Teaching Games for Understanding (TGfU)

Teaching Games for Understanding (TGfU)

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Bila patut knk bermain?Kenapa bermain?Fun / keseronokan & sosialisasiFizikal, emosi & mentalBelajar kemahiran baruSebahagian dpd pasukan , kerjasamaNaluri semulajadi4Bila patut knk bermain?Kenapa mereka ketinggalan?Tindihan masa dgn aktiviti lainSukan menjadi jemuKonflik dgn komitmen belajarPenekanan kpd menang oleh JL/ Guru/ IbubapaTukar ke sukan lainMasalah pengangkutan, kos5Oleh itu?Apa yg dikehendaki oleh knk dari sukanLebih fleksibelPerubahanJangka musim yg lebih panjangMasa utk latih & permainanJangka masa permainanPeraturanPakaian 6Oleh itu?Kurangkan elemen bertanding & galakan unsur keseronokanLebih fokus kpd penyertaan dari hasilBentuk & galak unsur kesamaan masa utk semua Fokus kpd pembentukan individu yg terbaikElak dpd hadiah, pingat pd pertandingan peringkat rendahTingkatkan profesionalisme guru/ JL pd peringkat knk rendah7TGfU, Game Sense, Play Practice, Tactical Games ApproachAll are have a focus on the game and not the techniqueAll put the technique in the context of the gameAll focus on the learning of the studentTeacher is the facilitator Use of scenarios, questions, minor and major games 8TGfU, Game Sense, Play Practice, Tactical Games Approach cont.Students viewed as thinkersTeachers no longer keepers of knowledgeTeachers provide the environment/opportunity for students to exploreModify and/or exaggerate rules, space, equipment, time9

10SoccerNetballSoftballCricketRugbyBadmintonBasketballArcheryTechnique Based Approach (adapted from Butler)TennisGolfBowlsVolleyballBaseball11SoccerNetballSoftballCricketRugbyBadmintonBasketballArcheryThere are Links between the SportsTennisGolfBaseballBowlsVolleyball12TGfU Games Classification (Bunker, Thorpe & Almond)TargetStriking/FieldingNet/WallInvasion/ TerritorialArcheryBaseballBadmintonBasketballBilliardsCricketTable TennisFootballBowlingKickballTennisHandballBowlsRoundersVolleyballHockeyCroquetSoftballLacrosseGolfHandballNetballSnookerRacquetballRugbySquashSoccer13Game Sense Approach To Teaching and CoachingWhen are we going to play a game?The traditional approach to teaching/coaching a sport has been:

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

TechniquesDrillsGame14Game Sense ApproachGame sense can be learnedThe game is the main focus of the practice sessionSkill development is still addressedThis method encourages students to use their basic skills as well as develop strategies or tactics themselves.15Game Sense ModelWarm UpIntroduce Simple but Challenging GameObserve players and assess playStop the game or individual players to ask questions.Allow time for team discussion & practice to find solutions

16Game Sense Model ContinuedReturn to the game re-evaluate players responses. Repeat steps 4 and 5 as necessary and add additional challenges as the game progressesWarm Down at the end of the session

(taken from Game Sense Cards. ASC,1999)17Role of the Teacher/Coach in a Game Sense ModelTeacher/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.18Why Use a Game Centred Approach?Promotes maximum participationPromotes long term learningCaters for all ability levels by encouraging players to choose the level they wish to play at i.e.. Tee v Pitched BallAssists the beginner teacher/coach with limited technical knowledge of a sport and inexperience in group management19Technique vs SkillTechnique = movement in isolation from the game

Skill = Technique + Game Context

Focus on Technique after players have played the game and have developed an understanding20When Should You Correct Technique?Consider:Player confidence as well as physical readinessCan you make a correction in the time available?The ability of the teacher/coach to put it rightDoes changing the technique affect the end result? Note: Is the technique safe?

(Taken from Game Sense Developing Thinking Players, ASC, 1997)21Where Do You Rank?1510Techniques BasedGames Based1 Being totally focused on technique, 10 being totally focused on game centred approach or teaching in the game.Discuss Where does your program rank?22Balance

23The Importance of Questions (used with permission from H. Brown Deakin Uni)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?24The 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?

25The 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 if26The 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..27The 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..28

29Helpful HintsPlan some guiding questionsTry not to pose closed questions with yes/no answersBe patient and positive praise response, then guide/prompt them to continue. Use words like what about..WAIT for an answer30Helpful 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.31Some considerationsConsider the context of your studentsChildrenAdolescentsParentsElite

32Different Ways to Assess Your StudentsMust be congruent with your aimsDont just assess skillsSportsmanshipCooperationImprovementTactics/strategyDemonstrations33Different Ways to Assess Your Students ContRubrics JournalsReportsObservationPeer assessmentPortfolioWritten tests

34Different Ways to Assess Your Students ContSelf assessmentEvent tasksGame Play35Assessment TaskIn groups of 3Devise 3 mini games that will progress a game tacticEach teacher is to teach one of the games to the group for 10minQuestions to be asked will be importantNext student in the group will teach the next game36

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38Bermain boleh kanak-kanak : Bentuk Kemahiran FizikalKemahiran motor kasar mencapai, merangkak, berlari, memanjat, imbangKemahiran motor halus memungut barang mainan yg kecil.

Bentuk konsep kognitifKnk belajar selesai masalah , belajar kenal warna, angka, saiz, bentuk Tingkat daya ingatan39Bermain boleh kanak-kanak : Bentuk kemahiran bahasaBercerita, berjenaka, interaksi sesama sendiri

Bentuk kemahiran sosialBelajar bekerjasama, tolak ansur, tunggu giliran , ikut peraturam permainanBelajar peranan dan peraturan dlm masyarakat 40Peranan Ibubapa/ GuruMemerhati lihat apa knk mampu buat & masalah yg hadapi, aktiviti yg diminati

Ikut main bersama sambil memasukkan unsur kompleksiti tetapi mereka yg kawal permainan

Kreatif penggunaan peralatan yg pelbagai cara dgn guna daya imaginasi 41Bila knk harus bermain

42Proses pemerolehan kemahiran motor yang berobjektifkan perkembangan:

Kognitif Afektif PsikomotorPROSES PEMEROLEHAN KEMAHIRAN MOTOR MANUSIAPENINGKATAN PERKEMBANGANPENEKANAN ASPEK PSIKOMOTORFIZIKALPERMAINANMOTORKECERGASAN43FIZIKALpostur statikpostur dinamikImbangan & kawalan postur sebagai asas yg perlu dibina bg membolehkan individu berkeupayaaan untuk:Mengalami perkembangan motor yang sesuai dgn umurMempelajari kemahiran motor yang lebih kompleks.PROSES PEMEROLEHAN KEMAHIRAN MOTOR MANUSIA44MOTORAspek kualiti pergerakan yang mampu dilakukan.Perlakuan pergerakan mencapai tahap berkemahiran (skilled); PROSES PEMEROLEHAN KEMAHIRAN MOTOR MANUSIAi. imej tubuh ii. kawalan objek iii. Kesedaran ruangiv. kemahiran lokomotorv. kemahiran bukan lokomotorv. Kemahiran manipulatifv. perkembangan motor45KECERGASANContoh pengajaran kecergasan secara progresif (bagi aktiviti kekuatan) :Keselanjaran perkembangan bagi aspek kekuatan (otot) boleh dibina berdasarkan keupayaan menghadapi rintangan progresif.Aspek kuantiti pergerakan yang mampu dilakukan.RENDAHTAHAP PASIFTAHAP BANTUANTAHAP AKTIFTAHAP RINTANGANTINGGIPROSES PEMEROLEHAN KEMAHIRAN MOTOR MANUSIA46PERMAINANPlatform untuk mengaplikasi pencapaian aspek fizikal, motor & kecergasan.Integrasi komponen psiko-motor dlm konteks sosial; secara tradisinya melibatkan aktiviti sukan dan rekreasi.PROSES PEMEROLEHAN KEMAHIRAN MOTOR MANUSIAPendidikan Kawalan MotorPermainan Organisasi RendahPermainan Perantara Permainan Organisasi TinggiAdaptasi daripada Melograno, V.J. (1996)Permainan RitmaPERINGKAT PERKEMBANGAN47Aplikasi pembelajaran peringkat asas; emphasis terhadap multi-kemahiran & kecergasanAnsur maju kpd penglibatan dalam permainan peringkat tinggi; [berfungsi sebagai aktiviti transisi; berciri kompetitif.]Aktiviti sukan tradisi; melibatkan peraturan & strategi kompleksPendidikan yang berpusatkan kepada perkembangan kemahiran motor kasarPendidikan Kawalan MotorPermainan Organisasi RendahPermainan Perantara Permainan Organisasi TinggiAdaptasi daripada Melograno, V.J. (1996)Permainan RitmaPERINGKAT PERKEMBANGANPROSES PEMEROLEHAN KEMAHIRAN MOTOR MANUSIAEksplorasi corak-corak pergerakan48

Long Term Athlete DevelopmentSource: NCTC, Ireland49Chronological age5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27+FUNdamental StageTraining to Train StageTraining to Compete StageTraining to Win StageKey stages of learning & developmentLearning to Train*MODEL LTAD Istvan Balyi200250