EDN116 Physical Education PDF

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Download EDN116 Physical Education PDF

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PART AA year 11, mixed basketball team in their first season with beginners and experienced players (various skill levels). Variety of different learners of a class of 14, mixed nationalities, Two students with hearing aids, 2 students with asthma and 1 student with ADHD. Promoting inclusion is an effective tool to promote engagement and participation. As students have different abilities, skill level, age and religion some may not be as involved in the sport as others. Promoting inclusions can be done by promoting a positive climate. A positive climate can have a powerful and constructive effect on student’s engagement and learning. Every session a coach should show demonstration skills on the objective for the lesson. Not only just using yourself as a demonstration, you can also get the students involved by letting them show them class the demonstration. This will help encouragement and for all students with different learning abilities to adapt together. As the session continues a coach should be aware of watchfulness. This is a crucial aspect as the team has a variety of mix ability players. In the game our goal is to have all players to contribute. There may be students who don’t feel comfortable playing the sport as they don’t have experience compared to other students. Some students may become aggressive to other players or to the coach. It’s important to remain positive as this will encourage all students to participate and enjoy the sport. As I am a coach I remain as a role model and need to demonstrate encouragement and positively.

PART BThe 'Games Sense' approach creates an environment for students to develop decision-making, tactical, problem solving and skill development, throughout the duration of each Physical Education lesson. The games are stopped at regular intervals and students are challenged to reflect on their skills and how to improve them in order to mature the play. The purpose of game sense approach is to achieve tactical and strategies skills and to develop sport-specific motor skills (Pill,2012) For example, “Practice as you play. It allows the opportunity for team players to play safely, to receive helpful instructions, and to learn life skills from coaches. If the lesson is well constructed you won’t hear from students when they first walk in ‘When can we play the game?’(Game sense approach, 2019). Game sense gives the chance to get into the game-related activities early. It also allows the following: 1. Games before drills and skills 2. The CHANGE IT approach to modify the activity and ability development First students begin to learn the basic of technical skills, then some tactical skills and later finally you can play the game. The use of the game approach method teaches students how to play the game better and retains the joy of participation. Technical skills are a specific procedure to move one’s body to perform the task that needs to be accomplished (mart, 2004). For example, in the sport of basketball, you need to move quickly to a particular space and then to gain control of and direct an object such as a ball. Tactical skills are the decisions and actions of players in the contest to gain an advantage over the opposing team or player smart, 2004). For example, a tactic can be as simple as placing the ball in the space away from the player and tiring out the opponent early.

The intention of 'Games Sense' approach is to develop student learning through connecting with the learning environment where the teacher is a guide rather than a director (Brookes n.d.). In then game of Basketball would be starting the class of with a game. This allows all students to participate, getting active and getting their heart rate up. The game centred approach is about teaching through game play through 5 phases. Phase 1 is starting off with an introduction of the lesson’s objectives. Phase 2 is the initial game. It facilitates the game and then asks participants to highlight the skills they need to perform well in phase 3. Pausing the game while asking questions, what are we trying to do? How can we improve? and giving out feedback. In the sport of Baksetball try to focus on time, space, rules and equipment changes. Phase 4 is practicing the goal the students need to improve on while in Phase 5 is back to the game (Griffin, L., Mitchell, S. & Oslin, J. (1997).

There are many advantages that come into play when game approach is used in a physical education class. Participants learn to perform skills in the context of a real game. Its enjoyable, making them want to participate in the future. Disadvantages may arise such as it requires more time to create games that develops skills than it does to simply teach an isolated skill. Game sense approach in Basketball example: Objective 1. To improve passing 2. To develop defensive principals of putting pressure on the ball, providing defensive support by sagging, and recovering ones position. Step 1 : Play a modified game Step 2: Help the players discover what they need to improve on. Ask questions and provide feedback. Step 3 : Teach the skills of the game Step 4: Practice the skills while playing a game Mart (2004) states that game sense approach important ton create and solve situations where problems need to be made.

Mart (2004) Explains how games approach is based on practice being as closing aligned as possible with what actually occurs in games, but it is not simply a throw-out-the-ball-and-letthem-play approach. It’s an approach that requires skilful analysis of the game by you to structure game like situations so that players learn what they need to know to play well. Mart (2004) states this is done by using three methods: 1) Shaping play – Teaching through the game. 2) Focusing play - Focusing on elements for the team player to learn. 3) Enhancing play – Presenting challenges during practices.

Benefits Even though game sense coaching is allowing all participants having fun and contributing, there are much more varieties of benefits that come into play, DELENCH, B. (2018). These examples are listed below: 1. Creates a sense of fun and all participants to be engaged 2. Keeps participants moving, spending more of the practice involved in moderate to vigorous physical exercise instead of standing around 3. Allows the coach to focus on specific skills 4. Allows the coach to communicate and to teach to be able to strengthen individual skills and to improve weaknesses. 5. It will enable creative play within the practice 6. It allows for changeability, from beginner to adult. No matter what a players age or skill level, they can still benefit from games. 7. Accommodates players with different skills and personalities.

It is important because students understand how they learn in physical education can also be significant for learning how to learn in the ‘real world; outside school and sport. It provides a way of learning how to learn and a way of negotiating the challenges of social life that confront young people moving into a rapidly changing and challenging adult world. Having a diversity class can make sure all students participate, having fun and every student is included when using game sense. Not only this is beneficial for students but also physical education teachers. Physical

education teacher using the Game Sense approach will be able to meet the requirements of high-quality teaching experiences. In many ways, games are like a life with the procedures, methods of problem-solving, and relationships progress in Game Sense lessons applicated to social life outside of school. For example, when students are in groups, they are learning more than tactical understanding. They’re also learning how to co-operate, how to draw on other ideas, and how to contribute to a group goal. Game sense is not only identifying and solving tactical and technical problems but also solving moral and interpersonal difficulties (Alan & Wendy, 2019).

DISADVANTAGES Some disadvantages include, curriculum outcomes may not be in line with this type of activity and if this happens consistently, people with disabilities may feel left out altogether (Australian Sports Commission 2005).

Reference

pill, s. (2010). Why use a game-centred approach in physical education? (pp. 5-12). Shane Pill.

Werner, P., Thorpe, R., & Bunker, D. (1996). Teaching Games for Understanding: Evolution of a Model. Journal Of Physical Education, Recreation & Dance, 67(1), 28-33. doi: 10.1080/07303084.1996.10607176 mart, r. (2004). Coaching the games approach way in Successful coaching (3rd ed., pp. 167-181189). In-text: (Light, Curry & Mooney, 2014) Your Bibliography: Light, R., Curry, C., & Mooney, A. (2014). Game Sense as a model for delivering quality teaching in physical education. Asia-Pacific Journal Of Health, Sport And Physical Education, 5(1), 67-81. doi: 10.1080/18377122.2014.868291

In-text: (Alan & Wendy, 2019) Your Bibliography: Alan, L., & Wendy, P. (2019). Beyond 'Understanding' to Skilful Play in Games, through Play Practice. Retrieved 17 August 2019, from

Griffin, L., Mitchell, S. & Oslin, J. (1997). Teaching sport concepts and skills: A tactical approach. Champaign, IL: Human Kinetics.

Benefits of "Games Based" Approach To Teaching Sports | MomsTeam. Retrieved 17 August 2019, from https://www.momsteam.com/team-parents/benefits-of-games-based-approach-to-teaching-sports

Australian Sports Commission (2005). Disability Education Program. 'The Inclusion Spectrum'. Handout 10. Unit 5 Inclusion. Australian Government. Retrieved from: http://www.playbytherules.net.au/assets/media/interactive/Inclusion_Spectrum.pdf

https://www-tandfonlinecom.libproxy.murdoch.edu.au/doi/full/10.1080/18377122.2014.868291...