Teaching Sport Flashcards
Intro: How does this question Relate to you
This response looks at my experience of teaching Primary School learners in Year 3 Key Stage 2, Tennis, Invasion Games and Dance
Intro: Break down the teaching styles used
This was primarily achieved through the use of
Co-operative Learning teaching style
involves students working in small groups to accomplish shared goals” (Gillies, 2011) which was used within all of the lessons
TGfU
for Tennis and invasion games due to it being used ‘
Pre impact faze which looks at specific planning and preparation decisions (including learning outcomes) which focused mainly on
Reproductive Teaching style
Productive Cluster
What makes an outcome high quality
The Importance of Knowledge- What is Taught
Rules, tactics, techniques; effects of exercise on the body; what motivates us to participate; how culture, gender, ethnicity, class etc influence participation; principles of movement, agility, balance, coordination
–The Quality of Content/How it is Taught
the activities, their relevance/meaning, breadth, depth, pedagogy (methods/models)
*The Sequencing of Content
how content and learning builds/progresses
What is holistic Learning and how does it relate to high quality
thinking around learning to encompass ideas around social constructivism, holism and situated learning (kirk 2013)
Outline the Pre impact phase? what were the Aims? How well did it work? How did it support the pupils progress
Pre impact phase is the planning phase
Reproductive Teaching style
Productive Cluster
What is the Cognitive Domain
Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities,”Ken Hansen 2008
Cognitive domain out come for invasion games
Explain the importance of using space effecitvley by having a point based system in place to create insentive for optimal comminication and team work
Cognitive domain outcome for tennis
Critique how the students play in order to allow for a better understanding of how to effectively serve the ball
What is the psychomotor domain
competency in motor skills and movement patterns needed to perform a variety of physical activities,” Ken Hansen 2008
the Two Psychomotor outcomes for dance
Ensure that the students can perform the given dance effectively
Demonstrate areas that the students may struggle on by performing the dance with them
Psychomotor outcome for Invasion games
To have the students perform movements that can either limit or create space
Psychomotor outcome for Tennis
Demonstrate techniques that develop hand eye coordination through practice based scenarios, involving catching the ball, pushing the ball with the racket and then hitting the ball towards their partner
Social Domain Definition
Exhibits responsible personal and social behavior that respects self and others in physical activity settings,” (p. 39)
Ken Hansen 2008
the Two Social outcome for dance
Have the students adapt the dance to support their abilities
adapt the dance to suit what they would like to perform
What is cooperative Learning
involves students working in small groups to accomplish shared goals” (Gillies, 2011)
Think pair share
the 5 aspects of Co-operative learning
1.Positive interdependence
Pupils depend on each other to succeed
2.Individual accountability
Everyone’s performance counts – Pupils must make a meaningful contribution
3.Promotive (face-to-face) interaction
Time together to relate, communicate etc.
4.Interpersonal and small group skills
Develop both through free communication
5.Group processing
Dialogue and discussion about learning
Outline teaching games for understanding
to enhance pupils’ abilities to play games legitimately through modified versions designed to suit their developmental stage’
TGfU potential adaptations
ØSampling:
Exploring similarities and differences between games
ØTactical Complexity:
Matching to developmental stage
Shown with tennis and innvasion games space being matched to allow for their skills to be used to their abilites
ØExaggeration:
Emphasising particular game features
Tennis it was the serve
Innvasion games was for denying space
ØRepresentation:
Developing relevant modified games
We developed the games as we went along
six Aspects of TGFU
1.Game Form
Teams participate in a modified (or full) version of the game, dependent on their developmental level
2.Game appreciation
Teams are introduced to the rules of the game
All teams for tennis and dance were introduced to the rules and ideas of the game
3.Tactical awareness
Principles of play are gradually introduced (e.g. positioning, creating/restricting space, advancing an object)
4.Decision-making
Pupils develop ability to select both what to do and how to do it (i.e. recognising cues and predicting outcomes)
Occurred in dance with us as we asked what they wanted to do but as well we did decide when to move on based on what they were doing
5.Skill execution
Pupils refine abilities to perform the appropriate skill (or action) and in an efficacious manner
So this happened with me in tennis guiding them towards improving
For invasion games I gave advice on where to go and enforces the rules
6.Performance
Teams participate in a modified (or full) version of the game, with performances having been enhanced
Happened at the end or middle of the sessions for tennis and invasion games
reproductive teaching style
Reproductive Teaching style
“students learn to perform a task accurately and quickly as presented by the teacher” (Sachez, 2011).
- Was effective for the beginning of all the lessons as they were learning the basics however for tennis it begun to be too easy therefore an increase in difficulty
Productive teaching style
Productive Cluster
“the learner in decision making to promote the learner’s involvement in the process of discovery and use of knowledge.” (Kulinna, 2003)
- Was effective in lessons like dance through the use of interaction and them adding to the dance
