Teaching Games for Understanding (TGfU)

Renungan

Bila patut knk bermain?

Kenapa bermain?
Fun / keseronokan & sosialisasi Fizikal, emosi & mental Belajar kemahiran baru Sebahagian dpd pasukan , kerjasama Naluri semulajadi

Bila patut knk bermain?

Kenapa mereka ketinggalan?
Tindihan masa dgn aktiviti lain Sukan menjadi jemu Konflik dgn komitmen belajar Penekanan kpd menang oleh JL/ Guru/ Ibubapa Tukar ke sukan lain Masalah pengangkutan, kos

Oleh itu?
Apa yg dikehendaki oleh knk dari sukan Lebih fleksibel
Perubahan
Jangka musim yg lebih panjang Masa utk latih & permainan Jangka masa permainan Peraturan Pakaian

Oleh itu?
Kurangkan elemen bertanding & galakan unsur keseronokan
Lebih fokus kpd penyertaan dari hasil Bentuk & galak unsur kesamaan masa utk semua Fokus kpd pembentukan individu yg terbaik Elak dpd hadiah, pingat pd pertandingan peringkat rendah Tingkatkan profesionalisme guru/ JL pd peringkat knk rendah

TGfU, Game Sense, Play Practice, Tactical Games Approach

All are have a focus on the game and not the technique All put the technique in the context of the game All focus on the learning of the student Teacher is the facilitator Use of scenarios, questions, minor and major games

TGfU, Game Sense, Play Practice, Tactical Games Approach .

cont

Students viewed as thinkers Teachers no longer keepers of knowledge Teachers provide the environment/opportunity for students to explore Modify and/or exaggerate rules, space, equipment, time

Baseball

Technique Based Approach

Butler)

(adapted from

Soccer Basketball

Softball
Bowls Netball

Rugby

Volleyball

Cricket
Tennis Archery Golf Badminton

Baseball

There are Links between the Sports

Soccer Basketball

Softball
Bowls Netball

Rugby

Volleyball

Cricket
Tennis Archery Golf Badminton

TGfU Games Classification

(Bunker, Thorpe & Almond)

Target

Striking/Fielding

Net/Wall

Invasion/ Territorial

Archery Billiards Bowling Bowls Croquet Golf Snooker

Baseball Cricket Kickball Rounders Softball

Badminton Table Tennis Tennis Volleyball Handball Racquetball

Basketball Football Handball Hockey Lacrosse Netball Rugby

Squash

Soccer

Game Sense Approach To Teaching and Coaching

When are we going to play a game? The traditional approach to teaching/coaching a sport has been:
Techniques Drills Game

Skills developed may be good but do they know how to play the game? Do they have Game Sense?

Game Sense Approach

Game sense can be learned The game is the main focus of the practice session Skill development is still addressed This method encourages students to use their basic skills as well as develop strategies or tactics themselves.

Game Sense Model

1. 2. 3. 4. Warm Up Introduce Simple but Challenging Game Observe players and assess play Stop the game or individual players to ask questions. 5. Allow time for team discussion & practice to find solutions

Game Sense Model Continued

6. Return to the game re-evaluate players responses. Repeat steps 4 and 5 as necessary and add additional challenges as the game progresses 7. Warm Down at the end of the session
(taken from Game Sense Cards. ASC,1999)

Role of the Teacher/Coach in a Game Sense Model

Teacher/Coach is a facilitator, creating situations where players have to find solutions themselves (problem solving) Sessions no longer Coach Dominated, with players being told where to stand, how to defend a situation etc.

Why Use a Game Centred Approach?

Promotes maximum participation Promotes long term learning Caters for all ability levels by encouraging players to choose the level they wish to play at i.e.. Tee v Pitched Ball Assists the beginner teacher/coach with limited technical knowledge of a sport and inexperience in group management

Technique vs Skill
Technique = movement in isolation from the game Skill = Technique + Game Context Focus on Technique after players have played the game and have developed an understanding

When Should You Correct Technique?

Consider: Player confidence as well as physical readiness Can you make a correction in the time available? The ability of the teacher/coach to put it right Does changing the technique affect the end result? Note: Is the technique safe?

(Taken from Game Sense Developing Thinking Players, ASC, 1997)

Where Do You Rank?

1 Being totally focused on technique, 10 being totally focused on game centred approach or teaching in the game. Discuss Where does your program rank?

Techniques Based

Games Based

10

Balance

The Importance of Questions

permission from H. Brown Deakin Uni)

(used with

Lower Order Questions: often what or where. Usually have only one possible answer: What part of the foot do you use to kick the ball?

The Importance of Questions

cont.

Higher Order Questions: often why or how questions, with no wrong or right answer. They require abstract or higher level thinking. They challenge the student to apply, analyse, synthesize, evaluate and create knowledge: How can we get the ball down the court quickly?

The Importance of Questions

cont.

Tactical Questions:questions that call for decision making and problem solving with respect to the strategies of the competition. Eg set up a tactical scenario as a problem solving exercise and ask questions such as: Given a 3 on 2 situation, what would you do if

The Importance of Questions

cont.

Technique questions: prompting athletes to become aware of their technique helps to provide valuable feedback. Use of kinaesthetic awareness is a crucial step in skill development. What happened to your head when.., How did it feel in your legs.., where were your hands when..

The Importance of Questions

cont.

Movement Questions: these questions require an answer that involves a physical demonstration and can enhance physical skill learning through self awareness. Show me how to hold the racquet..

Helpful Hints
Plan some guiding questions Try not to pose closed questions with yes/no answers Be patient and positive praise response, then guide/prompt them to continue. Use words like what about.. WAIT for an answer

Helpful Hints

cont.

Ensure an equity in directing and distributing questions. Allow all to contribute equally. Reflect!!!!! Ensure you reflect on the session and analyse your approach.

Some considerations
Consider the context of your students Children Adolescents Parents Elite

Different Ways to Assess Your Students

Must be congruent with your aims Dont just assess skills Sportsmanship Cooperation Improvement Tactics/strategy Demonstrations

Different Ways to Assess Your Students

Cont

Rubrics Journals Reports Observation Peer assessment Portfolio Written tests

Different Ways to Assess Your Students

Cont

Self assessment Event tasks Game Play

Assessment Task
In groups of 3 Devise 3 mini games that will progress a game tactic Each teacher is to teach one of the games to the group for 10min Questions to be asked will be important Next student in the group will teach the next game

Bermain boleh kanak-kanak :

1. Bentuk Kemahiran Fizikal 1. Kemahiran motor kasar mencapai, merangkak, berlari, memanjat, imbang 2. Kemahiran motor halus memungut barang mainan yg kecil. 2. Bentuk konsep kognitif 1. Knk belajar selesai masalah , belajar kenal warna, angka, saiz, bentuk 2. Tingkat daya ingatan

Bermain boleh kanak-kanak :

1. Bentuk kemahiran bahasa 1. Bercerita, berjenaka, interaksi sesama sendiri 2. Bentuk kemahiran sosial 1. Belajar bekerjasama, tolak ansur, tunggu giliran , ikut peraturam permainan 2. Belajar peranan dan peraturan dlm masyarakat

Peranan Ibubapa/ Guru

1. Memerhati lihat apa knk mampu buat & masalah yg hadapi, aktiviti yg diminati 2. Ikut main bersama sambil memasukkan unsur kompleksiti tetapi mereka yg kawal permainan 3. Kreatif penggunaan peralatan yg pelbagai cara dgn guna daya imaginasi

Bila knk harus bermain

PROSES PEMEROLEHAN KEMAHIRAN MOTOR MANUSIA

Proses pemerolehan kemahiran motor yang berobjektifkan perkembangan: Kognitif Afektif Psikomotor

PENEKANAN ASPEK PSIKOMOTOR

FIZIKAL MOTOR KECERGASAN PERMAINAN

PENINGKATAN PERKEMBANGAN

PROSES PEMEROLEHAN KEMAHIRAN MOTOR MANUSIA

FIZIKAL

postur statik

postur dinamik

Imbangan & kawalan postur sebagai asas yg perlu dibina bg membolehkan individu berkeupayaaan untuk: Mengalami perkembangan motor yang sesuai dgn umur
Mempelajari kemahiran motor yang lebih kompleks.

PROSES PEMEROLEHAN KEMAHIRAN MOTOR MANUSIA

MOTOR
Aspek kualiti pergerakan yang mampu dilakukan.

Perlakuan pergerakan mencapai tahap berkemahiran (skilled); i. imej tubuh ii. kawalan objek iii. Kesedaran ruang iv. kemahiran lokomotor v. kemahiran bukan lokomotor v. Kemahiran manipulatif v. perkembangan motor

PROSES PEMEROLEHAN KEMAHIRAN MOTOR MANUSIA

KECERGASAN
Aspek kuantiti pergerakan yang mampu dilakukan.
Contoh pengajaran kecergasan secara progresif (bagi aktiviti kekuatan) : RENDAH TINGGI

TAHAP PASIF

TAHAP BANTUAN

TAHAP AKTIF

TAHAP RINTANGAN

Keselanjaran perkembangan bagi aspek kekuatan (otot) boleh dibina berdasarkan keupayaan menghadapi rintangan progresif.

PROSES PEMEROLEHAN KEMAHIRAN MOTOR MANUSIA

PERMAINAN
Platform untuk mengaplikasi pencapaian aspek fizikal, motor & kecergasan. Integrasi komponen psikomotor dlm konteks sosial; secara tradisinya melibatkan aktiviti sukan dan rekreasi.

Permainan Organisasi Tinggi

Permainan Perantara

Permainan Organisasi Rendah Permainan Ritma Pendidikan Kawalan Motor

Adaptasi daripada Melograno, V.J. (1996)

PROSES PEMEROLEHAN KEMAHIRAN MOTOR MANUSIA

Permainan Organisasi Tinggi

Aktiviti sukan tradisi; melibatkan peraturan & strategi kompleks

Ansur maju kpd penglibatan dalam permainan peringkat tinggi; [berfungsi sebagai aktiviti transisi; berciri kompetitif.] Aplikasi pembelajaran peringkat asas; emphasis terhadap multi-kemahiran & kecergasan Eksplorasi corak-corak pergerakan Pendidikan yang berpusatkan kepada perkembangan kemahiran motor kasar

Permainan Perantara
Permainan Organisasi Rendah Permainan Ritma Pendidikan Kawalan Motor Adaptasi daripada Melograno, V.J. (1996)

Long Term Athlete Development

Source: NCTC, Ireland

MODEL LTAD Istvan Balyi 2002

Chronological age 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27+

FUNdamental Stage
Learning to Train*

Training to Train Stage Training to Compete Stage Training to Win Stage