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Play with Purpose
Transcript of Play with Purpose
approach to physical education The key to successful game-centred pedagogy is the modification of rules and playing space combined with the use of questioning to teach about the game, through the game. This approach involves designing activities that challenge students to analyse and problem-solve.
The teacher becomes a facilitator creating situations where the students have to think for
themselves. The teacher makes decisions about when, if, and why they teach a skill. Skill acquisition is not ignored, it is taught through play, and when the student identifies it as necessary to improve performance in a game. If the learner is cognitively ready for skill practice, intrinsic motivation will be high and excellent learning outcomes can be achieved. The game-centred approach will challenge the way you think about sport and physical activity. It will
challenge you to match content with context, to teach students meaning and reason, and to think,
analyse and problem-solve. The game-centred approach can be implemented using a thematic or category approach(Bunker & Thorpe, 1983). Instead of teaching specific sports, eg. volleyball or football, use game categories: Target (eg. archery, lawn bowls); Striking/Fielding (eg. cricket, baseball); Net/Wall (eg. volleyball, tennis); and Invasion (eg. soccer, basketball). These represent games similar in structure and tactical understanding. By exposing students to game thinking, fundamental skills and the tactical problems associated with each category, they become literate in a variety of games. Using pre-determined key questions it is possible to progress a game from a small-sided modified
version to a more complete game. This requires the staged introduction of rules and concepts. Team patterns of play and their instinctual application using correct decision-making are developed by placing players in game scenarios. This style of teaching empowers players in their on-field decision-making as they have experienced the context of the game during training and experimented
with options. When a game situation arises, players are able to think their way through it. Game strategies can also be thought of as Principles of Play. The principles of attack and defense constitute the Principles of Play and are applicable and transferable across most sports where competition with an opponent is involved. SEPEP blends well with a game-centred approach to physical education. The SEPEP model adopts a modified game approach and an environment for multiple games to occur simultaneously, which are also hallmarks of the game-centred approach. The longer length of units, as they are constructed around seasons, provides greater time for student involvement and a counter to the somewhat more superficial exposure to skill and
strategic development experienced in the traditional multi activity approach to PE. About the author
Visit: http://www.flinders.edu.au/people/shane.pill https://sites.google.com/site/sportliteracy Available from