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Almond, L. (2015). Rethinking teaching games for understanding. AGORA PARA LA EDUCACION FISICA Y EL DEPORTE, 17(1), 15-25.

Bunker, D. & Thorpe, R. (1982). A model for the teaching of games in secondary schools. British Journal of Physical Education. 18(1). pp.5-8.

Bunker, D., & Thorpe, R. (1986). Is there a need to reflect? In R. Thorpe, D. Bunker, & L. Almond (Eds.), Rethinking games teaching (pp. 25-34). Loughborough: University of Technology, Loughborough.

Department of Education and Science. (2003). Junior cycle physical education syllabus. Dublin: The Stationary Office.

DES. (2011). Literacy and numeracy for learning and life: The national strategy to improve literacy and numeracy among children and young people 2011 - 2020. Dublin: Department of Education and Skills.

Jarret, K., Eloi, S. & Harvey, S. (2014). Teaching games for understanding (TGFU) as a positive and versatile approach to teaching adapted games. European Journal of Adapted Physical Activity, 7(1), pp.6-20.

Junior Cycle for Teachers. (n.d.). CPD booklet - Physical education and wellbeing within the framework for junior cycle. JCT: Monaghan.

Luttrell, S. & Chambers, F.C. (2013). Senior cycle physical education curriculum and instructional models: Pathways for teacher implementation. Dublin: eprint.ie Ltd.

Méndez-Giménez, A., Fernández-Río, J., & Casey, A. (2012). Using the TGFU tactical hierarchy to enhance student understanding of game play. Expanding the Target Games category. (El uso de la jerarquía táctica de TGFU para mejorar la comprensión del juego de los estudiantes. Ampliando la categoría de juegos de diana). Cultura_Ciencia_Deporte, 7(20), pp.135-141.

Mitchell, S. (n.d.). Teaching games for understanding (tgfu). Ohio: Kent State University. Retrieved January 2, 2019 from: https://www.shapeamerica.org//about/districts/midwest/upload/Mitchell-TGfU-workshop.pdf.

NCCA. (2012). Key skills of junior cycle. Dublin: NCCA.

NCCA. (2017). Junior cycle wellbeing guidelines. Dublin: Department of Education and Skills.

Pearson, P.J. & Webb, P. (2008). Developing effective questioning in teaching games for understanding (tgfu). Australia: University of Wollongong.

Playsport. (2014). Teaching games for understanding (tgfu) approach. Retrieved January 2, 2019 from: http://www.playsport.net/about-playsport/teaching-games-understanding-tgfu.

Strean, W., & Holt, N. (2000). Players', coaches', and parents' perceptions of fun in youth sport. AVANTE, 6, pp.84-98.

Webb, P.I., Pearson, P.J. & Forrest, G. (2006). Teaching games for understanding (tgfu) in primary and secondary education. Australia: University of Wollongong.

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Rationale for the Instructional Model - Teaching Games for Understanding (TGfU)

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Rationale for the Instructional Model - Teaching Games for Understanding (TGfU)

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As Badminton is classified as a game, I have decided to employ the use of the Teaching Games for Understanding (TGfU) Model. I have found through my time with this particular class that they are very inquisitive and they like to know why they are doing something in a certain way and how it can be of benefit to them. I believe that by using the TGfU model that it will develop the learners understanding at a better level but that they will also appreciate why they are undertaking certain things, selecting one type of shot over another, continuing a rally and so forth and that it will help to develop their understanding at a faster pace.

The idea behind TGfU is that we start modifying games “to make it educative” (Méndez-Giménez, Fernández-Río, & Casey, 2012, p.140). I believe that this is the key to engaging my class with the topic at hand. This class would be in the higher set of students in their year group and they are always striving for perfection and understanding behind anything that they do, be it in PE or Irish.

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Bunker and Thorpe developed the model of Teaching Games for Understanding in 1982. The basic idea behind the TGfU model is that "if teachers can improve pupil’s understanding of game play, then performance improvement is more likely" (Mitchell, n.d., p.1), putting the why before the how (Bunker & Thorpe, 1986).

The model is very student centred as "TGfU places an emphasis on the play, where tactical and strategic problems are posed in a modified game environment, ultimately drawing upon students to make decisions" (Pearson & Webb, 2008, p.2). According to research conducted by Strean and Holt in 2000, children indicated that the game like situations were more fun than technical drills.

Games are divided into different categories such as Target Games, Net/Wall Games, Striking and Fielding Games and Invasion Games, and TGfU can easily be applied to any of these games to help your students to understand the basic principles of the game which will then aid them as they take part in the full unmodified version of the game. “The teacher or coach is a quizmaster who designs game scenarios in the form of puzzles to be solved that represent what a player will usually encounter in games” (Almond, 2015, p.19).

"By exposing children and youth to the primary rules, fundamental skills, and tactical problems associated with each category, they become literate in a variety of games, activities and sports and develop an understanding and competency of the skills and tactics associated with playing sports" (Playsport, 2014). My aim as a PE teacher is to develop my students as literate sports people who are confident in their abilities and will continue to take part in physical activity throughout their lifetime and not just in the PE class. I believe that the TGfU model will help me to achieve this with my students.

TGfU is a model that also lends itself easily to  modification to ensure that all students are achieving success while taking part in a model using TGfU. It allows you to manipulate the game so that your learners develop a greater understanding for the game and therefore when you move back to the unmodified game the learners are more experienced and find it a lot easier to take part in the game. The adaptation model that is used is TREE.
T - Tactics and Time
R - Rules
E - Equipment
E - Environment (Luttrell & Chambers, 2013, p.36)

Principles of Play - Attack and Defence
The model of TGfU will also help the learners to develop the ability to appreciate the principles of attack and defence throughout a range of different games. The skills that the learners will become aware of will also be transferable throughout the same game category.

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Teaching Games for Understanding - Lesson Demonstration

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A big factor to assessment in the TGfU model is the use of questioning. Through questioning we can assess the students understanding and the tactical awareness that they have developed throughout the unit of work.
“The questioning of participants in relation to their understanding of performance is a key pedagogical feature of TGfU and is designed to support learning by getting participants to recognise and acknowledge experiences of success and to formulate action plans for future practice” (Jarrett, Eloi &Harvey, 2014, p.8). Through the use of questioning we can assess the students' tactical knowledge and in turn we can assess the learning that is taking place.

The pedagogical approach that will be used during this unit of work will be active learning. I find that the model makes "effective use of active learning" (Webb, Pearson & Forrest, 2006). It does this through the use of games, small-sided and full-sided, adapted versions of Badminton and so on. The use of these games allows the students to develop their tactical awareness which will in turn improve their performance. The students are not just standing going through the motions of a technical drill, rather they can learn through playing a game.

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(Luttrell & Chambers, 2013)

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Throughout this unit of work I will use the medium of video to show the learners the correct technique for the shots in badminton. This will aid the learners in having a guide to work off that is correct. The teacher will also demonstrate the shots, however I feel that with the world that we are living in that the use of digital technology will be more memorable for the learners and will enable them to engage with the topic at a deeper level.
By watching the video clips the learners will be able to evaluate what is happening in the video, reflect on what they have seen and share it with their peers in the class. Not only with the learners be working on their digital fluency they will be working on their other key skills.

Within this unit of work I think that it is important that the learners become aware of how to use digital technology in the correct manner. In this regard I will use apps such as SlowMo and Dartfish so that the students can work in pairs and they can analyse each others technique and performance. While the students are working on their video analysis skills they will also be improving their digital fluency.

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Active

Responsible

Aware

Resilient

Respected

Connected

"Wellbeing at Junior Cycle provides learning opportunities to enhance the physical, mental, emotional and social wellbeing and resilience of students, and enables them to build life-skills and to develop a strong sense of connectedness to their school and to their community" (JCT, n.d., p.2).

All teachers in the school have a role to play in the incorporation of wellbeing into the curriculum but PE has an even bigger aspect to the implementation of wellbeing, "learning in physical education is designed to ensure that students appreciate the importance of participation in regular moderate physical activity not only for their physical wellbeing, but also for their psychological and social wellbeing" (NCCA, 2017, p.46).

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Subject: Physical Education
Topic: Badminton
No. of Learners: 26
Gender: Mixed
Average Age: 13/14 years
Year: 2nd Year
No. of Lessons: 6
Duration of Lessons: 80 minutes
Specific Pupil Needs: N/A

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Taken from 'Short Course Physical Education: Specification for Junior Cycle'

(2.1) use a wide range of movement skills and strategies effectively to enhance their performance

(2.4) demonstrate activities to enhance their health-related and/or performance-related fitness for the particular game, including warm-up and cool down

(2.5) respond, individually and as part of a team to different games’ scenarios

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Badminton Nets

Badminton Poles

Badminton Bases

Badminton Racquets

Shuttlecocks

Sports Hall

Whiteboard

Balloons

Hula Hoops

Worksheets

Markers

Task Cards

Learning Wall

Music

Roll Book

Whistle

Non-Participant Resources

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SOL 12: The student is a confident and competent participant in Physical activity and is motivated to be physically active.

SOL 11: The student takes action to safeguard and promote their own wellbeing and that of others.

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"Research with teachers and learners in the classroom has shown that these skills are relevant to all subjects and that they improve the learning experience" (NCCA, 2012, p.2).

Working with Others - Co-operating, respecting difference and learning with others. During this unit of work the learners will be working with other learners in the class. During this period the learners will have to co-operate with their peers to develop their game understanding but will also have to respect the different ideas that their peers may have while they are learning.

Being Creative - Exploring options and alternatives. Learners will be given the chance to explore different tactical options during the game and a safe environment will be provided for them so that they can try this for themselves.

Communicating – Listening and expressing myself. Learners will be developing the key skill of communicating during this unit of work as they will be listening to their teacher and to their fellow classmates. As well as this the learners will be able to express their own ideas and communicate this to the class.

Staying Well - Learning how to be well in the environment. Learners will learn how to safely put up and take down badminton nets, including the bases and the poles. As well as this the learners will be aware of how to stay safe during a game of badminton.

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Literacy
"Literacy includes the capacity to read, understand and critically appreciate various forms of communication including spoken language, printed text, broadcast media, and digital media" (DES, 2011, p.8).

- Learners will be come familiar with Badminton terminology during this unit of work

- Literacy skills will be targeted through the use of a learning wall
- Digital literacy will be targeted through the use of digital technology such as video
- Learners will learn about different types of shots used in Badminton
- Learners will complete written tasks throughout the unit of work
- Task cards will be used for the learners
- Non-participant activities will also help to develop the learners' literacy skills

Literacy will be targeted through the use of learning walls, on these learning walls there will be the key terminology that is needed when discussing badminton. As well as learning walls the use of reflection and feedback will be used and oral literacy will be developed through speaking and listening.

Numeracy
"Numeracy encompasses the ability to use mathematical understanding and skills to solve problems and meet the demands of day-to-day living in complex social settings" (DES, 2011, p.8).

- Learners will become familiar with the scoring system in Badminton
- Learners will become familiar with the dimensions of a Badminton court, both for the singles game and for the doubles game
- Learners will become aware of how to strategise during a Badminton game

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Striking with rackets
Stretching
Jumping and Landing
Transferring Weight
Turning
Running

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This unit of work will take place inside the school hall.

The beginning of each lesson will involve the learners entering the hall for the roll call. During this period of the lesson I will conduct any housekeeping that needs to be done. This will include the checking of any notes that were given out in the previous class or any notes that the students have brought to the class that day. At this point the learners will inform me as to whether they have the correct kit or not and if necessary I will write a note or follow the correct step of the 'no kit' procedure that we have in place. The learners will then leave the hall to change into their PE gear. As the learners re-enter the hall I will check to ensure that they have taken off all of their jewellery and that all shoes are tied correctly.

Each lesson will begin with a brief introduction, the first lesson will contain an introduction that will be slightly longer to facilitate the explanation of the Instructional Model that we will be using during the unit of work. After that the content of the lesson will follow the basic idea of a warm up, a main body, a cool down and a conclusion.

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Learners Level of Knowledge, Skills and Attitudes

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Learners Level of Knowledge, Skills and Attitudes

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Prior Knowledge:
The learners in this group have never done Badminton during their time in secondary school but some of the learners know of the sport and some of them have taken part in a small bit when they were back in primary school.

Prior Skills:
As mentioned the learners would not have completed a dedicated unit of work based on Badminton but they have done a small bit when they were in primary school so may have built up a small bit of the skills required to take part in Badminton.

Prior Attitudes:
The learners in this group were supposed to take part in this module in term 1 but due to restrictions to the school hall, the unit of work that was undertaken had to be altered. The learners are very eager to take part in a Badminton unit of work. I have found at times after completing two units of work with this group that they can at times lack the motivation needed for PE, especially the females in the class.

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I have selected to undertake this unit of work with the 2nd year students as they were meant to complete this unit of work in term 1, however due to a school show, the school hall was out of bounds for a lot of time after the mid-term break. The learners were disappointed to learn that they would not be able to complete the unit of work in Badminton. As the learners were disappointed by this, I am hoping that by completing the unit of work in Badminton that it will bring the motivation and enthusiasm that can be at times lacking in this class group. I feel that it is something that they have been looking for so they should be very engaged with it come it's introduction in term 2. Undertaking a unit of work in a divided court game, it is hoped that it will help the learners to develop "a sense of personal fulfilment by achieving a level of success through participation in games" (DES, 2003, p.37).