Steps in a Tactical ApproachLesson
1. Game or game-form that emphasizes a tactical problem(challenge) beforeidentifying and practicing skills Use a half-speed activity or brief activity related to the sport as a
warm-up
2. Gather students together and asks questions to focusthem on a tactical problem and how to solve it How were you defending someone in the open space
(basketball); what were others doing off the ball?
3. Practice tasks used to develop tactical awareness,typically via teacher-centered instructional styles
4. Game situation to reinforce the tactical problem or skilladdressed earlier The game situation is often the same game from step 1
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Tactical Games
Uses deductive questions to help studentssolve tactical problems before each taskbegins. Basketball
A couple individuals are having difficulty defendingtheir assignment. How can we give them help?
Your team seems to mostly be shooting from theoutside. Now the defense is focusing on defendingthis option. How might you diffuse this?
What other examples can you give?
Examples of tactical game concepts
http://localhost/var/www/apps/conversion/tmp/scratch_4/Tactical%20and%20game%20form%20areas.dochttp://localhost/var/www/apps/conversion/tmp/scratch_4/Tactical%20and%20game%20form%20areas.doc -
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Advantages
Advantages Interest and excitement
Students see where instruction is needed and
therefore are often more receptive Can use consistent teams like sport ed
Knowledge as empowerment Learning what to do in the game situations is just as
important as skill acquisition
Novelty
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Disadvantages
Disadvantages Requires flexibility and on the spot adaptations
if not focusing on predetermined tactical
problems and instead focus on observables fromthe initial game or game-form.
Can be difficult for teachers to get out of themindset:
Warm-up, practice drills, game (same old, same old)
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Levels of Tactical Complexity
You must ensure that the tacticalcomplexity of the game matches
student development Ultimate frisbee example
Asking relevant questions is the most
difficult part of this model
http://localhost/var/www/apps/conversion/tmp/scratch_4/tactical%20problems%20in%20invasion.dochttp://localhost/var/www/apps/conversion/tmp/scratch_4/tactical%20problems%20in%20invasion.doc -
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Personalized System forInstruction
Steps: Teacher first determines the skills and knowledge
necessary for participation
Designs a series of learning tasks for learning thoseelements, typically via stations Activities, skills, common errors, and performance criteria are
all determined by the teacher
Presents tasks via a written workbook (This is quitedifferent from a captains packet in sport ed). This frees
teacher to provide more feedback. When students reach a predetermined performance level
via the criteria determined by the teacher, they areassessed and allowed to move to the next task.
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Personalized System forInstruction
Badminton example: Workbook with skills on short and deep serve,
three types of clears, forehand and backhand
drive shots, overhead smash, and forehand andbackhand drop shot.
On the first day, explain principles of PSI
Students begin working at their own pace, each
day picking up where they left off. The teacher clarifies skills and activities for students,
observes students attaining criteria, and givingfeedback.
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Personalized System forInstruction
1. ShortServe
2.
LongServe
3. Forehands and
Backhands
4. Drive Shots 5.Smash
5.Smash
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Personalized System forInstruction
Badminton example: Task # 3In this task, you are going to serve short but
now to a smaller area. You are going to still serve to the
front half of the court. (continued) Practice in attempts of 10. Record your
results. When you get a least 5 out of 10, 3 times, intoone of the smaller boxes, initial and date your recordingform. Then move onto the next task.
Attem-pt 1
Attem-pt 2
Attem-pt 3
Attem-pt 4
Attem-pt 5
Attem-pt 6
Attem-pt 7
Attem-pt 8
Attem-pt 9
Attem-pt 10
_/10 _/10 _/10 _/10 _/10 _/10 _/10 _/10 _/10 _/10
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Jigsaw Model
Also called the peer teaching model Students are assigned to teach a skill,
combination of skills, or a strategy/tactic to their
classmates. Students take on all aspects of a lesson such as
demonstrating tasks, reciting cues, giving feedback, andassessing their learners (peer assessment is notadmissible as grades).
They are grade according to a rubric The teacher provides resources to assist lesson
development.
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Jigsaw Model
The teacher should ensure quality by limitingthe number of cues, clearly demonstratingthe cues, providing assessments, andproviding suggested learning activities.
Organizational Formats One group teaches the entire class with each
group member leading instruction at different
points. Each group has a leader who teaches all of the
lessons in a unit.
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Jigsaw Model
A variation of the jigsaw model wouldbe to have students create a game
with a pre-arranged list of equipment
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SPARK
Sport, Play, and Active Recreation forKids
Goal: Put kids on the right path towardshealth and physical activity while they areyoung and before you have to CHANGEhabits.
Focus is a comprehensive health-relatedelementary physical education program
Commercial product (costs $)
See Dr. Housners PPT
http://localhost/var/www/apps/conversion/tmp/scratch_4/SPARK.ppthttp://localhost/var/www/apps/conversion/tmp/scratch_4/SPARK.ppt -
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Some models are stand-alone models(primary models) meaning they can be done
all year without significant modifications. My suggestion would be to have a couple
primary models for your grade level but tovary instruction (keep it fresh) by using
secondary models and various teachingstyles.
Closing Thoughts on PEModels
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Closing Thoughts on PEModels
Suggested Model Sequence K-2(3)Movement exploration (inquiry)
Start off with basic concepts/skills and progress to more difficultones (movement sequences)
3-5Skill themes Build basic skills, start with throw/catch for example and end with
punt receiving, field goal kicking, and combinations of skills.
6-8Sport education/adventure education/tactical
games Ideal time for adventure (personal and group growth)
9(10)Fitness education & or elective lifetime activities
10-12Elective lifetime activities (can use a variety ofmodels)
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Closing Thoughts on PEModels
Fitness should be incorporated throughout everygrade and every model.
Use the secondary models as a stand-aloneapproach or incorporate concepts into your primaryapproaches (take the good, leave the bad):
Multi-activity model
Tactical games
Personalized system for instruction Jigsaw
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Remember ~
EVERY DAY:make it fun
make it activemake it educational