An Integrated Approach to TGfU

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An Integrated Approach to TGfU

• Dr. Paul Webb
• Dr. Phil Pearson
• Presentation for 1st Asia Pacific Sport in
  Education Conference, Adelaide January 21, 2008

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Edward De Bono

• Lets teach everyone to walk and then give
  specialist coaching to those who can run rather
  than the present system of teaching everyone to
  run and neglecting those who are no good at
  running
• Thinking for the New Millennium, 2001

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Background

• An emphasis on the play, where tactical and
  strategic problems are posed in a modified game
  environment,ultimately drawing upon students to
  make decisions
• The key to TGfU approach is questioning
• Questions should be used with technique,
  strategies, rules and psychological areas

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Some Benefits of TGfU

• TGfU has the capacity to
• Encourage a holistic approach to the
  teaching/coaching of games by establishing
  meaningful contexts
• Promote deep knowledge and understanding
• Promote critical thinking and problem-solving
• Engage students (physically and cognitively)
• Promote enjoyment for participants
• Cater for varying abilities

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Implications of TGfU for Teachers

• A deep understanding of games both within
  and across categories (target, invasion,
  striking/fielding, net/court )
• Integrated approach refers to analysing and
  developing constructive and innovative lessons
  across sports and categories

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Observations

• Methods used in practical studies courses and
• Game Sense workshops for Professional Development
• Focus on what to do, not how to do
• Focus on examples of games and questions to use
  not how to develop them
• Focus on questions to ask to generate
  understanding
• No focus on where the questions were generated
  from nor how understanding was gained to ask them

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Tactical Model

• Foundation of the movement component New South
  Wales Secondary Schools Personal Development,
  Health and Physical Education syllabus
• Difficult pedagogical process (Turner, 2005)
• Still very limited awareness regarding TGfU in
  the teaching and coaching community in NSW
• (Pearson, Webb, Towns and Rowland, 2005)

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Questioning

• Questioning skills and the ability to develop
  appropriate activities to allow the questions to
  be answered are critical to the success of TGfU
  (Light 2003)
• Questioning can be applied to 4 areas
  strategies. technical, rules and psychological

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Game Example

• Two Court Bounce
• Two players per team, two squares 10m x 10m
• Aim is to bounce the ball in your court and
• have it bounce in the opponents court before
• they can catch it

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IRE Discourse from pre service Teachers

• Initiation Where do you bounce the ball
  to be successful?
• Response To space
• Evaluation Correct

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Issues

• Reason for question
• Meaningful feedback
• Evaluation of answer
• Indicated learning
• The student may leave this class with no more
• knowledge about a net court game than when they
• entered but may well have been very busy and very
  
• active

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Game Sense

• Beginner Teachers and Coaches need to
• understand
• Reason for using the game
• Matching the game with the questions
• Matching questions with elements they wish to
  develop
• Matching games with the category

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The Model
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Theoretical Model for Teachers and Coaches

• Phase 1 - Elementary Understanding of Game within
  Category
• Deconstruct the game through analysis, based on
• Strategies and tactics (initially Principles of
  Play)
• Technical skills (physical, psychological,
  communicative)
• Rules
• Match with games and develop questions associated
  with the elements of the game
• Conduct for all games within the category

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Theoretical Model for Teachers and Coaches

• At end of Phase participants should have
• A bank of elements required to successfully
  participate in the game
• A bank of games for each game within the category
• Some elementary questions based on how to develop
  understanding about the game principles
• Some ideas around similarities and differences in
  games of the category

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Purpose

• Provide the how and why, not only the what
• Deconstruct games to provide teaching keys
• Allow a range of interpretations from students
• Give a framework for pre service teachers and
  beginner coaches to develop lessons, units and
  sessions
• Create connections between aspects of games to
  increase intellectual quality of lessons

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Phase 2

• Phase 2
• Compare games across categories
• Find similarities and differences in rules,
  technical skills and tactical strategies
• Find commonalities in games and questions
• Find games that can be adapted to different
  categories

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Phase 3

• Use the same process as Phase 1 but examine more
• advanced elements of games, especially the
  tactics and
• strategies
• Deconstruct a game within the category
• Determine elements required by players to
  participate at a more advanced level
• Examine the game as a complex pattern, including
  the role and interaction of opposition
• Adapt games from Phase 1 to challenge students in
  a familiar framework

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Phase 4

• Use the same process as Phase 1 but examine more
• advanced elements of games, especially the
  tactics and strategies
• across the category
• Deconstruct each game within the category
• Determine elements required by players to
  participate at a more advanced level
• Compare games within the category to determine
  how strategies may be adapted to different games
  within the category, again comparing, analysing,
  evaluating
• (Forrest, Webb and Pearson, 2005)

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Integrated Model for Unit and Lesson Planning

• Stage 1 Develop a unit on one sport
• Stage 2 Develop a unit across a subcategory
• Stage 3 Develop a unit across subcategories
• Stage 4 Develop a unit across categories

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Stages of Unit Planning

• Phase 1 Choose a category and subcategory eg
  invasion carrying the ball across the line
• Phase 2 List the sports or activities to be
  analysed.
• Phase 3 Analyse the sports or activities under
  the headings of tactics, skills, rules and
  psychological
• Phase 4 List the differences of the sports under
  the same headings
• Phase 5 Develop the unit plan for teaching the
  sports
• THANK YOU. ANY QUESTIONS?