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Presentation for 1st Asia Pacific Sport in Education Conference, Adelaide January 21, 2008
Edward De Bono
Lets teach everyone to walk and then give specialist coaching to those who can run rather than the present system of teaching everyone to run and neglecting those who are no good at running
Background
An emphasis on the play, where tactical and strategic problems are posed in a modified game environment,ultimately drawing upon students to make decisions The key to TGfU approach is questioning Questions should be used with technique, strategies, rules and psychological areas
Observations
Methods used in practical studies courses and Game Sense workshops for Professional Development Focus on what to do, not how to do Focus on examples of games and questions to use not how to develop them Focus on questions to ask to generate understanding No focus on where the questions were generated from nor how understanding was gained to ask them
Tactical Model
Foundation of the movement component New South Wales Secondary Schools Personal Development, Health and Physical Education syllabus Difficult pedagogical process (Turner, 2005) Still very limited awareness regarding TGfU in the teaching and coaching community in NSW
(Pearson, Webb, Towns and Rowland, 2005)
Questioning
Questioning skills and the ability to develop appropriate activities to allow the questions to be answered are critical to the success of TGfU (Light 2003) Questioning can be applied to 4 areas: strategies. technical, rules and psychological
Game Example
Two Court Bounce
Two players per team, two squares 10m x 10m Aim is to bounce the ball in your court and have it bounce in the opponents court before they can catch it
To space
Correct
Issues
Reason for question Meaningful feedback Evaluation of answer Indicated learning
The student may leave this class with no more knowledge about a net court game than when they entered but may well have been very busy and very active
Game Sense
Beginner Teachers and Coaches need to understand Reason for using the game Matching the game with the questions Matching questions with elements they wish to develop Matching games with the category
The Model
Phase 1 Elementary Understanding of Games within a Category Phase 2 Elementary Understanding of Games Across Categories Phase 3 Advanced Understanding of a Game Within a Category Phase 4 Advanced Understanding of Games Within and Across Categories
Purpose
Provide the how and why, not only the what Deconstruct games to provide teaching keys Allow a range of interpretations from students Give a framework for pre service teachers and beginner coaches to develop lessons, units and sessions Create connections between aspects of games to increase intellectual quality of lessons
Phase 2
Phase 2 Compare games across categories Find similarities and differences in rules, technical skills and tactical strategies Find commonalities in games and questions Find games that can be adapted to different categories
Phase 3
Use the same process as Phase 1 but examine more advanced elements of games, especially the tactics and strategies Deconstruct a game within the category Determine elements required by players to participate at a more advanced level Examine the game as a complex pattern, including the role and interaction of opposition Adapt games from Phase 1 to challenge students in a familiar framework
Phase 4
Use the same process as Phase 1 but examine more advanced elements of games, especially the tactics and strategies across the category Deconstruct each game within the category Determine elements required by players to participate at a more advanced level Compare games within the category to determine how strategies may be adapted to different games within the category, again comparing, analysing, evaluating (Forrest, Webb and Pearson, 2005)