Justification This unit outline has been based on the year 11 (stage 1) class I have for placement.

The practical component is volleyball and within theory lessons they will be learning about sport psychology. The practical component has a tactical games approach where the students learn the tactics of a particular sport through games that emphasis the strategies, for example attacking as a team through spiking. The theory lesson will be conducted to emphasis sport psychology and how an athlete can use imagery when performing a task, they will complete a worksheet while I am conducting a teacher-directed class and questioning lesson. Mitchell, Oslin & Griffin (1997), have stated that they believe that traditional games that are taught in schools have done nothing to educate students about game play and tactics. Currently physical education teachers have been teaching students the traditional textbook method. A traditional lesson would have students lined up in two rows standing opposite their partner and practicing the skill the teacher has demonstrated, till majority have perfected the skill. If you were to look at any sport there is never one athlete just standing stationary to complete a skill and the ball never comes directly towards any athlete during game situations. So as pre-service teachers we need to ask ourselves, why are physical educators trying to teach a skill that has students standing stationary to learn a skill, which does not replicate game situation. By using a tactical games approach, we are able to teach the tactics of any game to our class while they improve their skills by moving in game situations. In saying that we should not always just play a full court game and never teach skill, we should be breaking it down so the skill is emphasised, for example as a team you will receive one point for a double block, one point for calling the play and one point for winning the point This will help to develop the skill of blocking, playing as a team and getting them to call the plays they want to utilise. As a future physical educator if I see a collection of the class having difficulty digging the ball or setting it, the class will be broken up into pairs and they will compete against each other to see who can get as many consecutive digs or sets with their partner. Mitchell, Oslin & Griffin (1997), have designed a book showing how you can implement a tactical games approach to different sports and the importance of understanding game play and having the ability to apply tactical knowledge to games is important for students. As you can see in the 6 week unit outline, I have inserted time slots during the double practical lesson to break down a skill if I see students having difficulty setting the ball for spikers or digging the ball to the setter. This wont happen every double lesson of practical, but if there are quite a few students struggling with a skill, it is important to remind them of the basics which will help them to remember the key elements to that skill. Teaching for Effective Learning framework states that we need to teach learners the language of learning so that they can articulate what, how and why they are learning. This is important to teaching and education, as teachers we need to educate students the language of learning so that they will continue learning throughout their life and develop their knowledge. As stated in the paragraph above this unit outline is designed in a tactical games approach, majority of the students in a class would be use to the traditional textbook teaching style. The traditional textbook is where the student will complete a skill exactly as the textbook states. By teaching them a new language I will be developing their content knowledge in that sport and it may be transferable knowledge to another sport.

Teaching for Effective Learning framework uses a model that is designed for teachers; content knowledge and pedagogical knowledge. Content knowledge is where you understand the knowledge about the subject matter that you are teaching or being taught. Teachers should know and understand the components that they their teaching within schools. Pedagogical knowledge is the deeper knowledge about learning and the practices or the methods of how you can teach and students learn. This section also includes the issues of student learning, classroom management, lesson plan and student evaluation. Every teacher should have a grasp on both of these areas which is called Pedagogical content knowledge. By having this overall component in a teachers virtual school bag, will make you a highly advance teacher. Having this philosophy as a teacher, I be able to teach this 6 week outline, because of the content knowledge I have developed within degree and my pervious knowledge of sport psychology and then pedagogical knowledge I have on how I should conduct a lesson (still developing) and the lesson plans I have developed for this 6 week unit outline. The unit outline I have produced is a productive style of teaching, which allows students to individually explore problems, make decisions and for new knowledge and movement solutions to emerge. Moy and Renshaw (2009) agree that this should be the way to teach students, not the traditional method where the teacher does most of the thinking for the student and reproduces the knowledge for the students to learn from. During the early 20th century the traditional way of teaching of physical education started off in militarist physical training, which involved drills, marching, military manoeuvres and gymnastic exercises. The purpose behind this teaching method was to teach obedience, discipline, compliance and conformity to the middle class (Moy & Renshaw 2009). The typical PE lesson was conducted by one teacher instructing a large group in a small area using a demonstration and then students were to follow the demonstration. Any thinking, thoughts of freedom or individualism was considered unnecessary, during this time. The educational gymnastics approach led to a change in the way teachers taught physical education. It changed from being formal commands to a natural conversational speaking voice, there was a greater emphasis on self discovery and individual problem solving rather than teacher directed. The teacher was then seen as being the one guiding students rather than the director of the learning experience. John Dewey he said that play was a valuable activity that integrates mind and body, thus justifying its educational benefits(Moy & Renshaw 2009) . Due to this change in teaching style and the influence on games teaching, the physical education lessons have changed. Currently the model for physical education teachers is the Teaching Games for Understanding (TGfU), which was developed by Bunker and Thorpe. This approach has put a greater emphasis on the technique based approach to a more student-based approach to solving problems in modified games. My unit outline is a based on a student centred approach, where I use questions to get the students to think tactically where they should be during a situation or how they can support their team mates. By using the TGfU model as a base to my unit outline, has more than just playing games and hoping the students understand the tactics within that sport. It is based on the students readiness to learn and understand through asking questions and games that emphasis the tactics I want them to learn and develop throughout the lesson. The two videos I have chosen to include within this unit outline show the best practices within the lesson I have taught my peers. Video 1 I am explaining the next activity, I have used visual cues by drawing on the whiteboard to demonstrate where each student should be positioning themselves. I have also used verbal cues by explaining which students should be receiving the ball from a serve and then who becomes the setter. By providing different ways to explain the next game, I am

catering for two different types of learning areas. As March (2010) states, every person has a learning style- its as individual as a signature. March suggest that we need to know our students learning styles so that we are organising our classroom and responding to each students individual needs. By providing two different types of learning cues, I have increased the amount of students understanding the explanation to the activity. Video 2 is where we have just brought the class back in to the whiteboard after an activity and discussing what has happened in the last activity and breaking it down. I have used guided discovery approach which was developed by Mosston & Ashworth (2002). Within my video 2 you can see that I have used questions to ask the class where the attacking team should position themselves if their peer gets blocked while spiking the ball. I have also asked one of the students to come up to show their peers on the whiteboard where they think each student should be positioned during this situation. By using this guided discovery you are assessing that students knowledge of tactics and they can demonstrate to the other students visually where they should be moving to cover space. Reference List Government of South Australia (2010). South Australian Teaching for Effective Learning. Department of Education Services. Marsh, C., (2010). Becoming a teacher knowledge, skills and issues. Pearson Australia. French Forests, NSW. Mitchell, S., Oslin, J. & Griffin, L., (1997). Teaching sport concepts and skills, a tactical games approach. Human Kinetics, Lower Mitcham, South Australia Mosston, M. & Ashworth, S., (2002). Teaching Physical Education, Cummings, San Francisco. Moy, B. & Renshaw, I., (2009). How current pedagogy methods in games teaching in the UK, Australia and the US have been shaped by historical, socio- cultural, environmental and political constraints. ACHPER International Conference. Werner, P., Thorpe, R. & Bunker, D., (1996). Teaching games for understanding: Evolution of a model. Journal of Physical Education, Recreation & Dance, 67, 1, pp28-33.