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Gareth Williams

on 23 November 2012

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Transcript of pedagogy

Models Task Summary 1. To increase understanding of the TGfU model and its stages

2. To increase understanding of the Sport Education model and its implementation

3. To be able to outline strengths and weaknesses of TGfU and Sport Education models

4. To gain an understanding of what TGfU looks like in practice TGfU Stick the correct definition under the corresponding heading

5 minutes Discuss in small groups:

What were the learning objectives?

Have they been achieved? Learning Objectives Sport Education Sport Education
Identifying Roles Teaching games for understanding

“It could be said that traditional methods have tended to concentrate on specific motor responses (techniques) and have failed to take account of the contextual nature of games.” (Bunker & Thorpe, 1986)

Made up of 6 stages:
1. Modified Games
2. Game Appreciation
3. Tactical Awareness
4. Decision Making
5. Skill Execution
6. Performance Modified Games (http://www.youtube.com/watch?v=w2t2hff3Lts)
changing a basketball game so participants can only score lay-ups

Game Appreciation:
Learnt to appreciate aspects of basketball, specifically lay-ups, because of the game modification

Tactical Awareness (https://www.youtube.com/watch?v=4OGdkoeqG0Q)
Understanding tactical play in cricket by placing fielders in specific positions e.g. Putting all fielders on the boundary if the batsman needs a 4 or 6 to win the game

Decision Making (https://www.youtube.com/watch?v=tWclj-nr-6E)
Creating decision making drills in rugby by setting up a 2-on-1 and encouraging correct decisions

Skill Execution (https://www.youtube.com/watch?v=snPtOKtIEA4) [mute]
Once importance of lay-ups in basketball has been established, practice the skill

Performance (http://www.youtube.com/watch?v=QoDePnxVkPU)
All of the phases put together in a performance/ game Examples:

Captain - Leads the team in competition
Manager - Manages the team during training and competition


Come up with a role and an example References Penney, D., Clarke, G., Kinchin, G. (2005). Sport Education in Physical Education. Routledge.

Thorpe, R., Bunker, D., & Almond, L. (Eds.). (1986). Rethinking games teaching. Loughborough: University of Technology, Loughborough.

Doubrava, L., Watson, J. (2009). Teaching Sport Concepts and Skills. Human Kinetics. TGfU Stages
Sporting Examples Sport Education "was conceived by Daryl Siedentop with the objective that children should be educated in the fullest sense to help develop competent, literate, and enthusiastic sportspeople." (Penney et al., 2005)

Creates authentic sporting experience
Team affiliation
Personal growth
Sports council
Pupil roles Pre-seminar Task
Strengths and Weaknesses Discuss in small groups strengths and weaknesses of TGfU model Strengths:
Encourages decision making
Covers NCPE and Skills Framework
Pupil centered
Develops knowledgeable games players and spectators Weaknesses:
Schools don't possess modified equipment
Teachers less familiar
Less able to cope with the game due to poor technique
Thorough game knowledge required Pre-seminar Task
Strengths and Weaknesses Discuss in small groups strengths and weaknesses of Sport Education Strengths:
Every student has a task for the day
Able to gain complete knowledge due to ability to change roles and duties
Easy to modify for most age groups Weaknesses:
Hard to implement in small classes
Not all schools have equipment necessary to run successfully
Students may not enjoy particular roles (Doubrava & Watson, 2009) (Bunker & Thorpe, 1986) Discussion Skill Drill?


Sport Education?

TGfU vs Sport Education
Full transcript