Teaching Games for Understanding (#TGfU) Andy Hair--Peter Aquilina Leopold PS

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1 Teaching Games for Understanding (#TGfU) Andy Hair--Peter Aquilina Leopold PS Aspects of the theoretical component was presented at the (PRESENTER)

2 Invasion Games Striking & Fielding TGfU Target Net/Wall

3 Invasion Games e m a u n at o y Can skills th n like commo are oss all acr rts? spo Soccer Netball Football Lacrosse Ultimate Frisbee Hockey Handball

4 Striking & Fielding e m a u n at o y Can skills th n like commo are oss all acr rts? spo Baseball T-Ball Cricket Kick Ball Rounders Stick ball Wiffleball

5 Target e m a u n at o y Can skills th n like commo are oss all acr rts? spo Golf Archery Disc Golf Lawn Bowls Darts Ten Pin Bowling Shuffle Board

6 Net/Wall Sports e m a u n at o y Can skills th n like commo are oss all acr rts? spo Squash Tennis Table Tennis Badminton Downball Wallball Speed-Minton

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9 A text message conversation I had with a teacher prior to their PE interview They got the job. Hey hairy. PE question. Do you teach fundamentals to the junior school first and then move onto on teaching games for understanding??? Andy Hair: The foundation of all sports excellence comes from a mastery of FMS. This should start in Pre School. As teachers we are the middle Team. We need to develop strong partnerships with parents and sporting clubs to ensure that FMS is consolidated, repeated and extended. N F: Love it!!! Andy Hair: When Teaching TGfU we can be effective when FMS has a strong base layer. Students can excel across a range of skills more easily and adapt this skill across a range of sports if their FMS is of a high level. Those that have weak FMS or have not consolidated effectively or have come from a school that has not emphasised the importance of it will often be the students that struggle with transferring their TGfU skills across a broad range of sports.

10 Andy Hair: A great example of this has been my lessons this week with Grade 3,4,5. We are at week 5 in NEt/Wall sports and knowing where they have come from over the last 3-5 years I was able to have them try and move their partners around the court to win a point. However they were able to use a variety of tools at each area. We set up volleyball, badminton, table tennis, downball and hot shots. The students were free to adapt their own rules at the games and play a game that both opponents have an equal chance of winning. The outcome- Beyond what I thought it would be. Easily the best BUSY lesson I have taught in 5 years. And my role was merely to listen and guide. I assessed and listened to the conversations that were going on. Those that got it, were able to make their own roles. Those that struggled used basic rules and required a little nudging.

11 Layer the Unit Keep building, strengthening, layering, extending Add to this layer to extend and broaden Build a secondary layer using skills acquired Add on to this base layer with consolidating tasks Start with a solid base layer Lay the Foundation of understanding

12 Student Learning through problem solving Teacher: facilitator of new problems. #PhysEdSummit 2014 Woman designed by Javier Cabezas from the Noun Project CC BY Person designed by Javier Cabezas from the Noun Project CC BY

13 Teacher surveys the grade to find out learning goals. This sets the pattern of learning over the coming weeks.

14 Teacher surveys grade to make predictions of their own learning across the TGfU unit. At the end of the unit questioning takes place around whether the predictions were correct. In the following year we build upon these skills to improve outcomes.

15 TGfU differences for the teacher: first game = warm up 4-6 mins of student game/activity and then 1-2 mins team discussion assisted by teacher Qu s questions focus on skills/game sense and interpersonal Return to game time - add challenges/layers Repeat cycle - games/ coaching time Demonstrate using the game - students watch a game and comment/discuss #PhysEdSummit 2014

16 decision making strategising/ movement knowledge execute the movement Game Sense Perfect Game Skills specific skills for the type of games being played and equipment being used - and transfer of these to other games #PhysEdSummit 2014 Interpersonal thinking, team work, organisation, communication (multiple), leadership, listening, decision making, problem solving, reflecting etc.

17 Change what? TGfU is about problem solving - change: Equipment Space (smaller/bigger/ width); zoning Rules (ex. 1 step, now 3 steps) Goal place/ number/ how your score # players, role players, # passes, types passes students should be involved in the discussion of what and when to change their games. #PhysEdSummit 2014

18 Changing Equipment offer choice offer variety for skill transfer no student should be frightened of the ball #PhysEdSummit 2014

19 Changing Rules Challenges give examples let students inquire into further ex. differentiation challenging everyone at their own level. every student has diff skills, hard to play the same game and grow. #PhysEdSummit 2014