Final Post!

This is the last post of the semester! I enjoyed this class so much, and learned a lot from it. The two models that we learned were very helpful and this class also allowed me to become more comfortable with teaching and helped to show me that there is much more to a Physical Education class than just playing the sport. There is so much you can learn and pass on from a gym class, and this is not just the athletic aspect. PE classes, if taught the right way, can help bring out the confidence people need to participate and help them feel comfortable. I feel like it is very important to use these two models for teaching a gym class that we learned and not just jump right into a whole game of volleyball or soccer, for example. Going straight into a game is something that I have experienced in the past and it doesn't help with your confidence for playing the game and it tends to make people not as involved. With the models that we learned, everyone is taken through tactical problems and expectations to meet together and then play the game with the previous knowledge that has just been taught. The Social and Personal Responsibility model was very helpful and helped the class to reach a certain goal together. While playing the games, you were working on improving in one area of the game, or outside the game through the game. Teaching a Tactical Perspective I found was the best model. It forced one to pull out an aspect of a game to be worked on and this was worked on through little drills and fun games. The best part about this model is that a full game didn't have to be played at the end. A modified game could be played focusing on the tactical problem that was being focused on throughout the class. I think that a full game of soccer or volleyball can sometimes be overwhelming for kids and if played with the whole class, some people may not as get as much time to play. If a modified game is played in smaller groups, this is a much better way for students to succeed and be happy and confident in their PE class. These models successfully bring out this aspect and I am glad I was able to learn them through this class!

 

Two More Tactical Games!

VOLLEYBALL!

Tactical Problem: one tactical problem for volleyball could be making sure everyone hits the ball before the ball is sent over the net. One way to demonstrate this in an activity is to have everyone line up on a line at the back of the volleyball court. There should be five players. The first person in the line takes a few steps forward away from the rest of the line and bumps or volleys the ball. Once the ball is in the air, the second person runs out to the ball and bumps or sets it in the air and then the third person runs out and so on. Once the ball gets to the last person the last person has to send it over the net all the way to the team in a line on the other side. Then that person goes to the front of the line so everyone gets a chance to send the ball over the net. This will work on the idea that everyone has to hit the ball before it is sent over the net. Now, in a real volleyball game, not everyone has to hit it before the ball is sent over, but this drill simply exemplifies the idea of everyone getting fair play time and dividing the work among your team. 

 

Another Tactical Problem:  a problem that arises in volleyball is placing the ball in a difficult position when returning it to the opposing team. To practice this skill a game to play is a modified game of volleyball. A normal game of volleyball will be played, but there can only be points scored if the ball lands in a certain part in the court right in front of the net. This will ensure close placement which will help to deceive the other team in game situations. Only two people on the team can stand in the section that is marked off by the tape and this will rotate every point. This doesn't mean that the ball will not go other places: this is what the rest of the team is for, but in order for your team to score a point it must land in the taped off area in front of the net on the other team's side without them hitting it back. 

Tactical Games

BADMINTON  - NET GAME

Tactical Problem: How to place the birdie to make it difficult for the opposing team

In the exercise, the team has to try and get the birdie into the hula hoop without the other team getting it back over the net. The point of this game is to involve the skill of sending the birdie to the back of the court to make it challenging for the other team. If they get it into the hula hoop, they will know they have sent the birdie successfully to the correct place. This will also show how difficult it is for the other team to send the birdie back over once it is in the very back corner of their court.


Tactical Problem: Running up to the badminton net after a very short pass just made it over the net from the other team.

GAME:

In this game, the object is to improve your skills at running for a birdie that has been passed shortly over the net. During this game, all the players have to stand behind a line that has been created a fair ways back on the court. The birdie is served from the line, but the other team must try and make their pass short and make it just over the net. The players on the opposite team cannot run until the birdie has been touched by the other team. For this game, you must have quick reflexes and be ready to work on your ability to get passes that barely make it over the net, as most of these passes result in a point for the other team.

Game Performance Assessment Instrument - Floor Hockey

 This is a GPAI for floor hockey!

http://www.personal.kent.edu/~jakurtz2/Jen/GPAI.htm


(at the bottom of the page)

The tactical skills that are being approached in this GPAI are shooting, passing, and receiving. This assessment is trying to help to improve these skills through decisions, skill execution and adjustment.

Solving Tactical Problems Through Games

TACTICAL PROBLEMS: Scoring a goal in soccer.

Shooting Game

To teach shooting skills, split the class into groups of three: a shooter in the front, a shooter in the back and a goalie in the middle. Each shooter should be separated from the goalie by 10 to 15 feet. Use two cones and place them to the sides of the goalie to make a goal. Give each group one ball. The front shooter tries to score on the goalie, and then the goalie turns around as the back shooter tries to score after retrieving the ball. If the goalie makes a save, he should give the ball to the back shooter. Switch positions after a set amount of time.

 Soccer Activities for PE | eHow.com http://www.ehow.com/list_6403722_soccer-activities-pe.html#ixzz13Va7Skdu

 

 

 

Line Scoring:

With a small group, have 6 soccer balls lined up a reasonable way away from the net. Then one by one, every person kicks all six balls into the net one after another. As well, there will be flags in the corners of the net and it they are hit, 20 points will be gained. The whole line will go through and get their turn while trying to work on hitting the flags in the corner of the net. This works on individual scoring in soccer in a form of a game.

Soccer Shooting Drills

EPHE 452 Dustin Shewfelt: TGfU course part 2

"Teaching Games for Understanding is a methodology that encourages physical activity, engagement and enjoyment while promoting a greater understanding of the aspects found in structured games(Forrest et. al., n.d).TGfU places an emphasis on play, where tactical and strategic problems are posed in a modified game environment (Webb & Thompson, 1998). The desired outcome of the activity is taught before the specifically required skills. This allows students to see the reasoning behind the skills that they will be learning. Instructors adapt and modify aspects of the structured games to meet the individual needs of their students. By allowing the students to participate in a modified version of the game, they can begin to understand tactical and strategic problems that are associated with the activity.It also has the added benefit of putting students that may have some difficulty with skill acquirement on more level ground with students who pick up skills quickly. It creates an even playing field between the athletes and the other students in the class. Also, these individuals are then more motivated to learn specific skills, because they are able to see the connection between what is being learnt and the positive effect it has on the overall activity (Piltz, 2002). The TGfU model is student-centred, adapting to the needs of the student; in keeping with the "every child principle". Since being hypotheses several variations of TGfU have been researched and developed."

(Definition from: http://tgfu.wetpaint.com/page/The+Model )

_______________________________________________

TGFU model includes:

1. Game
2. Game Appreciation
3. Tactical Awareness
4. Decision Making
5. Skill Execution
6. Game Performance

Stages Involved in the TGFU model:

Stage one: Developing control of the object (low organized game)
Stage two: Complex control and combinations of skills (lead up game)
Stage three: Beginning offensive and defensive models (play game with modified rules)
Stage four: Complex game play (play actual game)


 

Phase 1 – Elementary Understanding of Games Within a Category 
At the end of Each participant should have a beginning understanding of the
factors that make up each game in each category, the sub categories the elements fall under,
modified games that could be considered and questions related to
categories that could be considered. 

Phase 2 - Elementary Understanding of Games Across Categories
Students conduct a category comparison, examine principles of the game, tactics and strategies, rules and technical skills (physical, psychological and communication)to find similarities and differences

Phase 3 - Advanced Understanding of a Game within a Category

The participants should have an acceptable level of games understanding to provide challenging lessons for most students in secondary physical education classes.

 Phase 4 - Advanced Understanding of Games Within Categories

Participants should follow the same process to study a series of games within a phase, developing a summary sheet of the game elements divided into the three sub categories. This will allow for comparisons between the games, the areas of technique, rules and tactics and strategies that are similar and which are sport specific, allowing participants to determine specific strategies. 

Tactical Problems: Fundamentals which need to be achieved in order to advance to an elite or higher level of sport.

P.E. Class Goes To New Heights

Games for Elementary and Highschool Students

Elementary Students:

Game #1: Rock, Paper, Scissors

Rules: Once the class is separated into two teams, have them discuss in their groups if they are going to pick rock, paper, or scissors. Each group stands in a straight line facing each other about 3 meters apart. On the count of three each team displays what their team chose to play: either rock, paper, or scissors. Paper beats rock, rock beats scissors, and scissors beat paper. The team that beats the other then has to run away to a designated spot in the gym (for example the wall of a line). If the team chasing tags someone from the other team, then they bring them over to their team.

Equipment: enough people and a big open space

Age group: Elementary students probably around the age of grade 3 - 5.

Skills: teamwork, fast reactions, spatial awareness, strategy, running, and chasing.



Game #2: 1,2,3 Look

Rules: This game is simple, but one that can be played with younger students. The class will split into two circles. Everyone in the circles will start with their heads down. When the teacher calls out 1,2,3 look, then everyone in each circle looks up at the people in their own circle. When they look up, if they are looking at the same person that is looking at them, then they have to scream and run to the next circle. This continues until one circle is too small.

Equipment: large group of students and an open area

Skills: Speed of reaction, running, strategy, and honesty.



High School Students:


Game #1: Twisted Sisters Disco Inferno

Rules: Have a small group of students (5-6) hold hands in a straight line, all facing in the same direction. The person at the end puts their hand up against a wall or holds a pole.
The task is for everyone, even the person with their hand around the pole or up against the wall, to end up with their arms folded across their chest.
The students cannot let go of their hands and the person at end must keep their hand on the wall or pole. There are various ways to solve this problem. Give the students plenty of time to discuss ways they think they could solve their task.

Skills: problem solving, teamwork, a different outlook to a PE class, communication and contribution



Game #2: Capture the Flag

Purpose: the purpose of the game is to capture the other team's flag.

Rules: you are safe on your side, but once you cross over to the other team they can tag you and bring you to jail. You are in jail until someone from your team comes to tag you. Once you get the flag, you have to bring it back over to your side to receive the point. You can only free one person from the jail at a time, and their is no guarding of the flags. Must be at least 10 feet away. Once flag is caught, start over.

Skills: teamwork, strategy, running, tagging, and helping others.

Cooperation vs. Competition

I agree with the article written by Perry W. Buffington. It suggests that cooperation is a better angle to life than competition and I think this is completely true. If you go through life competitively, you begin to loose sight of what you are trying to accomplish, and you begin to fail. With cooperation you learn to work as a team, and not simply think of yourself. Competition focuses primarily on yourself, and you can start to loose sight of the well being of others around you. Cooperation allows everyone to be involved and feel like they are part of something. Cooperation is better for the good of the individual using it directly, but also for the others surrounding that person. If someone is being cooperative with you, it is most likely that they will be cooperative back. Of course there can be a balance, and a healthy amount of competition can be incorporated. For example, while doing group projects - trying to be better than the next group, but on a healthy level. This will promote success as well as more teamwork in the group. By this I mean a very small amount of competition because cooperation is obviously the better choice for a healthy lifestyle. I believe competition decreases self esteem. Competition requires trying to live up to someone else, or to be better than them, and that it turn decreases your self respect and your self esteem. You are basically comparing yourself to others, and this decreases mental happiness. Cooperative games should be included in PE class and be a majority of the games played. This could include being cooperative in teams for relays or sport-like games. Competition is of course an aspect of a Physical Education class, but should not be the primary focus. A gym class focuses on boosting students' self esteem and confidence, and cooperation is a great way to do that. Competion is a main aspect of many sports, but a gym class should incorporate cooperation into these types of games. No, we should not be promoting elite sport in school. Some students just don't have the ability or simply don't want to play elite sports. A gym class should not force this upon them. For those who want to play elite sports, they will have to turn to sport teams, and experience their elite sports in that form - not in a general class of physical education.

Helpful Links for Useful Games

1.
 http://www.teachingideas.co.uk/pe/contents01games.htm

This link is a very useful one. Right once I came across it, it helped me out immediately. Once you start reading it, you will find you will have even more ideas for games than you did before. There is also a spot you can click for helpful tips of how to boost your students' confidence. As I wrote about before, I think building confidence in a PE class is one of the main aspects and if you research this website more, I'm sure one will find great ideas and ways of how to fulfill this aspect that is important. There is also a part that explains great time fillers which are very great days to start lessons or in between larger games. They are quick, easy, and fun. This website is a great resource as it explains many games and provides great ideas that you can carry with you anywhere you go or anywhere you teach.

2. http://lessonplancentral.com/lessons/Physical_Education/Games/

The website is sufficient. It gives ideas of games and they are very good ones, and ones that I think kids will enjoy. They also teach skills. Although there is not as much variety on this website, it is still a very valueable resource and worth looking into for ideas.


3. http://www.theschoolbell.com/Links/pe/pe.html

So far, this is my favourite website. It is very simple and easy to follow. The best thing about this website is that there are links you can click for games that are for different age groups. This pulls every game into a focus, and decides for you what games would be appropriate for what age groups. This website is very welcoming, simple, and easy to follow.



(I apologize for the late entry)

Invented Games

During our Physical Education 1280 class, we were asked to travel to different stations around the gym and create games with the equipment we were given. We had to use all the people in our group and all the equipment while working on developing a skill or many skills. I am going to explain two of the games my group came up with. 

Our first station we went to had a large sheet of material that was stretchy with many handles all around it, two rubber balls, and a bucket. Our group came up with the idea of using the piece of material as something to launch the ball. Once it was in the air, the other three members of the group would then try and get the ball into the bucket. This worked by one person holding the bucket, and they could move around. The other two people would have to use any strategy to get the ball into the bucket. This could be kicking it, kneeing it, heading it, or anything else, to the other person to get into the bucket or simply directly into the bucket. Two people have to be holding the piece of material, and switch off continuously with the other people out in the playing field. This game would be aimed at a younger group in elementary school to improve their coordination and teamwork. It also involves focus because you always have to know where the ball is to participate and have fun. The two people who are holding the piece of material get an equal amount of time as everyone kicking the ball, because everyone switches off fairly. I think this is a good game, but can get boring quickly, and is not complicated at all. Since it is difficult to get it in the bucket, it is rewarding once you do, and proves how important teamwork is. 


A second game we invented used flags on a belt and two frisbees. There was one person in the middle of the circle we stood in without flags. Then, the people with a frisbee had to throw it to anyone else in the circle. The trick was that there were two frisbees going at the same time. The objective of the person in the middle was to pull the tags of the people in the circle, but they could only pull the tags when the person was holding the frisbee. Once they threw the frisbee, their tags could not be pulled. Once the person in the middle pulled both of a person's tags, they then could be on the outside playing and the person who got pulled would be in the middle until they were able to get out. This game works on strategy, and you always have to be alert and into the game when you play watching for flying frisbees and watching for the person who is it. I think this is an important aspect of a game in order to keep enthralled and interested in the game. This game would be aimed at an older class in elementary school or for highschool. There are higher skills involved such as catching and throwing the frisbee, and dodging the person trying to catch you. There is a lot to think about all at once. I think this game is very active, but works in small groups and wouldn't be much fun in a large group. If you were to play it in a class, it should be broken down into smaller groups in order to play. 




These are just two of endless possibilities that can be used in a physical education class. Here is a link in order to look at some other game ideas!

http://wilderdom.com/games/PhysicalActivities.html

New View on Physical Education

Physical Education can be a class in a child's life that is either a positive or negative portion of their schooling. Some PE teachers may focus on the skill aspect of the class and try to increase the athletic ability of their students. Although this is in fact part of a PE class, I believe it should be a very small part. In my opinion, a gym class can be intimidating for kids who aren't star athletes or have a low confidence level. If a class focuses on simply athletic pats of the course, the kids who lack these skills may feel uncomfortable and not want to participate to eliminate themselves from embarrassment. Therefore, a PE class should be a variety of aspects and skills, and should involve inclusive games rather than a game of volleyball or basketball. I believe these games should be created to be not intimidating,and help to make everyone feel comfortable and build their confidence level. My philosophy is sports should be taught in a fun matter and students should not be simply thrown into a full class game of a high skill level sport. From personal experience I find it easier to play sports in smaller groups than in an entire class. There are less people, and helps to build confidence. In conclusion, I believe a physical education class should focus on building confidence, making everyone feel comfortable, and increase skill levels in many aspects in an open and friendly environment. The goal should be to make sure everyone is involved and creat an environment individuals look forward to being part of and comfortable in. I think a key point is the intense athletes should somehow be brought down a step or two to the same levels as others. This shouldn't be done in a degrading way or insulting way, but in a clever subtle and almost invisible way. Perhaps if you're playing soccer for instance, select them to be the goalie or make someone a little shy the team captain. These are just a few examples of how to create a gym class that I believe should be worked on.