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Teaching Games for Understanding The Importance of Student Emphasis over Content Emphasis-1

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Numeracy skills

Students will have to work together to overcome a variety of challenges and compete in a number of games.

Students will make connections in their learning as they progress through the lessons.

Students will have to solve problems posed in different skill cards.

Students will learn to respond to instructive given in numbers during the warmup and modified games.

Students will keep track of scores during games and the final culminating event.

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As students develop their digital literacy skills "they learn how to create, collaborate and communicate effectively and to understand how and when digital technologies can best be used to support these processes." (NCCA, 2016, pp.4).

Students will read and comprehend PowerPoint presentations used throughout this scheme.

Students will become competent using a stopwatch.

Students will watch, analyse and discuss videos used to display several skills.

Students will use video analysis apps to record and assess their performance.

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Teaching Games for Understanding (TGfU)

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Teaching Games for Understanding: What does it look like?

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Teaching Games for Understanding: What does it look like?

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Teaching Games for Understanding - Lesson Demonstration

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Coleman, P., Kilkelly, F., Murphy, G., O'Boyle, D., Porter, J.M., & Slattery, M. (n.d.). Games for understanding. Dublin: The Stationery Office.

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

NCCA (2016). Short course physical education: Specification for junior cycle. Dublin: Stationery Office.

NCCA, (2016). Short course digital media literacy: Specification for junior cycle. Dublin: Stationery Office.

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Resources used in this scheme include: Learning wall, exit cards, worksheets, skill cards, score cards, PowerPoint presentations and assessment cards.

Equipment used in this scheme include: Basketballs, cones, bibs, polyspots, hula hoops and exercise ladders.

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Managing Myself: Students will be working towards developing better understanding of their skills and abilities. Students will set and achieve goals as they progress through this scheme.

Staying well: Students will be physically active for the duration of this scheme. Students will work confidently as part of a team and develop strategies to overcome any difficulties that arise.
Communicating: Students will communicate with their teacher and peers each week. Students will learn to provide their opinion, but also respect that of others. Students will engage in discussion and reflection while communicating confidently as an individual and as part of a team.

Working with others: Students will work as part of a team for the duration of this scheme. Students will learn to work as an effective team member when attacking and defending play. Students will fulfil a variety of roles in their team and show leadership skills where necessary.

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Literacy skills

Students will work with a partner to discuss solutions to a variety of challenges posed in skill cards during different lessons.

Students will complete written tasks throughout the six weeks (exit cards, worksheets, traffic light zone cards, assessment forms).

Students will communicate in groups and pairs to complete a variety of tasks.

Students will be exposed to new terms that they will use when communicating over the seven weeks e.g. chest pass; dribbling.

Students will engage in discussion about why they are learning skills, before learning how to do the skill.

Students will read, question and discuss the learning wall each week.

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A formative approach to assessment will be taken for the duration of this scheme. This formative approach will allow the teacher to continually assess the students’ progression in each skill and activity. A variety of assessment tools will be used each week including self-assessment, peer-assessment, teacher observation and feedback, questioning and group discussion. These forms of assessment will focus on providing the students with feedback on their performance in class and highlight key areas in which they are achieving and those that need improvement.

During the six weeks, the teacher will use questioning and feedback as a method of assessing the students. The students’ performance in each class will be compared to the features of quality for each learning outcome and constructive feedback will be given where necessary. The use of tactical questioning will be implemented by the teacher throughout the scheme as the questions ‘what to do?’ and ‘how to do?’ are separated “to enable the student to recognise and engage in decision making” (Luttrell & Chambers, 2013, pp.27). Worksheets and task cards will be used to provide students with clear criteria to compare their progress with over the six weeks.

Students will complete self-assessment on a weekly basis as they reflect on their performance and ability to execute a range of skills in each lesson. While working in pairs, students will be encouraged to assess their partner’s performance of a variety of skills and movements.

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The fundamental movement skills targeted throughout this scheme include:
Throwing, catching, dribbling, passing, turning, transferring weight, running, dodging, chasing, jumping and landing.

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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: Students have completed a strand in athletics, gymnastics and physical activity for health and wellbeing and therefore have a good knowledge of the fundamental movement skills. This is however, the students’ first experience of basketball and therefore will not have much knowledge in this area.

Prior Skills: Students have developed an appropriate level of understanding of the fundamental movement skills through their participation in athletics, gymnastics and physical activity for health and wellbeing. Students have developed good personal, physical and social skills as they explored the potential limitations of their own body. This is the students’ first experience of manipulative movement skills, so it is therefore expected that there will be a mixed ability when the skills of basketball are introduced.

Prior Attitudes:The majority of students in this class have a positive attitude towards physical education. There are a small number of students that require further encouragement and motivation to fully engage in the activities. This class work well together and are continuing to develop their teamwork skills.

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Rationale for Selection of Instructional Model

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Rationale for Selection of Instructional Model

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The Teaching Games for Understanding (TGfU) model will be used when implementing this scheme of work. This games-focused approach will teach students about tactics, decision making and problem solving. Through the teaching of these critical skills, it is hoped that students will become more responsible and self-sufficient in their learning and carry these skills across all areas of the curriculum. As a first year class, these students are heavily reliant on teacher instruction and demonstration. It is hoped that on the completion of this six week period, students will have the necessary skills to engage in student-led activities that require large amounts of decision making and independence. In order for this to be achieved, emphasis will be removed from skill execution and placed on the students’ capacity to develop “sufficient skill to play games at an enjoyable level” (Coleman et al., n.d., pp.2). The focus for this scheme will be on the holistic development of the student and wellbeing will play a major role in all lessons. Unlike other instructional models, Teaching Games for Understanding aims to encourage participation in games for enjoyment. "Much of the pleasure involved in games playing lies in making correct decisions in the light of tactical awareness" (Thorpe and Bunker, 1982). Through participation in a range of games, students’ cognitive and affective skills will be challenged and expanded as they work closely with the teacher and their peers. As a team sport, basketball provides many opportunities for students to learn with and from their peers. The teacher will take the position of a facilitator throughout this scheme as students’ tactical skills are developed. The teacher will facilitate and monitor the learning activities but allow students to develop naturally at a pace suitable to their own ability.

Once the students gain an understanding of the game of basketball and progress through the stages of game appreciation, tactical awareness and decision making, skill execution will be addressed. This ensures students can answer the question ‘what to do?’ before ‘how to do?’ and fully comprehend how the game works.

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This module will take place in the gym hall and the outdoor basketball court. After the housekeeping routine (roll call, collection of sick notes and uniform inspection) the learning intentions will be shared with the class. There will be a brief discussion on the previous week’s lesson and a recap over what was learned. The students will proceed to the designated area for today’s lesson (sports hall or basketball courts) where they will engage in a fun and appropriate warm up.

The main body of the lesson will introduce the skills being explored in today’s lesson and provide students with an opportunity for discovery and experimentation. All skills will be introduced through the means of a game, where students’ tactical awareness and decision making will be tested. Tactical questioning and teacher observation will be implemented in each lesson to expand student learning and encourage improvement. As skills are introduced, emphasis will be placed on why the skill is performed, before learning how it is performed (Luttrell & Chambers, 2013). This will ensure students are learning “to play in the context of the game” (Luttrell & Chambers, pp. 23, 2013).

Each lesson will conclude with a cool down and a set time will be allocated for reflecting on the lesson. Students will engage in discussion with both the teacher and their peers as they provide feedback on the lesson completed. Finally, students will complete an exit card and return to the dressing rooms to change into their uniforms.