1. Wrapping the real world around a game centered approach

2. Nga mihi Hello all Kiaora Koutou My name is Tim Ko Tim toku ingoa
I am from Canterbury in the south island of the New Zealand.
Mt Cook is my nearest mountain.
I am deputy principal at Bishopdale Primary School
Thank you all
Kiaora Koutou
Ko Tim toku ingoa
No Otautahi ahau
No Waimakariri te awa
No Aoraki te maunga
Ko Papakohatu toku kura
No reira
Teina koutou, Teina koutou , Tenia koutou katoa

3. Who is Tim? Deputy Principal Former PE advisor across Canterbury
Former lecturer in PE using distance learning
Freelance PLD facilitator
Admin to Active Enterprise facebook community of nearly 600 NZ teachers
Growing frustration that physical education continues to be misunderstood, marginalised and seen as a vehicle to train for the schools sporting calendar.
However the main “need” driving the TLIF application was my perception that many students do not see Physical Education as a worthy academic pursuit and so do not allow themselves the chance to achieve in a subject that they often show engagement and natural ability. This is reflective of the subject not being presented as it is intended in Year 1-8.
Kids opt out of PE because they think PE is something that it isn’t.

4. Can we wrap real world meaning around a game centred approach?
Why?
Relevance
Engaging
Meaningful
Transferable
Future focussed
What’s powerful to learn?
Hauora
Attitudes and values
Health promotion
An understanding of the interdependence between community and individuality
Future focussed PE therefore need to consider the likely long term impact of our programme. TGfU moves towards future focussed endpoints of being great players and knowledgable spectators BUT in doing so it narrows the context to simply sporting settings when we know that many of our physical activity options do not fall into the TGfU categories.

5. Hauora - Active Participate
What influences our willingness to participate and to keep participating?
Can we change the environment,the rules and the groupings that play a part in our willingness to play and to keep playing?
Stage 1. Noticing
Stage 2. What matters
Stage 3. Systems for Inclusion
Stage 4 (if you have time). Try participating as an official, coach, spectator
Key reflection tools - hauora spider web
Teaching Model - conflict resolution and game centred
One of the barriers to ongoing PA is commitment to it, understanding of the interdepedent benefits, eg. angry dad on his bike, commitment to commitment, sense of purspose of self
Password - activehauora

6. Noticing

7. Use the chart to reflect on a game.
The inner circle is a low score while the third circle is a high score.
The resulting shape may be a diamond or an irregular quadrilateral of some kind.
The challenge for students is to then address the areas which scored lower by changing rules, court size, systems etc.

8. Batdown

9. Change up

10. Attitudes - Active Improve
Focus on skills, team play, movement concepts as they work through a process in order to get better at the set skill or routine.
Individual skills
Recreational activities
Sports
Self directed inquiry into a chosen area for improvement
Key teaching tools - flow charts, personal journals
Teaching Model - project based learning , inquiry
password: activeattitude

11. Another fancy wix site

12. 2 more themes…. Engaging the community Using Local Resources
Both a work in progress and very keen to collaborate to enhance and add greater value

13. He oranga ngakau, he pikinga waiora.
Positive feelings in your heart will enhance your sense of self‐worth.