Lecture 22

Question 1

Cross-cultural comparison of moto competence in children from Australia and Belgium

Answer 1

Close to 40% of children showed a lack of competency in certain skills

That children movement competency is declining

Question 2

The foundation for gaining a healthy lifespan is gaining a

Answer 2

Good literacy as a young

Question 3

PE dominated by information
driven

Answer 3

direct teaching styles

Question 4

PE dominated by information
driven, direct teaching styles

Answer 4

Instruction, demonstration, correctivefeedback

Optimal movement pattern and techniqueisolated drills

Over-emphasis on boosting physical activity?

Question 5

Traditional PE teaching

Answer 5

Technique dominated (“how” before “why”)

 Up to 80% of time ‘direct’ teaching styles
 ‘Correct’ demonstration
 Skill isolation (no context)
 Task decomposition
 Repetition

Question 6

Problems with the direct teaching style

Answer 6

 Children poor motor skills (transfer)
 Little understanding / teacher
dependent
 Limited motivation for sport

Question 7

Teaching Games for Understanding (TGfU)

Answer 7

Teaching approach in which children learn via
practice in modified games

Question 8

Bunker and Thorpe (1982, 1986):

Answer 8

Technical instruction takes the form of questioning and
problem-solving in the context of a game

 Teach tactics first, then technique

Question 9

What is the process the learner will go through when taking the TGFU approach

Answer 9

Game-> Game appreciation-> Tactical awareness -> Making appropriate decisions-> Skill execution ->Performance

Question 10

Constraints Led Approach (CLA):

Answer 10

Modify task to fit purpose

Question 11

It has been recognised that TGfU and CLA are similar but

Answer 11

they also have some important differences

Question 12

Similarities

Answer 12

 Holistic, physical,
mental, emotional, etc.

 Individual differences

 ‘Hands-off’ teaching

 Design of environment

Question 13

Differences

Answer 13

 Overall aim

 Use of questionning

 Skill progressions

 Emphasis on tactical
principles

Question 14

Teaching through games? Benefits

Answer 14

 Tactics (why) then
technique (how)
 Games engage
children
 Learner centred
 No one ‘correct’
way to move
 Hands-off teaching
 Better skill transfer

Question 15

Teaching through games?
Challenges

Answer 15

 Can take time
 Better children get
more from it than
less skilled?
 Challenging to
control
 Need to know the
constraints well
 Needs effective
questionning

Question 16

Learning within games
develops

 Solve movement problems
not

Promotes

Games can also develop

Answer 16

identity, belonging & community

fixed ways of moving

student-centred
learning

social, cultural & ethical
competency

Question 17

Movement well programme

Answer 17

1.Play games
2.Design game contexts
3.Use good pedagogy
4.Foster personal, social and cultural identity
5.Develop game playing ability