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Griffin, L. L., & Butler, J. (2005). Teaching games for understanding: Theory, research, and practice. Human Kinetics.

Krause, L., Farrow, D., Reid, M., Buszard, T., & Pinder, R. (2018). Helping coaches apply the principles of representative learning design: validation of a tennis specific practice assessment tool. Journal of sports sciences, 36(11), 1277-1286.

Gordon, B. (2009),Teaching Games for Understanding (TGfU). Journal of Physical Education New Zealand, Vol. 42 Issue 1, p17-19.

Newell, K. (1986). Constraints on the development of coordination. Motor development in children: Aspects of coordination and control.

Wheeler, S. (2012) Questions, questions. Available at: http://www.steve-wheeler.co.uk/2012/10/questions-questions.html

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This is an idea that i will introduce during a class where there will be a focus on shooting

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This will be something that I will also introduce towards the end of the scheme

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The students will be able to purchase items that will ultimately constrain the opposing team. This is something that i will introduce later in the scheme.

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One of the things that I will implement through out the scheme is the theme of Fortnite. The studnets in the class are all very interested in the game and it will be away of capturing their interests straight away

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Display positive atttitudes towards coming up with solutions to the problems they encounter

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The students will develop their skill level. But they will develop the skill in the context of a game

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The students will develop an understnading of when and how to effectively use certain skills in the game

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The teacher uses questions and constraints to guide the students towards finding solutions to the problems imposed by the game.

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The teacher must design games that encourage the students to work on the skill that they want to focus on for the lesson.
The best way to do this is to add constraints. The three types of constraints that I will manipulate are: organismic, task and environmental. These 3 categories form the ‘constraints’ triangle proposed by Karl Newell. “the optimal pattern of coordination and control for a given individual is specified by the interaction of organismic, environmental and task constraints. The relative impact of these three categories of constraint on the pattern of coordination varies according to the specific situation.” (Newell 1986).

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This is what separates TGFU from simply just playing the game " “It is this questioning that ensures that the involvement in TGfU is an educational experience rather than simply a case of playing enjoyable games.” (Gordon, B. 2009).
The questioning encourages the students to think further which will make them think of more questions and it's this is what causes the learning "“From questions come other questions. From those come learning” (Wheeler 2012).

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Keys to successful implementation of the model

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Keys to successful implementation of the model

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The main assessment in this four week block of basketball will be visual observation carried out by the teacher to ensure the students fully participate in the lesson and are performing the tasks to the best of their ability. The teacher will give feedback to the students in a constructive manner. The teacher will also assess the students by asking them higher cognitive questions which will assess their level of high order thinking, adhering to the principles of Bloom’s Taxonomy.

Student-led assessment will consist of both peer and self assessment. The students will be engaging in games that promote team work where students will be encouraged to assess their peer’s performance. Students will also be encouraged to self assess their own execution of skills and basics of the technique. This will encourage students to form a deeper more critical understanding of the skills.

In addition I will be assessing the students through questioning at the end of the lesson with the use of exit cards, reflection walls etc.

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I have chosen to teach through this model because even though the topic is basketball, the principles of the play are transferable to any other invasion game. For example, skills such as creating space, keeping possession and support are all key features of all invasion games

I think that the model will suit the students because they enjoy playing the game. We had previously completed Gaelic Football and Badminton schemes. I mainly taught through games but there are a few key features of this model that I need to focus on more

I noticed in the previous strands, especially in Gaelic Football that some of the students didn't have a sound tactical knowledge of the games, even though they had a very good skill level. Therefore, i think that it would be very beneficial for the students to learn the principles of invasion games

I have chosen to add a Fortnite theme to this scheme of work. This will hopefully help the catch the studnets attention

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The fundamental movement skills challenged through this basketball scheme include: running, jumping, leaping, turning, dodging, evading, shuffling, catching and throwing.

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The students will work as part of a team. They will have to work together to come up with solutions to problems. The teams will be allowed to take time outs if they need to discuss something

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Students will learn to listen actively and agree or disagree respectfully. They will participate in discussions and share their opinions with teacher and each other. They will communicate successfully and effectively with their teammates in order to perform well

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Students will enjoy being physically active. They will start to better understand the tactics of Games which will hopefully encourage them to stay playing. The students will also have to overcome challenges and they will hopefully learn how to stay confident and overcome these challenges

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Students will start to begin to understand themselves better. Once they have this knowledge, they will be better able to develop personal goals. When they know themselves, they will get better at coping with any difficulties they might face

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Other Key Skills Targeted During the Scheme

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Other Key Skills Targeted During the Scheme

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·  Pupils will keep score in games and activities.

·  Pupils will become familiar with the number of players required for a basketball team.

·  Pupils will learn about lines and shapes in team formations.

·  Pupils will count the number of steps/pivots that they take.

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Pupils’ literacy skills will be developed through the following activities:

· Pupils will learn the keywords and phrases associated with the sport of basketball.

Pupils will participate in discussions with their peers related to basketball.

· Pupils will be instructed to reflect on their own and their peers’ performances by discussing their thoughts amongst the class.

· Pupils will complete written tasks throughout the four lessons (Exit cards, Worksheets, Personal Assessment sheets).

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“Literacy and numeracy activity can become contextualised, meaningful and purposeful to the learner throughmany subjects and areas of learning.” (Implementation of the National Literacy and Numeracy Strategy). Literacy and Numeracy skills are now an essential part of all lessons and must be targeted to develop skills in order to participate “fully in the education system, to live satisfying and rewarding lives, and to participate as active and informed citizens in our society”. (Literacy and Numeracy for Learning and Life). The aim will be to seamlessly incorporate Literacy and Numeracy into each lesson without the pupils being aware they are focusing on these skills. This way pupils will be able to develop these skills and become an ‘informed citizen’ without realising that they are developing these lifelong skills.

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The scheme will be a 6-week scheme that is taught through the TGFU model. In the TGFU model the skills will be thought in a context and the skills taught will meet the students need.

In the TGFU model the students will be forced to solve many problems during the game. It will force the students to think about what they are doing during the game. They will have to modify and adapt approaches if necessary, during games/matches. At the same time the students will be learning the skills.  It’s important that the students are learning and applying the skills in a games environment because “when practice replicates the performance environment, skills are more likely to transfer” (Krause et.al 2018)

TGFU allows for skills improvement and the development strategically of tactical awareness while still partaking in enjoyable games that are similar to the original game, with only some modifications. These modifications are used to stress an approach that the teacher wishes the students to improve upon and further understand.

“The teaching games for understanding model (TGFU) evolved ... as an approach to teaching and learning that fostered tactical understanding in conjunction with skill development to better facilitate participants’ playing, understanding and enjoyment of games.” (Griffin & Butler, 2005, p. 71).

The typical structure of any one of the first five lessons is summarized below:

· Attendance: Students sign their name on the sheet by the whiteboard

· Introduction: Introduction by learning wall. We will do this in the sports hall and then complete

· Warm Up: will be an activity that will raise the heart rate before beginning the lesson

· Task: The students will complete a task without receiving any instruction. The teacher must pick a suitable constraint for the task

· Demonstration/Discussion: The teacher will demonstrate/discuss the solution to the problem imposed by the constraint during the game. The teacher will use questions to get the answers from the students rather than telling them the solution

Isolated Practice: The teacher will work on the skill in isolation if they feel that the students need more practice at the skills

Task: The students will go back into the task and use what they discussed with the teacher in the game

Game: The students will play games. The teacher will either choose to keep the condition for the game or allow the students to play a normal game

Reflect: Students rate their effort for the lesson and tick the correct box in the on the sheet

Conclusion: Tidy up the equipment and walk down to the sports hall.

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“Through participation in a variety of games in a safe and enjoyable environment, students will be presented with the opportunity to develop personally, socially, and physically”

(NCCA, 2003)

Basketball is a sport that is quite popular in Ireland. There are now a lot more NBA Games on the TV which has led to people starting to enjoy the sport more.

There are school basketball teams for every age group in Rochestown. All the teams play in the top division and are usually quite competitive.

Basketball is part of the ‘Games’ Strand. It’s an invasion game that will allow the students to develop many skills while participating in the scheme.

The sports hall in the school has 8 baskets. This is 6 across and there is one full length court. The number of baskets available make it possible that every student is active during the lesson which is very important.