BPHY119
Teaching Invasion and Net Games I

ECTS Value: 4 ECTS

Contact Hours: 20

Self Study Hours: 48

Duration: 8 Sessions

Mode of Delivery: Blended

Assessment Hours: 32

 

Overall Objectives and Outcomes

This module aims to make course participants consider games from a tactical perspective. Games can be taught through a Models Based Practice (MBP) approach whereby a hybrid model Sport Education (SE) and Teaching Games for Understanding (TGfU) will be used. This module will also make course participants (CP) fluent with the Learning Outcomes (LO) and will enable them to translate these LO’s into meaningful lesson plans using SE-TGfU hybrid model. CP will learn one Invasion Game (football) and one Net Game (volleyball) and will be able to sample such games on other games within the same category.

By the end of this module, the learner will be able to:

Competences

  • Show creativity and the required detail in planning lessons for the different level of learners;
  • Demonstrate a good application of a hybrid SE-TGfU model;
  • Conduct a practical lesson using a SE-TGfU model to enable learners to achieve the LO;
  • apply progression, differentiation and tactical principles within games and practices for each of the two game categories;
  • Show mastery in both invasion and net games.

Knowledge 

  • Interpret the SE-TGfU model to develop lessons that are meaningful and authentic to the learners while relating to the learners’ experiences;
  • Monitor progress and use knowledge to determine the next level to scaffold the level of the learners in class.

Skills

  • Use questioning techniques to determine the concepts acquired by learners and to help them scaffold further;
  • Show good teaching skills which are in line with SE and TGfU;
  • Devise and sustain situations that help learners develop through the situations presented during class;
  • Evaluate learners’ input in the lesson, especially when applying SE;

 

Assessment Methods

This module will be assessed through: Scheme of Work, Lesson Delivery and Write-Up.

Suggested Readings

Core Reading List
  1. Cuevas, R., Garcia-Lopez, L.M., Serra-Olivares, J. (2016) Sport education model and self-determination theory: an intervention in secondary schools. Kinesiology 48 (1).
  2. Farias, C., Mesquita, I. & Hastie, P. (2015). Game Performance and Understanding within a hybrid Sport Education season, 2015. Farias, C.; Mesquita I., & Hastie, P.A. Journal of Teaching in Physical Education. 34. 725-729. 10.1123/jtpe.2015-0189.
  3. Kallia, M. (2013) Sport education model soccer unit plan to Finnish PE teachers using sport education model. Fullbright College of Education. https://coachadamspe.weebly.com/uploads/5/0/0/4/50048481/soccer_sported.pdf
  4. López-Lemus, I., Del Villar, F., Rodríguez-Gutiérrez, A., González-Silva, J. & Moreno Domínguez, A. (2023). Could the Hybridization of the SE/TGfU Pedagogical Models Be an Alternative for Learning Sports and Promoting Health? School Context Study. 10. 877. 10.3390/children10050877.
  5. Mandigo, J., Tredway, J. & Lodewyk, K. (2018). Examining the Impact of a Teaching Games for Understanding Approach on the Development of Physical Literacy Using the Passport for Life Assessment Tool. J. Teach. Phys. Educ. 2018, 38, 136–145.
  6. Pearson, P., Webb, P. (2008) Developing Effective Questioning in teaching games for understanding (TGfU). A paper presented at the 1st Asia Pacific Sport in Education Conference, Adelaide.
  7. Pill, S. (2018) The Game Sense Approach: Developing Thinking Players. Runner: The Journal of the Health & Physical Education Council of the Alberta Teachers’ Association. 49 (1).
  8. Schmidt, B. (2016). Volleyball. Steps to Success. Human Kinetics.
  9. Grice, T. (2008). Badminton (Steps to Success) Human Kinetics Europe Ltd.
  10. School Resource Hub | Badminton England – https://www.badmintonengland.co.uk/on-court/school-resource-hub/

 

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