HLTH2204

Curriculum Models in Physical Education

Tutorial One
Games for understanding – A tactical games approach
Recap
 Tutorial times – SEPEP Tournaments
 Lecture content
 Siedentop Reading – Curriculum Models
 Readings for Week 1 and Week 2

Traditional Approach – Student lessons

Groups of 3 or 4 peer teaching Lesson 1
1. Introduction
2. Warm-up (Task Cards)
3. Forehand Grip & Shuttle Bounce
4. Shuttle Catch
5. Conclusion & Facts about Badminton

Group Discussion
Badminton training session
- See everyone’s abilities
- Traditional model doesn’t always work for today’s students
- Different abilities
- How do you cope with kids now a days
- Old stretching style – should be dynamic stretch – why do stretches – they are
boring and do not engage students in preparation for the lesson and static
stretching does not prevent injury from occurring within the lesson.
- Warm up purpose: muscles prepared to move/ dynamic stretching/ running –
relate warm up with skill/content – is their heart rate up?
- Warm-up needs to be High intensity
- Does it switch their brain on – alert them?
o Make own philosophy of what warm up is and why
o 1) HR/ Interest/ alert

What would you question/ what’s good about it?

- No point in catching the shuttle – not used in a game
- When looking at drills, old styles of drills can be poorly related to the actual game and
serves no purpose to the learning and understanding of the game by the students.
- Teaching correct grip from day one (good point used) – place racket down, pick it
up with dominant hand. Teaching correct technique from the beginning > important
aspect of teaching. (Keeping it simple with just one grip so eliminates kids getting
bored – can also refine technique as you teach to the students who would benefit
from it).
- Change grip throughout the lesson – feedback to individual and use as a
differentiation – use as a teaching tool
- See something good – how can you use the teaching tool into practice – use drills
– engage with resources
HOW – first year – behaviour management
WHAT – first year – content
WHY – this unit is the why – question of why you run a lesson a certain why – which
model is used.

HLTH2204 Semester 2 2019

GAMES FOR UNDERSTANDING
1) Learner – level/ability/ why you are teaching the class/ why am going to teach
2) Game: badminton and volleyball – divided courts
3) GAME APPREICATION – cant use oval - appropriate area – Use correct use of
space and tactics to relate to he sport
4) Tactics: tactic is generic (footy: blocking) Strategy is how, who and is going to block
to make best possible move. Tactics: screen – strategy is place you put people in
correctly to have best outcome.
5) WHY? – Decisions
6) SKILLS
7) PERFORMANCE – DO
How to
Give them a tactic and then refine the skills as you go – students receive the WHY first
and then the how (Tactic/strategy then the skill)
- Students get the why first before the how and the what.

GERT
G- Game sample
E – Exaggeration
R- Representation
T- tactical complexity

Game Type: Divided Court – Common Objectives and Demands

Group Discussion

Definition
Strategy: an overall plan prepared in advance, which should take account of your own and
opposing strengths and weaknesses

Tactic : pre-planned ideas for small units as well as flexible in-game responses to changing
events

1. Organisation – Divided Court 1

Demonstration: not all rules explained
- Explain KTP after students are given opportunity to discover and learn for
themselves
- Student self learning – given more responsibility of own learning
- Give teacher opportunity to see what level or ability students are at
- Give student who did KTP well to demonstrate – pump up their tires
- Explain further rules when issues arise – stop the class and ask students what the
rule should be in regards to fair play and the rules of the sport -
Court Area
Diagram:

Conduct Rules
- Fair play
- Maintain score
HLTH2204 Semester 2 2019
 - Shaking hands at end of game
- Behavioural objectives

Procedural Rules
- Serve from white line
- Area – boundary lines
- Two hands serve and pass
- Has to bounce in other persons area

Tactical Solution
Attack:
- Speed
- Deception
- Space
- Spin

Defence:
- Get low (bend knees, hips and ankles)
- Light on feet
- Active hands
- Controlling space

NOTES: if students can’t catch and throw, they are less likely participate and enjoy
the drill
- Show progressions
Use shuttle for lower ability instead of using volleyballs

2. Organisation – Divided Court 2

Court Area: length of badminton

Diagram:

Conduct Rules
- Fair play
- Maintain score
- Shaking hands at end of game
- Behavioural objectives

Procedural Rules
- Serve from white line
- Area – boundary lines
- One hands serve
- Two hand pass
HLTH2204 Semester 2 2019
 - Ball not to touch the ground (must catch on the full instead of a bounce)

Tactical Solution
Attack:
- Speed
- Deception
- Space
- Spin

Defence:
- Get low (bend knees, hips and ankles)
- Light on feet
- Controlling space
- Active hands

Link to Badminton
One handed: over hand volley serve – same as a one handed badminton serve

Students at the Middle Childhood and Early Adolescence phase of development should be
directed to setting up an attack by creating space on the opposite side of the net and on
defending space on their own side of the net. Creating and defending space are two tactical
problems fundamental to the game of badminton.

Participating in DC1/DC2 and through appropriate teacher questions students will become
familiar with the level of strategic and tactical complexity required for divided court games.
Experience will inform the teacher when the skills of the overhead clear and drop shot can be
introduced to the game of Badminton.

3. Badminton - Half Court Singles Game

Court Area: use of badminton boundaries length ways and use of the net
Diagram:

Conduct Rules
- Fair play
- Maintain score
- Shaking hands at end of game
- Behavioural objectives

Procedural Rules
- Serve from form anywhere
- Area – boundary lines – playing area
- One hands serve
HLTH2204 Semester 2 2019
 - Ball not to touch the ground (must hit on the full instead of a bounce)

Tactical Solution
Attack:
- Speed
- Deception
- Space
- Spin

Defence:
- Get low (bend knees, hips and ankles)
- Light on feet
- Active hands
- Controlling space

NB
No comment is made about racquet parts or grip.
Grip can be corrected individually (Frying pan grip)
Service is a difficult skill that modified equipment may rectify

End of lesson debrief

Put drills in warm up
Why in the model – why do we use this model
Give more opportunity to explore and develop own ability and learning

SPACE
SPEED
DECEPTION
SPIN

Active hands
Low stance – bend at knees, hip, anlkes
Light – light on feet

HLTH2204 Semester 2 2019