https://padlet.com/burgoynesiofra/8o3dy081d28k Using a Teaching Games for Understanding (TGfU) Model en-us 2019-01-15 11:51:05 UTC 2023-03-27 16:21:25 UTC hello@padlet.com burgoynesiofra https://padlet.com/burgoynesiofra/8o3dy081d28k/wish/320704003 Command style is the most teacher directed style of the seven styles (Mosston, 1992). This style will be seen very briefly when explaining the different warm up games and so on. This style has gone out of fashion recently as more and more physical educators are learning more about the benefits of having the student at the center of the learning and making them responsible for their own learning (Nichols, 1994).]]> 2019-01-15 11:51:05 UTC https://padlet.com/burgoynesiofra/8o3dy081d28k/wish/320704003 burgoynesiofra https://padlet.com/burgoynesiofra/8o3dy081d28k/wish/320704004 This is the most common used pedagogical strategy in physical education. When a new pass, for example is being shown, the students who have previously played basketball will demonstrate to the other students the correct way to pass the ball, whether it be bounce, chest pass, etc. ]]> 2019-01-15 11:51:05 UTC https://padlet.com/burgoynesiofra/8o3dy081d28k/wish/320704004 burgoynesiofra https://padlet.com/burgoynesiofra/8o3dy081d28k/wish/320704005 This approach continues to use teacher-designed movement tasks, however, it is done in a way that allows the children to make individual decisions about how to move, which way to pass it, where is the best position to receive the ball and so on. Ensuring the stduents have to make quick decisions is key to this instructional model as the students will always be in a game like scenario]]> 2019-01-15 11:51:05 UTC https://padlet.com/burgoynesiofra/8o3dy081d28k/wish/320704005 burgoynesiofra https://padlet.com/burgoynesiofra/8o3dy081d28k/wish/320704006 2019-01-15 11:51:05 UTC https://padlet.com/burgoynesiofra/8o3dy081d28k/wish/320704006 burgoynesiofra https://padlet.com/burgoynesiofra/8o3dy081d28k/wish/320704014 Chambers, F., & Luttrell, S. (2013). Senior Cycle Physical Education Curriculum Instructional Models. Pathways for Teacher Implementation.

Mosston, M., & Ashworth, S. (1994). Teaching Physical Education. Macmillan.]]> 2019-01-15 11:51:05 UTC https://padlet.com/burgoynesiofra/8o3dy081d28k/wish/320704014 burgoynesiofra https://padlet.com/burgoynesiofra/8o3dy081d28k/wish/320704015

Dimensions of the floor space

Number of people in the group

Number of people on a team in basketball

How the points work in relation to 1 point for a free shot, two points for a basket anywhere inside the three point line during game play and three points when a basket is scored outside the three point line.

]]> 2019-01-15 11:51:05 UTC https://padlet.com/burgoynesiofra/8o3dy081d28k/wish/320704015 burgoynesiofra https://padlet.com/burgoynesiofra/8o3dy081d28k/wish/320704016

understanding the terms in basketball such as a free throw, double dribble, travelling, lay-up, etc. 

be able to develop an understanding of when a certain pass should be made in different game situations

]]> 2019-01-15 11:51:05 UTC https://padlet.com/burgoynesiofra/8o3dy081d28k/wish/320704016 burgoynesiofra https://padlet.com/burgoynesiofra/8o3dy081d28k/wish/320704017 showing students videos of Steff Curry shooting a basket, and showing different skills used in the games such as the defensive stance, how quickly players turn, etc. ]]> 2019-01-15 11:51:05 UTC https://padlet.com/burgoynesiofra/8o3dy081d28k/wish/320704017 burgoynesiofra https://padlet.com/burgoynesiofra/8o3dy081d28k/wish/320704018 the TGfU model provides students with opportunities to:

• develop game sense and tactical awareness
• learn through game play the skills that are required for her to perform in a given situation
• develop skill acquisition through the context of the learner and the game situation and how they arise in the game.
• communicate effectively with each other

]]> 2019-01-15 11:51:05 UTC https://padlet.com/burgoynesiofra/8o3dy081d28k/wish/320704018 burgoynesiofra https://padlet.com/burgoynesiofra/8o3dy081d28k/wish/320704019 Psychomotor - skill learning in the context of the game and tactical understanding in conjunction with skill development
Cognitive - developing an understanding of when and how a technique will be used based on an awareness of the need for the technique
Affective - enjoy participating in games, display attitudes and good sportsmanship]]> 2019-01-15 11:51:05 UTC https://padlet.com/burgoynesiofra/8o3dy081d28k/wish/320704019 burgoynesiofra https://padlet.com/burgoynesiofra/8o3dy081d28k/wish/320704022 This type of model that the students will be taking part in is called teaching games for understanding (TGfU). It is part of the new Leaving Certificate programme as one of the instructional model used for P.E. Teaching basketball through this model has been done for the past few years and is probably the most used model in the new leaving Caerificate programme. The reason behind choosing this model is that the students that I have in front of me like competition. In order to set out this model, in each lesson, students will be learning the rules, skills and game play through miniture games and real game situations. It will ensure that the students can make decisions quickly and see how they react in a game like scenario. Games is also one of the four strands in the P.E curriculum and so this strand must be visited at least twice during 1^st -3^rd year like the other strands.]]> 2019-01-15 11:51:05 UTC https://padlet.com/burgoynesiofra/8o3dy081d28k/wish/320704022 burgoynesiofra https://padlet.com/burgoynesiofra/8o3dy081d28k/wish/320789149 All girls DEIS Catholic School

Facilities: Small court size hall, three basketball hoops

Class: 1st Years - 17 Girls

Duration of TGfU: 6 Weeks

Content area/Strand: Invasion Games - Basketball]]> 2019-01-15 14:58:40 UTC https://padlet.com/burgoynesiofra/8o3dy081d28k/wish/320789149 burgoynesiofra https://padlet.com/burgoynesiofra/8o3dy081d28k/wish/329793538 for this scheme, students will be assessed in a variety of different ways. 
Continuous/formative assessment: every week, students will be assessed on material covered from the previous weeks at the start of class and also prior knowledge will be explored. There will be an aim each week with which the students will be assessed by observation on the aim of the lesson and how well they perform each task that is set out for the class. 
Summative Assessment: At the end of the six week scheme, the students will take part in a skills tournament, concentrating on turning, agility, passing under pressure, etc (focusing on the skills that were completed each week). students will be marked out of 10 for each skill performed]]> 2019-02-11 10:51:47 UTC https://padlet.com/burgoynesiofra/8o3dy081d28k/wish/329793538 burgoynesiofra https://padlet.com/burgoynesiofra/8o3dy081d28k/wish/330305503 2019-02-12 13:18:43 UTC https://padlet.com/burgoynesiofra/8o3dy081d28k/wish/330305503 burgoynesiofra https://padlet.com/burgoynesiofra/8o3dy081d28k/wish/330306025 2019-02-12 13:20:15 UTC https://padlet.com/burgoynesiofra/8o3dy081d28k/wish/330306025 burgoynesiofra https://padlet.com/burgoynesiofra/8o3dy081d28k/wish/330313512 2019-02-12 13:36:46 UTC https://padlet.com/burgoynesiofra/8o3dy081d28k/wish/330313512 burgoynesiofra https://padlet.com/burgoynesiofra/8o3dy081d28k/wish/330314541 2019-02-12 13:38:56 UTC https://padlet.com/burgoynesiofra/8o3dy081d28k/wish/330314541