2. EDCURSEC 607

3.  Werner, P., Thorpe, R., & Bunker,D. (1996). Teaching games for understanding: Evolution of a model. Journal of Physical Education, Recreation and Dance, 67(1), 28-33.

5. Skilled MovementObservable Action TechniqueGrip, stance, swing Effectiveness of Movements Accuracy, distance, speed Application of tactics and strategy Defending and attacking strategies, formations, application of appropriate responsive action (eg. making space) Perceptiveness of movements Ability to read play or opponents actions Adaptability and creativityAbility to modify or create action to suit the situation. Improvisation, imagination, creativity Ovens, A & Smith, W (2006). Skill: Making sense of a complex concept. Journal of Physical Education in New Zealand; May 2006; 39(1) pp. 72-82

7.  Children can be drilled to death.  They don’t see the connection to the game.  Skills and tactics break down in the game situation.  Same skills year after year.  Tedious, repetitive skills drills.  No teaching of decision making or applying skills in the game context.  Waiting for turns.  Poor ALT-PE

8.  Students standing waiting a turn and not learning.  Teacher centred and driven.  More an exercise in giving the children a break from the academic nature of the classroom.

9.  Modified game suitable for their developmental abilities and skill level.  Stop for tactics and skills practice.  Modified game again but with more challenge and using the skills.

10. Modified Games - changes to game’s structure eg. * reduce area of play * play with fewer players * adapt rules / scoring * change equipment During participation children are asked to solve problems related to the game

11. TGFU (Bunker, Thorpe, 1986)

12.  Interest and Excitement  Knowledge and Empowerment  Transfer and Understanding

14. 1. Choose your favorite game / sport 2. Think small (eg 3 small games rather than one big game) 3. Think “game-like” (practice situated in game-like conditions) Lesson cycle: – Present a question / problem – Game – Questions – Practice task/s (if required) – Game

15. Tactical Problem: How do you maintain possession of the ball? Game One:  4 on 4 Invasion game of netball with a ball / frizbee. Look at promoting the object down the court, turnover if dropped. No running with the ball / frizbee Questions  How did you keep possession of the object? What kinds of passes did you use? How can you evade the defenders? What skills do we need to practice? Variations:  Same game - but with one player one the sideline (out wide) who must receive the ball before scoring OR  Same game but 2 attackers and two defenders (must stay in one half of the court)

16. Scoring (offense) Setting up the attack Winning a point Attaching as a pair or team Preventing scoring (defense) Defending space on your own court Defend space against attack Defend against a pair or team

18. 3 v 3 game Goal: Setting up the attack ◦ Earn one point for winning the rally Conditions: ◦ Court narrow and short ◦ Initiate game from a free-ball toss ◦ Alternate free ball ◦ Rotate each rally ◦ Use up to three hits on one side

19. Q: Were you able to set up the attack? A: [probably no] Q: What do you need to have the opportunity to set up the attack? A: [A forearm pass to the front of the court] Q: How do you perform a forearm pass? A: [Learning cues: ready position, bend knees, flat platform, move to the ball, belly button to target] Where must you pass the ball to set up the attack? A: [To the setter position at the front of the net]

20.  Forearm pass practice in a triad  Goal: Three trials and rotate roles  Conditions: Toss on the same side of the net  Cues:  ready position  bend knees  flat platform  move to the ball  belly button to target

21. 3 v 3 game Goal: Use a forearm pass as the first contact on your side of the court ◦ Score one point for attempting the forearm pass ◦ Earn one point for wining the rally Conditions: ◦ Court narrow and short ◦ Initiate game from a free-ball toss ◦ Alternate free ball ◦ Rotate each rally ◦ Use up to three hits on one side