Thoughts on the two models

This semester was a great learning experience!!!! The group work was a bit difficult at times with everyone having such busy lives but we made it happen. It is not hard to see how to incorperate both the Social and Personal Responsibility Model and Teaching Games for Understanding – Teaching a Tactical Perspective models into the classroom. I liked the visual used from the Social and Personal Responsibility Model, I thouhgt that it was a great way to show young children what types on things teachers are looking for from their students in  a way that can visually be seen and used as a reminder to the children. During the group work for this model it was interesting because it made us think of games that we thought would best represented the model, making us think more outside the box then just assigning the same drills kids do each year before doing a game at the end of the P.E. unit. Teaching Games for Understanding – Teaching a Tactical Perspective was a great model to learn, I think this model was a great way to reallly make you think out side the box and focus on one/ two tacticle problems at a time. The games that the groups came up with were fun to play and really show how many mini games there are or could be for any particular game. It was alittle more difficult for the groups that got target (the mini golf course was awesome creativity) but they did a great job working with what they had. I will for sure bring both of these models into my future career in teaching. These models show how you can have fun and gain valuable skills and understanding of the game in a different approach then drills, game, repeat. These models will help myself and the children become a more well rounded at activities and hopefully give them a different aspect on how P.E. can be more then a competative enviroment, but one that focuses on the group as a whole not individually.

Tactical Problems in soccer

Tacticle problem: keeping possession of the ball.

Game:1 Pirates of the Pugg

Set up:
Build a circle approximately the size of the center circle with a Pugg Goal in the middle of the circle. The actual size of the circle will vary depending on the age and skill level of the players. With all players in the playing area, dedicate 9 players with the ball, and 3 players without a ball will be the "Pirates".

 

Instructions:
Instruct the "Pirates" without the ball to defend the players with the balls. Once the Pirate wins the ball, they attempt to score on the Pugg goal in the middle of the circle. If the Pirate scores the goal, that player too becomes a Pirate. Play continues until the last player with the ball wins. If the pirates have a hard time getting started, the coach can help the pirates at first.

Game 2: World Cup

Set up:

The game is played in the 18yard goltender box. Have a supply of balls just off of the playing area. Players can be split in to teams of 2 or 3 or this game can be played as individuals.

Instructions:

The coach should serve a ball into the grid. Each team plays at the same time against the other teams. The team to score sits out for the remainder of that round and advances to the next round. The last team to score in each round is out of the tournament.

Modifications:
Players or team member that go outside of the boundries are automatically out
Players or a team member is out if they shot over or wide of the net.

Tactical Problems in Basketball

Tactical Problem: controling the dribble during stops

Red Light, Green Light: This is a fun way to get students to work on dribbling and also to work on stopping with the ball in a controlled fashion. All players need a ball and will start at the same baseline. The coach will stand at the other baseline, calling red light or green light. When green light is called players must control their dripple as they make their way down the court. Once the coach yells RED LIGHT players must stop dribbling the ball and stop moving in a controlled fashion. Players that are caught still ,moving will have to start at the baseline over again. This is repeated untill all players have made it the other baseline. Once all players have made it to the other side, ask them to switch hands. (right hands use their left and lwft hands use their right).

This game can also be modified to make it the first one to the opposite baseline wins.


This next game works on multiple skills at once. The basic 2 offense vs 1 defense.

All players will be split into two seperate teams. Blues will go towards one basket while Reds will go towards another basket. Each team will have a volunteer to be the defender for the first round. Each team will form two equal lines in the middle of the gym. Each team will complete the same drill at the same time. 2 offensive players will head towards the basket from centre. Players must complete atleast one pass. A player must come to a complete stop to pass the ball to the second offensive player. The players are allowed to pivot and pump fakes to get the defender off balance. Players go until the defender has control of the ball or the offence has scored a basket. The player must be in the key to score in the basket. The player that shot and scored the ball will become the new defender. This drill can either go for a set time or till each player has been a defender.

the object of this drill is to work on being down a defender on the rush and for player to plant their feet, control the dribble, and work on faking the defender to increase your odds of scoring.

Game Performance Assessment Instrument

Game Performance Assessment Instrument

Game: 4 VS 4 Volleyball ______                             Class:__________________________

Evaluator:__________________                            Date(s):________________________

Levels of Performance:

4 – player shows an observable and  highly effective play.

3 -- player shows an observation most of the time with effective play.

2 -- player shows some observation and some effective play.

1 – player shows little observation and little effective play.

Game observation:

Skill execution: player is able to pass the ball accurately to the intended target (serving, the ball lands in the court).

Decision making: player uses proper techniques for bump, set, and spike at the appropriate allotted time.

Cover: off ball back row the player is in a low defensive stance ready to receive the ball, front row the player is ready to make a block near the front of the net. On ball the player is in a ready stance to receive a pass.

Evaluation Criteria: observe the player(s) for approximately 5 minutes.  Use the criteria above to evaluate the player. Rate the player according to the chart above (4 high, 1 low).

Players Names	Skill execution	Decision making	Off Ball movement	On Ball Movement

Comments:









This Assessment chart is my interpertation of an already created chart. I have made this chart to evaluate the players abilities, knowledge, and cogniative ability during game play. This chart would be great to track the improvement of players and also to give the coach/teacher an over view of the players abilities to pin point key areas that are in need of improvements. This chart can eassily be modified to assess specific abilities such as just wanting to evaluate the players movement on and off the ball, if you are wanting to assess only one tacticle problem at a time.

This guy is amazing

http://www.wimp.com/toogood/

Tactical Problems in Hockey

Hockey is a game with may components that all coninside with one another to make the game run smoothly and safely for the players.

An important tactical problem is the ability to have quick starts and fast and short stops. There is basicallly 3 ways to stop that are to my knowledge.

1. the forwards skate facing forward and the skate behind goes horizontal to the front foot. Stoping like this is like trying to stop in the winter with your crapy summer tires.

2. there is also the classic learning to stop by using the pie shap toes facing inward while your heels face outwards. This is like trying to stop with your all season, it works but you are still going to slide quit far.

3. and the final way to stop is bending your knees and shifting your body weight to quickly shift your skates horizontally for a quick and smooth stop. This is like having the king or winter tires slapped on your car.

To help gain the skill and confidence in your ability to have quick starts and short distant stops.

The point of this exercise is to slip your team into 2 groups (1 team orange, 1 team green). at the start line you have a ready position and when the whistle is blown you skate hard to the cone and practice proper stoping techniques then you take the starting position again and skate hard to the next cone. As the first person starts to skate to the second cone the next person in line starts to skate to the first cone and this continues till all members on the team have made it to the other side of the rink.

A second and more basic way to introduce the skill of start and stop is to have the players evenly spred out around the rink with space to fall or lose the edge with out hitting other players. Then get the players to take two strides then practice the power stop. make sure all players go in the same direction to avoid colisions.

Teaching Games For Understanging

Teaching Games For Understanding (TGFU)

This is an approach that is "a learner-centered model of teaching, the approach is intended to provide learners with an understanding of the technical and tactical skills necessary to be successful across a wide variety of games and the motivation to continue participation." (Butler, J., Hopper, T., and Mandigo J.). This model was develpoed to give children a whole understanding of the game making the children "physically literate" which implies that children have the knowledge and understanding the enables them to predict the patterns of play, possess technical and tactical skills to deploy appropriate and imaginative responses and they are able to experiance positive motivational states while helping to facilitate modivational states amongst others involved in the game.

There are 4 categories to this model: Target ganes, Striking games, Net/Wall games, and Invasion/ Territorial games.

A quick definition of these categories are.

Target: to avoid obstacles and get your object closer then the opponent's object to the target (ex. curling)

Striking: to place the ball away from the fielders in order to run the bases and score more runs then the opponent before getting out. (ex. baseball)

Net/Wall: to send a object over a net or against the wall so that it lands inbounds more frequently then when your opponent. (ex. soccer)

Invasion/ Territorial: to control an object, keep it away from the opponent, and to move the object into a scoring position to score. (ex. capture the flag)

Step 3: is the Tactical Awareness portion of the model and in this particular step the learners develope an understanding of the importance of of offenseive and defencive tactics to the games that will help them to gain the tools to have an advantage over their opponent. Some examples are

Target: in curling there is a technique to holding your rock in your hand to get the rock to curl around other rocks in the way of your tarbet the botton. If you are steady with your push off and hold the rock correctly you will have an advantage over your opponent.

Striking: In baseball if the batter is able to hit the ball past the 1st base man of the 3rd base man this give the runners more time to run the bases.

Net/Wall: In soccer hard and percise passing of the ball in the opponents zone will be the key to get the defensive players to move amongst their zone and open up a shooting path to the goaltender. the faster the passing the more likely you are to catch the goaltender out of position.

Ivasion/ Territorial: In capture the flag you need to devise plans with your team to decide on runners, gaurds, and jail breakers. to out smart your opponent.



Games

MURDER BALL

This is the floor layout for Murderball. This game is for high school students. This games was extreamly popular in my high school, this was played occasionally in P.E. but mostly as a lunch time intermearl where you created teames with your friends and compeated against other students at your campus. At the end of the intermearal weeks and once the tournment is over the winning team from each campus (Jackson [9-11] and Sullivan [10-12] but we are one high school different campuses) competed against eachother. Teachers were also allowed to form teams and take part.

The Rules: Each team is of the same amount of people (one extra on a team is fine) all players must have their backs up against the wall to eliminate start line cheaters. The Rhino balls are placed on the fields centre line. You usually want to have enough balls that one of the two team could each have a ball. the neutral zones is territory of both teams, meaning that each team can hold and run with a ball for 3/4 of the gym. If you cross the line that is just the blue team or just the red teams you must drop your ball and sit on the bench. The rest of teh rules are like doge ball. NO HEAD SHOTS, men are not allowed to throw overhand, but females can. This is in an attempt to even out the trowing force. Watch out for people around you since half the gym is shared territory. If you are hit you sit on your teams bench until a team member catches a fly ball. If one team is eliminated the game is over or you restart and the winning team recieves 1 pt.

Equipment: Rhino balls, pinnies, 2 benches.

Skills: dodging, throwing, spacial awareness, hand eye coordination, team communication, idividual problem solving.

DIAGINAL FOOTBALL ULTIMATE

Our high school happened to be doing a frisbee unite and it was too windy outside that the frisbee became more or a safety hazord. A member of our class suggested that we use a football.

Rules Offence: The rules are a combination of football and ultimate. You start from your own goal line and work your way across the field to get to the opposite teams goal (hola hoop). There are 3 downs just like in the CFL. If a pass is not intercepted but the ball hits the groud that is 1 down. You can only takes 5 steps once you have caught the football. You must have passed to atleast 1 female and 1 male on the same team before scoring. The small circles (top left for red) and (bottom right for blue) the offencive team must pass the football to a team member standing in the hoop in order to score 6pt. To make the game more challanging you must alternate with the sex standing in the hoop. Example if a male was in the hoop for the first completed goal and female must be the one to catch the ball in order to get a second goal.

Rules Defence: you must be two steps back from your check at all times when they have the ball. If your check does not have the ball this rule does not apply, but you MUST NOT TOUCH the player.If your intercept the ball the play DOES NOT STOP! Your team automatically terms into offence and the former offence team becomes defence.

Equipment: Pinnies, 1 football, enough flat disk cones to make a diagonal line acroos the field, and 2 hola hoops.

Skills: team work, hand eye coordination, passing, jumping, spacial awareness, agility, stop and go, and piviting.


STAR WARS

This game is really quit simple to set up and is a great game to play. Star wars is probably a game that is appropriate from the age of 8 through to 18. This game is played in a gym with two teams. You place 3 wooden bowling pins evenly spaced apart on the basketball court boundry that is just behind the hoops, do this for the other side as well. This is all that is required to be set up.

Rules: The teacher throws to balls (Rhino or small dodge balls) at a time from the centre (1 to each team). Once the first balls are throewn the game has begun. Usually have about 10-20 balls in play at all times. There are no head shots, each pin is protected by 1 defender no other play is allowed within a 3 step radius of each pin. The defender can stand as close as they wish to the pin but they are not allowed to touch the pin. The defender is not out of the game till the pin he/she is protecting falls over. The defender then becomes a regular player. The object of the game is to get the opposing teams pins down first. Once a player is hit with the ball they take a seat on the bench until a fly ball is caught.

Equipment: 6 bowling pins, pinnies, 10-20 dodge/rhino balls.

Skills: team work, dodging, throwing, jumping, stop and go, communication, spacial awareness



FOUR WAY SOCCER

This game is from the very young to the high school student. This game is able to be played inside or outside. The red, blue, green, and yellow lines represent the bench that is laying down so the flat side is facing the centre of the gym or field. This game can be played with all players running and trying to score at the same time or by calling numbers. This game is ment to work on controlling the ball and controlled kicks. This game is great for the end of unit t=since it touches on all basic soccer techniques.

Rules: The rules are the same basic soccer rules that are used in the age group of 5-12yr. , no pushing or shoving, no tripping, no holding on to clothes. When a player gets control of a ball they are to dripple and pass the ball and with a controled kick they must hit their own teams bench for a point. Hitting the side of the bench or grasing the tops DO NOT count for a point it needs to be a direct hit to the flat faced part of the bench. If playing by number calling the rest of the team stands behind their goal (bench). The teacher keeps tracks of points on a clip board to keep the scoring fair.

Equipment: 4 benches (roughly 4ft.-6ft., 3 different pinnie colours, and 2 soccer balls, a clip board with a sheet of paper.

Skills: ball control, teamwork, drippling, passing, agility, control kicks, spacial awareness, and defencive play.

Compitition or Cooperation

Yes I do agree that cooperation is better than competition, having too much competition takes away from the enjoyment of the games, besides the winning team is the only one that every truly benefits from the competition since their self-esteem will rise and the losing team more often than not will decrease in self-esteem. Society is strongly based off of competitions it is broadcasted to kids from the time they enter the school system when they are of age to participate in team activities. Any athletic team drill the idea off winning is the goal and losing is “alright” but not preferred. I don’t know if the two will ever coincide with one another, since society would have to act as a whole to make any kind of wide scale affect that is noticeable. I believe that cooperation should be 75% and competition 25% of the game. Cooperation you are learning more skills then just the fundamentals of a specific games you are exposed to more opportunities and a more enjoyable atmosphere that is more beneficial to the overall metal well-being of the children.  I believe that there are some benefits with competitive games, it makes an individual create bonds at a quicker rate, unfortuanlly for those who are weaker with their athletic ability those with a more competitive mind set usually tend to exclude them from the activity whenever possible. With competition your individual problem solving skills are being worked on when needing to think of a strategy to win the game. If there was no competition in our society there would be no push or dive in businesses that lead the world consumer markets. Society would move forward at a considerable slower rate since there would no longer be urgency. I believe that some aspects of physical education need to be competitive in itself it is a life skill that should be taught, we are only being arrogant if children do not know how to handle competition it teachers us to learn how to cope with stress and disappointment. Schools should still have elite sport programs but should not be as enforced as they are. Parents forcing their children into multiple afterschool activities or even school sport programs in an attempt to keep them away from the wrong crowd, drugs, alcohol ... etc. Kids should choose for themselves that they wish to play an elite sport for their own personal reasons.

week 3

Entry 3

Site # 1

http://www.teach-nology.com/teachers/lesson_plans/physical_ed/

This site is not only for physical education, but also has other school subjects such as art, social studies, science, math, literature, health, and many others. While the categories are on the left hand side, the sub-categories appear on the middle through the right side of the web page. I noticed that there is a printable lesson plan and time saver sheets which is nice if you are just looking for a fast template or something to give you a basis to start to create your own lesson plan template. While sifting through the site I noticed that if you are looking for more then what the site is offering you can pay a registration fee and become a member of the site and have full access to the website archives. This site is very easy to navigate and has a great layout.

Site # 2

http://www.pecentral.org/lessonideas/pelessonplans.html

This site is excellent when wanting a game for a specific grade or if you need a game for a specific skill set. These games are all around being active and having fun. There are games that go as low as the age of 3 and up to grade 12 which is a great site to have all grades in one place. There is a fantastic category called “boards” under this category it will show you bulletin boards that have been created for physical education; a great way to get the creative juices rolling to come up with a unique bulletin board for your gym.  There are many unique aspects to this site to help a beginning teacher get the ball rolling.

Site # 3

http://lessonplancentral.com/lessons/Physical_Education/Games/index1.htm

This site gives games and in the description gives the skills that the students will be working on while participate. An annoying feature of this site is the mass amount of advertisements that run along the top, left, and right sides of the pages, make sure you only click in the centre of the web page. Once you click on the game that you are interested in are you able to see what the appropriate grade level is. The instructions to the operations of the games are easy to follow, list the need equipment, and what skills are being worked on. There are not many games posted on its site which is a bit of a downer.

Mini Games

Title: Frisbee football

Equipment: 2 Frisbee’s and 6 waist strap pull bands

Age: gr. 6-12

Skills: passing, spatial awareness, teamwork, hand eye coordination, stop and go, dodging, and pivoting

Rules: exact same rules for the CFL except no tackling.  One Frisbee is used to play with and the other is to indicate the offensives team line of scrimmage. Each player wears a waist band with the pull tabs. The person holding the Frisbee is the only one that can have their tags pulled to indicate a tackle. Also the player with the Frisbee is not allowed to walk with the Frisbee and must pass to every member of the team for a touchdown.

Modification: On a larger field can have the other with the Frisbee to only be able to take a set number of steps, if the teams are quit large only have to pass the Frisbee to a set number of team mates before scoring.

Title: Bean bag relay

Equipment: 18 bean bags and 6 pylons

Age: K-12

Skills: team spirit, balance, spatial awareness

Rules: Each person is given 3 bean bags. There are 4 pylons that are in a zigzag  pattern. The green and the blue pylons are upside down with the wide end on top and the skinny end on the floor. Each team sends one player at a time to zigzag from one end to the other. If you drop your bean bag mid route you must go back and start again. Once you get to the end you must tilt your head downwards and slide the bean bag into the hole of the pylon. Once this is done the next member of you team may go. Repeat this till all bean bags are in the pylon.

Modifications: For the younger kids you can take away a few pylons to make it easier or just make them go in a straight line. There could also be a stet time limit to get as many bean bags in the pylon as possible.

Our group worked quit well together, we all contributed to each of the games and there was no dominate leader. Creating the games was a great way to experiment with our pass experiences and try and combined multiple ideas together to create a fun and functional game. Some of the games did not come out the way we thought they would when we did the dry run and had to make modifications to the games either creating more rules or adding more direction to make the game run smoother.

What is your philosophy when it comes to teaching physical education to children

Entry 1

What is your philosophy when it comes to teaching physical education to Children?

I wanted to become a teacher because I was always the child that was passed along from one teacher to the next. No one cared that I couldn’t read, or that I was constantly picked on, or that I struggled with all aspects of school life. When I finally got to grade four I had a teacher that completely changed my outlook on life, when she noticed I had the reading level of a kindergarten student she personally made sure that I got the help that I needed to get my reading levels where I could comprehend and contribute in class. During silent reading she put a chair beside her desk and got books of an easier level for me to read and cool little jelly soups as a reward for when I finished a book. She made a huge impact on my life and as I got older I realized I wanted to become a teacher because I wanted to give back to students just as that teacher had done for me.

I realize and understand personally how it feels to be a child that is mistreated by other children for the magnitude of reasons from not being as equally coordinated as the others, being a heavier weight, or kids just not liking other kids. I personally believe that to teach children how to respect themselves and each other is a fundamental block in teaching physical education. By setting boundaries as to how to treat the gym equipment, your fellow class mates, and respecting the rules that are in place I believe are the beginning steps to a child that can take the respect from the gym to society.

Self-esteem is becoming a bigger a bigger concern and what better way than using physical education as a source to help children build up their self-esteem. I know that these changes don’t happen over night or maybe not even in a year, but I hope by using games that incorporate all skill levels and making rules and letting children set a short term goal of which they wish to accomplish for that class or that week is a great way to build on. Even just simply telling a child the good things they did that day adds to their self-esteem.

All three of these coincide with one another, they each branch off into other areas of life outside of the gym, I hope by working on these particular things children will not only to be able to have fun in gym but to be able to take all of the fundamental skills and life skills and incorporate them into their everyday lives.