Reflection

GCR, As we like to call it has been a very enjoyable experience. The class was a very good class for future teachers and health educators. The social and personal responsibility model relates a lot to real life and how sports can be used by some kids in a way to express themselves. The model in the class was very well emphasized which sometimes began to get kind of repetitive but I guess we definitely learned it. The class we had made the year a lot of fun and made the dry material a lot easier to deal with. The teaching games for understanding model was more of a review for me because earlier in the year, in my PHED 2000 class we covered it in more detail. But for others, who haven't seen it before I think it was a good model to learn and the way we covered it was very helpful. During this class we actually practically taught the model whereas in  my other class we just verbally covered it.For this reason the more practical use of it was more helpful for me and reiterated and helped me understand it more. These two models are very good tools for teachers by themselves but together they become even better. They could be combined because the social responsibilities model is basically just a value system which is a baseline for being a good person. And once you have that down you can teach the TGFU model with the respect, and other qualities of a good person. You make sure you always consider what others want to do as well as just helping others complete something in the gym or even outside the gym. Overall GCR was a very enjoyable class which I would recommend to all of my friends, even if they are wanting to just use it as an elective.

more problemos

Tactical Problem: attacking and defending

Game: Split everyone into 4 groups each group has their own designated corner. In each corner they have 3 cones set-up upside down. The gym is split up into quarters and each group can not trespass into another teams area. The object of the game is to knock down the opponents cones while still protecting your own. You must have a proper balance of offense and defense in order to be successful.



Game: flag snatchers!

                  Everyone is split up into 2 teams and this is to be played on an open court. each player is given a pinnie and it should be tucked into their shorts like flag football. The rules are similar to capture the flag but when pinnies are stolen from you they are dropped right where they are stolen and the player without a pinnie goes to jail. the only way to get out of jail is for players who have pinnies to bring a pinnie that they pick up off the ground back to  the jail. The object of the game however is to be the first team who collects the 4 beanbags from the oppositions net. There are no safe zones but obviously the closer to your net you are the more of your own players there would be.

Tactical Problemos!

Badminton: hitting birdie to open space:

1. Gator-skin badminton
Can have 1 or 2 people on each side of the badminton net. Using the gator-skin balls, play a normal game of badminton with out rackets (throwing the ball over the net and catching it, then throwing it back over). Allow the ball to bounce once (if wanted/needed) before it is caught (or to modify, allow ball to bounce twice). Can also decide to use other balls (like a tennis ball which bounces easier, but is smaller). This game allows the students to look for and throw the ball to open space (the tactical problem) with out having to worry about badminton shot technique (assuming the students already have sufficient throwing skills).

2. triple point badminton
This game will be like a normal game of badminton (1 or 2 students per side) except students receive 1 point each time they hit the birdie over the net and 2 points if the birdie drops on the opponents side with out the opponent touching it. This game allows students (especially less-skilled students) to still receive points but encourages all students to really aim for open space on their opponent's court rather than simply trying to hit it as hard as they can or just getting it over. This could be a good game too, because points can be racked up very easily and students will therefore be able to cycle through much quicker.

This particular Game Performance Assessment Indicator is assessing Floor Hockey. The tactical skills that are being analyzed are, decision making, skill execution, and adjustment.

Skill Execution involves shooting, puck control, passing, and receiving. Adjustment includes moving to the puck, moving into open space, and playing defense. Finally, Decision Making involves shooting, passing, support, defending/ attacking and finding open space.  In the GPAI the students are put into categories. Students are assessed according to their appropriateness and inappropriateness (A's and I's) on a scale of 1 to 5.

This is a fairly easy GPAI assessment from the teacher. It is important to assess all students, and show them your assessment with comments, so that they can learn from their mistakes, develop a better understanding of the game, and improve their abilities. In order to assess students it is very important that you know what you are looking for as a physical educator.  Here is the example I found for the GPAI. Once again it is quite simple and effective!



This table can be put into a graph in order to be analyzed easier.

Names	Decisions		Skill Execution		Adjustment
	A	I	A	I	A	I
Smyth (F)	IIIII (5)	III (3)	III (3)	I (1)	III (3)	I (1)
Jackson (M)	II (2)	III (3)	III (3)	I (1)	I (1)	IIIII (5)
Reed (M)	IIIIII (6)	I (1)	IIIII (5)	(0)	IIIII (6)
Carson (F)	IIII (4)	I (1)	IIIIIII (7)	IIII (4)	III (3)	II (2)
Gode (F)	I (1)	IIII (4)	I (1)	II (2)	II (2)	III (3)
Cindar (M)	IIIII (5)	II (2)	IIIII (5)	II (2)	IIIII (5)	II (2)

Tactical Problem

When teaching fielding games from the TGfU model a large tactical problem is making contact with the ball. In order for to do this skill a requirements is to keep the ball in play (not a foul ball). There are certain games that can be played to help solve this problem.
Pepper is a small easy baseball game, where a group of fielders stand in a line fifteen to twenty feet away from a batter. One side of the line is the front and the other is the back. One of the fielders throws the ball to the batter, who attempts to hit grounders to the fielders standing in the line. When a fielder cleanly plays the ball, he throws it back to the batter who tries to hit the ball again to the fielders. This game works on more skills than just making contact. It also works for improving fielding. If the fielder makes an error trying to pick up the ball, he must move to the back of the line. If the batter hits a foul ball (anything behind him or not at the group) or just misses the ball, he is out and becomes a fielder at the end of the line. The fielder at the front of the line then becomes the batter. If the batter hits a line drive or pop-up to the fielders, whoever catches the ball, switches spots with the hitter.http://www.youtube.com/watch?v=ZAN-dbeRZUI

Another easy game to play would be ball juggling on a bat. You hand out as many bats as you have students and have a competition who can keep the ball in the air for the longest. You work on hand eye coordination as well as hitting the ball square on the sweet spot of the bat. Here is a little video where a golf club is used to juggle rather than a baseball bat. It is the same concept of learning the hand eye coordination as the baseball, with just different tools. http://www.youtube.com/watch?v=6oTMosZ76b8

TGfU model

Teaching games for understanding model was introduced in the early 1970's but didn't really take off until the early 1980's and began getting a lot of international attention. The model challenged the traditional way of teaching games and began to shift the focus from a skill base to more of a  tactical base approach. Teaching Games for Understanding provides a learner-centered model of teaching.It is meant to provide learners with an understanding of the technical and tactical skills necessary to be successful in a wide variety of team sports. It also keeps the motivation up which helps with continued participation throughout life. The four different categories discussed in this model are: 1. Target Games, 2. Striking Games, 3. Net/Wall Games, 4. Invasion/Territorial Games.

Target games include archery, bocce, bowling, and billiards. The intent of the game is to send an object to make contact with a specified stationary target/ targets. Hitting the target in fewer attempts than you opponent is key. The playing area is shared.
Striking games include baseball, cricket, and kickball. The object of these games are to make contact with the ball in order to get on base and round the bases to score more runs than your opponents. The field is shared again.
Net and wall games are volleyball, tennis, badminton and squash. Sending the ball/ object over a net trying to place it away from opponents so they can not return it back. Serving is the only time the object is held.

Invasion or territory games are basketball, hockey, football, water polo or ultimate frisbee.The object of this game is to invade the opponents goal to try and score while also defending your goal at the same time.
A tactical problem is a situation where a strategy must be employed in order to overcome the situation. An example of a tactical problem in target games would be the wind is blowing while you are shooting archery and so you must account for the drift the wind would put on the arrow. In striking games, where the defense is playing while you are at bat could help you decide what you choose to do. You could bunt if the infield is playing deep. You could also fake bunt to pull the defense in and then swing at your next pitch. Net and wall games have tactical problems that involve maybe tipping the ball in volleyball rather than spiking it down because the opponents are not covering the short ball behind the blockers. Then finally invasion games. All odd man rushes are examples of tactical problems, for the offense and defense. 

Cooperation Vs Competition

Cooperation and competition has been a debate for many years, but still there is no right or wrong answer in my opinion.

 I feel competition has a very important place in society. Without competition honestly where would we be today? It is a driving force which pushes people to excel and come up with great new innovations and ideas. As for more of a sports view, all elite sports are centered on competition. Every athlete ever to be interviewed after winning the top prize in their respective sport always says they can’t put their emotions into words and it is something they have dreamed about winning since they were small children. It is an end goal that makes all the hard work and sacrifice worth it. I believe competition is healthy and needed to push people further than they thought they could go. As for cooperation all team sports involve it and a good team buys into the system and uses both competition and cooperation as tools to help them reach their end goal. I know I am talking about elite sports here and there is a time and a place for both.

In the case of children in schools, I feel more cooperation could be beneficial to help all students feel more involved in certain games, but I also feel competition is a human trait that some are born with and can’t change. Most can hopefully turn it down and use it in the correct places during life.

There is a time for elite sports but I am not sure exactly when that would be. My best guess would have to be starting in grade 8. Elementary school should be a time for trying out new things and trying to increase participation with cooperative games that force everyone to work together and therefore eliminate the feeling of being left out or last pick. I also feel that physical education shouldn’t be a place where too much competition should exist but it will always be there. It is human nature to try and be the best. As humans we have a tendency to try and classify everything and without competition how would you be able to classify what is a good performance as to what isn’t? This is only my opinion and I feel I am a very competitive person myself and I enjoy my life. I am very comfortable with who I am so that is why I feel the way I do! 

I have attached a little video that has to do with the competition of life as well as cooperation to help others http://www.youtube.com/watch?v=LU8DDYz68kM I thought it has some relevance

Physical Educators Resources

http://www.thephysicaleducator.com/ This website is a great resource for PE teachers! It has new featured games every week that are perfect for young children. This weeks game is tusker tag. The game is very simple but would be great to do in class! The website also has features for more games, informative poster ideas, lesson plan ideas and blogs where physical educators can write about new ideas they have and share them with the world!

http://weissice.com/index.htm This website is made and maintained by Howie Weiss. There are many very new and very interesting games. One I glanced at was Turkey Island and it sounds pretty awesome. It is definitely something I would try with a class! Very creative thoughts!


http://www.physedsource.com/
 This is probably the biggest site I found. It contains a large variety of different curriculum. It has a very broad view on PE! Anything from gymnastics, to outdoor survival, to disc golf! It also contains links to many other good sites for PE.

Our two invented games

First of all I was lucky enough to be in a very good group, with very creative people who all enjoyed being involved. When everyone chirps up and makes comments that they think will make for a good game, it makes the process of creating a game much easier and more enjoyable.  

One of our games we created was probably one of the most abstract of any other group. We simply named it cone-hands. The game was a short relay that involved 8 pylons, 8 bean bags, and a baton. The course we set up was very short but the length could be changed to adapt better to different ages. It starts off at a start line with 2 teams. The first member of each team places the pylons over their arms acting as hands and then runs to the end where the bean bags are located. They then try to pick up a bean bag with the cones over their hands then run back halfway to where the first pylon is located. Then they try and place the beanie on top of the pylon. Then they must run back to the end and pick up another bean bag and place it on top of the last beanie they placed on the pylon. Once they have successfully stacked 2 beanies on the pylon they must run back to the start and grab the baton with their cone hands. This isn't as easy as it sounds... they must make their way back to the end where they [picked up the bean bags, where the 2nd pylon is located and stuff the baton through the top of the pylon. Then they sprint back to the next person in line and swap the pylons with their team-mate. Then their team-mate goes and does the same thing only having to stack beanies on top of the already placed 2 other beanies. First team to successfully complete the relay race wins!

This game can be changed very easily with the number of players, how far the relay is, how many bean bags they must bring back, where the pylons are, and the list goes on and on. It is a very broad view of the game and still allows for more creativity. The rules are very basic, and are really no different than any other relay.

-          Wait for the other player before you can take off

-          The cones can’t leave the hands until you switch racers

-          If you drop the bean bags, you must just re-pile all of them one at a time

Our game worked on many important skills: running, balance, coordination, and precision as well as many different fine and gross motor skills. Teamwork, respect, and fun were had by all during this activity!

The second game we had was much easier! It involved the parachute and 3 of the dodge-balls. 4 Players in the group would lift the parachute and run under it and sit on the inside of it as it began to deflate. The 5^th group member had all 3 dodge-balls and would try to score them through the hole in the middle of the parachute. We only had 3 balls so if we had more it would have been a better game. This game is very simple and easy to setup. The rules are also very limited.

The self-direction day went very well, in my opinion and was quite enjoyable with the group I had, and I’m sure every other group had fun too.

My Philosophy to Teaching

Teaching Physical education needs to be looked at differently by the audience who you are teaching to. Teaching games and activities to youngsters, in my opinion should be kept at a very simple level. I believe the object of teaching the youngest of kids is to make sure they have fun doing the activities and want to be active. Physical education should be a student centered course that allows for students to experience a lot of learning and realize the benefits of a physically active and healthy lifestyle. This builds a love for sports and a solid foundation to want to maintain their health later in life. PE needs to educate, encourage and help students to improve their physical fitness. It should be a course that includes everyone and all participants are welcome, encouraged and feel safe. Physical education also needs to educate students on the basic movement patterns to help them build a solid base which allows for safe participation in lifelong physical activity. It needs to be adaptive and occasionally challenging so that all skill levels and learning capacities are accommodated. Physical education should teach fun and health but also many other important life skills; teamwork, goal-setting, respect, communication and responsibility. Children should be taught the skills through the games and activities during class and then take them out into their lives away from school.  

Once the children grow up a bit and gain an understanding of certain sports and decide they enjoy playing that particular sport a more competitive approach can be brought in and followed. More advanced techniques and strategies can be practiced to perfection. Discipline and sacrifice also become very important skills later in sports.

            The students should have the right to be taught by someone who lives an active life themselves and not just someone who preaches it.  The Physical Educator should be able to deliver the curriculum in an effective way as well as teach useful strategies and show some understanding for the game or sport being taught.  The teacher should be able to answer the questions of the students or be able to find the answer to the question.  The teacher should act as a facilitator and help students in achieving objectives and goals.

Lastly, again it is essential to just reiterate that physical education should be fun, exciting, and challenging for all students involved!