Transcript Tactical Games Approach

Other Teaching Models
Other Curriculum Models
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Tactical Games (used in PE 279)
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Teaching games for understanding (TGFU)
Personalized system for instruction
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Jigsaw
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SPARK
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Developmental Model*
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Humanistic education*
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Conceptually based education*
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Personally Meaningful Education*
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Social responsibility*
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Cognitive integration*
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Cultural studies*
* - not discussed in this course
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Tactical Games (similar to TGFU)
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“When do we get to play?”
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Cleverly uses student interest in the game
itself to promote skill development and
tactical knowledge. In essence, students are
playing the game as they work on skills and
tactics (bait and switch)
Based on game-forms
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Game forms are game like tasks which function
as bridge between skills and game itself.
Tactical Games
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Focus is on teaching offensive and
defensive tactics
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This includes positioning, starts and
restarts
You may also use this model to teach
basic skills
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Soccer: dribbling, passing, headers, etc
Steps in a Tactical Approach
Lesson
1. Game (game-form or full-game)
2. Questions (class discussion)
3. Practice (teacher directed)
4. Game
Steps in a Tactical Approach
Lesson
1.
Game or game-form that emphasizes a tactical problem
(challenge) before identifying and practicing skills
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2.
Gather students together and asks questions to focus
them on a tactical problem and how to solve it
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3.
4.
Use a half-speed activity or brief activity related to the sport as a
warm-up
How were you defending someone in the open space
(basketball); what were others doing off the ball?
Practice tasks used to develop tactical awareness,
typically via teacher-centered instructional styles
Game situation to reinforce the tactical problem or skill
addressed earlier
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The game situation is often the same game from step 1
Tactical Games
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Uses deductive questions to help students
solve tactical problems before each task
begins.
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Basketball
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A couple individuals are having difficulty defending
their assignment. How can we give them help?
Your team seems to mostly be shooting from the
outside. Now the defense is focusing on defending
this option. How might you diffuse this?
What other examples can you give?
Examples of tactical game concepts
Advantages
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Advantages
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Interest and excitement
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Knowledge as empowerment
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Students see where instruction is needed and
therefore are often more receptive
Can use consistent teams like sport ed
Learning what to do in the game situations is just as
important as skill acquisition
Novelty
Disadvantages
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Disadvantages
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Requires flexibility and “on the spot” adaptations
if not focusing on predetermined tactical
problems and instead focus on observables from
the initial game or game-form.
Can be difficult for teachers to get out of the
mindset:
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Warm-up, practice drills, game (same old, same old)
Levels of Tactical Complexity
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You must ensure that the tactical
complexity of the game matches
student development
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Ultimate frisbee example
Asking relevant questions is the most
difficult part of this model
Personalized System for
Instruction
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Steps:
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Teacher first determines the skills and knowledge
necessary for participation
Designs a series of learning tasks for learning those
elements, typically via stations
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Activities, skills, common errors, and performance criteria are
all determined by the teacher
Presents tasks via a written workbook (This is quite
different from a captain’s 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 are
assessed and allowed to move to the next task.
Personalized System for
Instruction
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Badminton example:
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Workbook with skills on short and deep serve,
three types of clears, forehand and backhand
drive shots, overhead smash, and forehand and
backhand 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.
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The teacher clarifies skills and activities for students,
observes students attaining criteria, and giving
feedback.
Personalized System for
Instruction
1. Short
Serve
4. Drive Shots
2.
Long
Serve
3. Forehands and
Backhands
5.
Smash
5.
Smash
Personalized System for
Instruction
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Badminton example:
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Task # 3 – In 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, into
one of the smaller boxes, initial and date your recording
form. Then move onto the next task.
Attem
-pt 1
Attem
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Attem
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Attem
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Attem
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Attem
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Attem
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Attem
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Attem
-pt 9
Attem
-pt 10
_/10
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Jigsaw Model
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Also called the peer teaching model
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Students are assigned to teach a skill,
combination of skills, or a strategy/tactic to their
classmates.
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Students take on all aspects of a lesson such as
demonstrating tasks, reciting cues, giving feedback, and
assessing their learners (peer assessment is not
admissible as grades).
They are grade according to a rubric
The teacher provides resources to assist “lesson”
development.
Jigsaw Model
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The teacher should ensure quality by limiting
the number of cues, clearly demonstrating
the cues, providing assessments, and
providing suggested learning activities.
Organizational Formats
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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.
Jigsaw Model
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A variation of the jigsaw model would
be to have students create a game
with a pre-arranged list of equipment
SPARK
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Sport, Play, and Active Recreation for
Kids
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Goal: Put kids on the right path towards
health and physical activity while they are
young and before you have to CHANGE
habits.
Focus is a comprehensive health-related
elementary physical education program
Commercial product (costs $)
See Dr. Housner’s PPT
Closing Thoughts on PE
Models
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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 to
vary instruction (keep it fresh) by using
secondary models and various teaching
styles.
Closing Thoughts on PE
Models
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Suggested Model Sequence
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K-2(3) – Movement exploration (inquiry)
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3-5 – Skill themes
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Build basic skills, start with throw/catch for example and end with
punt receiving, field goal kicking, and combinations of skills.
6-8 – Sport education/adventure education/tactical
games
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Start off with basic concepts/skills and progress to more difficult
ones (movement sequences)
Ideal time for adventure (personal and group growth)
9(10) – Fitness education & or elective lifetime activities
10-12 – Elective lifetime activities (can use a variety of
models)
Closing Thoughts on PE
Models
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Fitness should be incorporated throughout every
grade and every model.
Use the secondary models as a stand-alone
approach or incorporate concepts into your primary
approaches (take the good, leave the bad):
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Multi-activity model
Tactical games
Personalized system for instruction
Jigsaw
Remember ~
EVERY
make
DAY:
it fun
make it active
make it educational