A christmas game to help keep students occupied:
hand out cards with four different winter pictures (eg snowmen, snowflakes, christmas tree, and santa) keep students with the same pictures in groups and have the students remember which one they are and put their heads down so they can't see. The teacher will call two groups of students and they will put their pictures either into a box or onto the board and then sit down onto an opponents seat and whichever team finishes first challenges one of the teams with their head still down ... who ever wins the final round wins.
Wednesday, December 22, 2010
Monday, December 13, 2010
Things to Remember
when taking a test ... Stay calm .. breath don't panic
also things I should have remembered
Fundamental skills of TGFU: Body Management (BM) like running stopping and guarding
Equipment handling (EH) like throwing catching etc
SPACE
(a) where an object should be placed in the area of play, and
(b) where a player should go in the area of play based on the placement of the object.
TIME
(a) when to execute a skill within a game,
(b) when to create time to play a shot, and
(c) when to reduce opponent’s time.
FORCE
(a) how much force to apply on an object for height, directional control and distance.
(b) how to apply force on an object for height, directional control and distance
The 4R's
READ (Tactical Awareness – player decision making)
RESPOND (Cover – off the ball movement, skill selection then skill execution)
REACT (Adjust – on the ball skill selection then skill execution)
RECOVER (Base – off the ball movement to set up for the READ phase)
and
Integrate – Competent in teaching the physical skills, knowledge of the skill/game as well as the social aspects.
Transfer – Help children understand the importance of personal and social responsibility in other areas of their lives (after they leave the gym)
Empowerment – Shift from direct instruction to self direction. Building strength and capacity in everyone that we teach.
AND any one of these
Modeling Respect (M): Teacher models respectful communication. This would involve communication with the whole group or individual students. Looks like: appropriate communication and instruction. Does not look like: rolling out the ball, losing temper, or embarrassing students.
Setting Expectations (E): Teacher explains or refers to explicit behavioral expectations. These could relate to safe practices, rules and procedures, or etiquette.
Opportunities for Success (S): Teacher structures lesson so that all students have the opportunity to successfully participate and be included regardless of individual differences.
Fostering Social Interaction (SI): Teacher structures activities that foster positive social interaction. This could involve student-student interaction through cooperation, teamwork, problem solving, conflict resolution or debriefing.
Assigning Tasks (T): Teacher assigns specific responsibilities or tasks (other than leadership) that facilitate the organization of the program or a specific activity. This could look like taking attendance, setting up equipment, keeping score/records, or officiating a game.
Leadership (L): Teacher allows students to lead or be in charge of a group. This could look like demonstrating for the class, leading a station, teaching/leading exercises for the whole class, or coaching a team.
Giving Choices and Voices (V): Teacher gives students a voice in the program. This could involve group discussions, voting as a group; individual choices, students asking questions, making suggestions, sharing opinions, evaluating the teacher or program.
Role in Assessment (A): Teacher allows students to have a role in learner assessment. This could take the form of self- or peer-assessment related to skill development, behavior, attitude, etc.; it could also involve goal-setting or a negotiation between teacher and student on their grade or progress in the class.
Transfer (Tr): Teacher directly addresses the transfer of life skills or responsibilities from the lesson beyond the program. This could include links such as: the need to work hard and persevere in school; the importance of being a leader in your community; keeping your self-control to avoid a fight after school; setting goals to achieve what you want in sports; the need to be a good team player when you grow up and get a job; or the value of thinking for yourself to avoid peer-pressure.
And last but not least
Levels
1 Respect- the rights and feelings of others
2 participation and effort - courage to persist when things get tough, self motivation
3 self direction - on task independence
4 helping others and leadership - sensitivity and responsiveness, inner strength
5 outside gym - being a role model and bringing these ideas into other areas of your life
Teacher-Student Relationship – Developing rapport with your students.
also things I should have remembered
Fundamental skills of TGFU: Body Management (BM) like running stopping and guarding
Equipment handling (EH) like throwing catching etc
SPACE
(a) where an object should be placed in the area of play, and
(b) where a player should go in the area of play based on the placement of the object.
TIME
(a) when to execute a skill within a game,
(b) when to create time to play a shot, and
(c) when to reduce opponent’s time.
FORCE
(a) how much force to apply on an object for height, directional control and distance.
(b) how to apply force on an object for height, directional control and distance
The 4R's
READ (Tactical Awareness – player decision making)
RESPOND (Cover – off the ball movement, skill selection then skill execution)
REACT (Adjust – on the ball skill selection then skill execution)
RECOVER (Base – off the ball movement to set up for the READ phase)
and
Integrate – Competent in teaching the physical skills, knowledge of the skill/game as well as the social aspects.
Transfer – Help children understand the importance of personal and social responsibility in other areas of their lives (after they leave the gym)
Empowerment – Shift from direct instruction to self direction. Building strength and capacity in everyone that we teach.
AND any one of these
Modeling Respect (M): Teacher models respectful communication. This would involve communication with the whole group or individual students. Looks like: appropriate communication and instruction. Does not look like: rolling out the ball, losing temper, or embarrassing students.
Setting Expectations (E): Teacher explains or refers to explicit behavioral expectations. These could relate to safe practices, rules and procedures, or etiquette.
Opportunities for Success (S): Teacher structures lesson so that all students have the opportunity to successfully participate and be included regardless of individual differences.
Fostering Social Interaction (SI): Teacher structures activities that foster positive social interaction. This could involve student-student interaction through cooperation, teamwork, problem solving, conflict resolution or debriefing.
Assigning Tasks (T): Teacher assigns specific responsibilities or tasks (other than leadership) that facilitate the organization of the program or a specific activity. This could look like taking attendance, setting up equipment, keeping score/records, or officiating a game.
Leadership (L): Teacher allows students to lead or be in charge of a group. This could look like demonstrating for the class, leading a station, teaching/leading exercises for the whole class, or coaching a team.
Giving Choices and Voices (V): Teacher gives students a voice in the program. This could involve group discussions, voting as a group; individual choices, students asking questions, making suggestions, sharing opinions, evaluating the teacher or program.
Role in Assessment (A): Teacher allows students to have a role in learner assessment. This could take the form of self- or peer-assessment related to skill development, behavior, attitude, etc.; it could also involve goal-setting or a negotiation between teacher and student on their grade or progress in the class.
Transfer (Tr): Teacher directly addresses the transfer of life skills or responsibilities from the lesson beyond the program. This could include links such as: the need to work hard and persevere in school; the importance of being a leader in your community; keeping your self-control to avoid a fight after school; setting goals to achieve what you want in sports; the need to be a good team player when you grow up and get a job; or the value of thinking for yourself to avoid peer-pressure.
And last but not least
Levels
1 Respect- the rights and feelings of others
2 participation and effort - courage to persist when things get tough, self motivation
3 self direction - on task independence
4 helping others and leadership - sensitivity and responsiveness, inner strength
5 outside gym - being a role model and bringing these ideas into other areas of your life
Teacher-Student Relationship – Developing rapport with your students.
Tuesday, November 30, 2010
Reflection
This is the last week of the semester and we only have two classes left. I have enjoyed this class immensely and will miss not only the games and exercise but my fellow students. I have never been in a gym class where I have felt a part of the class, partially I believe it's because we, the student's, have grown, as well as myself as a person, also possibly because I was determined to have fun, enjoy myself and learn something. We also have a teacher who explained games, processes, and how to teach a P.E. class in a way that allowed me to understand the methodology and my past P.E. experiences.
The two learning methods that we were introduced to are teaching personal and social responsibility (TPSR) and Teaching games for understanding (TGFU) (through a tactical perspective). Both teaching styles are much different from what I had experienced in previous gym class situations. Both styles that were introduced to us empower the students and allow them to control how they learn, and be a bigger part of the class.
I believe combining the two methods would be a good idea through the TGFU method we could teach different forms of responsibility and social awareness where the TPSR method teaches a different way to look at situations and problems, it also teaches a new energetic way to involve students more deeply in the class.
For the TPSR method of getting involved in the community we could have a TGFU tactical problem of picking up garbage by the road, and then have a few games to help pick up the garbage and make the social responsibility fun as well as making it so that students want to do this activity again.
I don't intend to give up or forget the information that I have learned, nor do I intend to stop learning more information about these methods and possibly using them in my future teaching techniques. I also have never been "into" sports but am now not wanting to give up the exercise and activity that I have grown to enjoy, look foreword to and want, I know I will miss the activity if I don't continue and I will miss the class very much. I may even continue to write down games and make notes about teaching.
Saturday, November 27, 2010
Tactical problem and Game #2
In the game of foot ball a tactical problem is getting around the opposition to the goal. Two games to help learn this skill are:
Bomb Squad
Required: Large play area, Gripper Football or FlingSock
Players: Large groups
Start with two teams. One team is playing offense the other is defense. The bomb squad is the offense and has less people than the defense. The bomb squad will devise a plan of how to get the bomb to the goal. The bomb can be anything good things to play with are the Gripper Football or the FlingSock. The defense sets up men to guard the goal, which can be anything, but it has to be big so it can be hit by the bomb. The defense sets up men all over the boundaries (big field is good or woods). The bomb squad tries to get past all the guards and hit the goal. If a member of the bomb squad is captured then they go to jail which defense should guard also. The captured player can get out if his/her teammate taps them. If the goal is hit, bomb squad wins but if all the bomb squad members are caught, defense wins. To make it even more interesting or harder, send two bomb squads with one ball each, which makes it harder for the defence.
Zombie
Required: Balloons, string and safe play area
Players: Large groups
Pick one person to be the Zombie, that player will not be given a balloon. All other players will be given one balloon with a piece of string to tie around their waist. Once the balloon is tied on, players must position the balloon to be in the middle of their back clearly exposed. Players are given a 45 second head start to hide from the Zombie. The Zombie is released to go and make other Zombies by popping other student's balloons. Once a player's balloon is popped (either by accidentally or by a Zombie) they become a Zombie and begin to pop other player's balloons as well. The game is timed and at the end when the allotted time is complete, any non-Zombies will be the winners. For something more challenging try playing without lights.
BONUS GAME
Pizza Shop
Players: Medium to large groups
Two people (pizza makers) stand in the middle of the gym and the rest of the players stand behind a line at one end of the gym. The coordinator goes down the line informing them what topping they are by saying pepperoni, mushroom, or ham. The pizza makers are to call out one topping and those toppings are to run across the gym past the safe line. If they’re tagged they must stop where there at and sit down. They try to tag anyone that passes them during the game. Do this until there are only two people remain in the game. They are the new pizza makers
Bomb Squad
Required: Large play area, Gripper Football or FlingSock
Players: Large groups
Start with two teams. One team is playing offense the other is defense. The bomb squad is the offense and has less people than the defense. The bomb squad will devise a plan of how to get the bomb to the goal. The bomb can be anything good things to play with are the Gripper Football or the FlingSock. The defense sets up men to guard the goal, which can be anything, but it has to be big so it can be hit by the bomb. The defense sets up men all over the boundaries (big field is good or woods). The bomb squad tries to get past all the guards and hit the goal. If a member of the bomb squad is captured then they go to jail which defense should guard also. The captured player can get out if his/her teammate taps them. If the goal is hit, bomb squad wins but if all the bomb squad members are caught, defense wins. To make it even more interesting or harder, send two bomb squads with one ball each, which makes it harder for the defence.
Zombie
Required: Balloons, string and safe play area
Players: Large groups
Pick one person to be the Zombie, that player will not be given a balloon. All other players will be given one balloon with a piece of string to tie around their waist. Once the balloon is tied on, players must position the balloon to be in the middle of their back clearly exposed. Players are given a 45 second head start to hide from the Zombie. The Zombie is released to go and make other Zombies by popping other student's balloons. Once a player's balloon is popped (either by accidentally or by a Zombie) they become a Zombie and begin to pop other player's balloons as well. The game is timed and at the end when the allotted time is complete, any non-Zombies will be the winners. For something more challenging try playing without lights.
BONUS GAME
Pizza Shop
Players: Medium to large groups
Two people (pizza makers) stand in the middle of the gym and the rest of the players stand behind a line at one end of the gym. The coordinator goes down the line informing them what topping they are by saying pepperoni, mushroom, or ham. The pizza makers are to call out one topping and those toppings are to run across the gym past the safe line. If they’re tagged they must stop where there at and sit down. They try to tag anyone that passes them during the game. Do this until there are only two people remain in the game. They are the new pizza makers
Saturday, November 20, 2010
Tactical problem and Game
In the game of basketball A tactical problem is controlling the ball. Two games to help learn this skill are:
Tunnel Ball
Equipment: Medium or large ball.(basketball as well)
Skittle, cone or stump to act as the target
Chalk or rope to mark out the areas around the target.
Preparation: Mark two large concentric circles around the target (T), giving an area big enough for one team to play in without getting too close to the target post.
Divide in teams. One team takes up the position of the defenders whose job it is to stop the target from being hit, but may only move within the boundary of the shaded area. The attacking team can move anywhere outside of this area and has the job of scoring by hitting the target. Change teams around after 3 hits have been scored. Encourage passing between team members. All attacks or passes intercepted by the defending team are thrown back to the outer area. For basketball make sure that they use proper dribbling skills.
And:
Say catch
Equipment: Basketball
Game is best played with groups of 5 or more players. Before the start of each round choose a subject such as names of movies/films or equipment needed to go to the beach, etc.
Players stand in a circle spread out enough from each other, about 6 inches to a foot). Someone starts by throwing ball to any other player. Before the player who the ball was thrown to can catch the ball, they HAVE to say something that relates to the subject picked at the beginning of the game. For example if the subject was 'equipment for the beach' answers could be; towel, bathing suit, chair or anything that relates to the beach, etc.. If a player is wrong before they catch the ball, they're out! The last person standing is the winner!
Bonus game:
Zig Zag ball
2 teams each with a ball. Teams stand in two lines so that opposing team members are spaced alternately down the line. Second line is parallel to first, but starts with a member of the opposite team. Objective is to pass the ball without dropping it to each team member in turn so that the ball takes a zigzag route down the line. Drops must be passed back to team member that dropped it. First team to finish wins.
1--B--3--D--5-- F--7--H
A--2--C--4--E--6--G--8
Tunnel Ball
Equipment: Medium or large ball.(basketball as well)
Skittle, cone or stump to act as the target
Chalk or rope to mark out the areas around the target.
Preparation: Mark two large concentric circles around the target (T), giving an area big enough for one team to play in without getting too close to the target post.
Divide in teams. One team takes up the position of the defenders whose job it is to stop the target from being hit, but may only move within the boundary of the shaded area. The attacking team can move anywhere outside of this area and has the job of scoring by hitting the target. Change teams around after 3 hits have been scored. Encourage passing between team members. All attacks or passes intercepted by the defending team are thrown back to the outer area. For basketball make sure that they use proper dribbling skills.
And:
Say catch
Equipment: Basketball
Game is best played with groups of 5 or more players. Before the start of each round choose a subject such as names of movies/films or equipment needed to go to the beach, etc.
Players stand in a circle spread out enough from each other, about 6 inches to a foot). Someone starts by throwing ball to any other player. Before the player who the ball was thrown to can catch the ball, they HAVE to say something that relates to the subject picked at the beginning of the game. For example if the subject was 'equipment for the beach' answers could be; towel, bathing suit, chair or anything that relates to the beach, etc.. If a player is wrong before they catch the ball, they're out! The last person standing is the winner!
Bonus game:
Zig Zag ball
2 teams each with a ball. Teams stand in two lines so that opposing team members are spaced alternately down the line. Second line is parallel to first, but starts with a member of the opposite team. Objective is to pass the ball without dropping it to each team member in turn so that the ball takes a zigzag route down the line. Drops must be passed back to team member that dropped it. First team to finish wins.
1--B--3--D--5-- F--7--H
A--2--C--4--E--6--G--8
Friday, November 12, 2010
GPAI - Game performance assessment instrument
A GPAI is a game performance assessment instrument and is used as an assessment tool and also a method for developing the students tactical awareness of the game. It is a tool that students can use to rate their progress.
This GPAI is intended for baseball there are two types of assessments that I have included for baseball one for defence and the other for offence. The defence tactical problems are ready position and support/cover and the offence tactical problem is base running.
From: http://education2.uvic.ca/Faculty/thopper/WEB/452/Units2003/Clayton%20Lindsay%20&%20Jeremy/Baseball%20Unit%20Plan2.pdf
This GPAI is intended for baseball there are two types of assessments that I have included for baseball one for defence and the other for offence. The defence tactical problems are ready position and support/cover and the offence tactical problem is base running.
From: http://education2.uvic.ca/Faculty/thopper/WEB/452/Units2003/Clayton%20Lindsay%20&%20Jeremy/Baseball%20Unit%20Plan2.pdf
Thursday, October 28, 2010
Tactical problems
First, a tactical problem is a decision or movement that the player must make or do to continue in a game. For example some tactical problems for soccer could be, get the ball, keep the ball, make a shot on net and score a goal.
soccer is considered to be in the invasion game invasion games category. One tactical problem for invasion games is defending the goal, there are a few games that help students practice this problem. One game is capture the flag, where both teams have a flag and must defend it as well as attempting to capture the opposing teams flag. Another game that practices this tactical problem would be shadow tag, there are two teams (defenders and invaders) this is played in the dark with flashlights in a wooded area. The defenders set up a base, or a location that they must defend. The invaders start as a team sneaking there way into the location if an invader is caught they are sent back to their starting point or in jail (out of the game). The goal is that all the invaders must make their way to the location if the team makes it they win but if the defenders capture or succeed in stopping all the invaders before time runs out than they have successfully defended.
soccer is considered to be in the invasion game invasion games category. One tactical problem for invasion games is defending the goal, there are a few games that help students practice this problem. One game is capture the flag, where both teams have a flag and must defend it as well as attempting to capture the opposing teams flag. Another game that practices this tactical problem would be shadow tag, there are two teams (defenders and invaders) this is played in the dark with flashlights in a wooded area. The defenders set up a base, or a location that they must defend. The invaders start as a team sneaking there way into the location if an invader is caught they are sent back to their starting point or in jail (out of the game). The goal is that all the invaders must make their way to the location if the team makes it they win but if the defenders capture or succeed in stopping all the invaders before time runs out than they have successfully defended.
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