Reflection Presentation

1. Reflection Presentation Colleen Noonan Kin 329

2. Teaching Games for Understanding (TGFU) Model

3. What is the tgfu? The TGfU offers a tactical approach to games teaching emphasizing game performance before skill performance (Griffin, Mitchell, & Oslin, 1997; Werner, 1989) Tactical understanding is complex and, as argued by Griffin et al., 1997, Mitchell et al. (1994), Author (1998) and Author & Another (2000), has to be taught in progressive elements related to the development and experience of the students. However, the TGfU approach draws on this tactical perspective to teach skills so that we teach from a game form where we play games to create the need for skills. Griffin et al., (1997) in their book devoted to an integrated tactical/skill approach for teaching games, state that “a tactical approach...lets your students experience the excitement of actual play before they begin practicing specific skills...When they understand why each skill is important, students can apply the skills effectively during game play”

4. Teaching lesson 1 Floor Hockey Offense This followed to TGFU model by each activity having a scoring system. With the Progression: Whole court to pass from, No obstacles to intercept pass Specific targets are created added defender to pass around Opportunity to shoot goal is added More offenders then defenders Each pass will always result in a point. Try to receive as much points as possible No obstacles to intercept pass Free range to get pass to receiver Range of pass gets harder through each excersize

5. Teaching lesson 2 • Team Handball Defense • Tgfu Model progression: • 1v1 mirroring • full games where defenders get more points then the offenders • Having a defender one on one • Adding an offensive player 2v1 • 2 defenders v 2 offenders • Have a defender mirror an offender • Have the offender try different kinds of passes so the defender gets use to seeing the different offensive options

6. Teaching lesson 3 • Ultimate Frisbee Offense • TGFU Progressions • Athletic position • Seeing Passing lanes • Passing and Moving to open spaces • Faking defense out • Communication • Cooperating with teammates • Following role assignment • Communication

7. 1) Floor Hockey 2) Floor Hockey 3) Ultimate Frisbee

8. The teacher function coding sheets show that: Class activity increased as the lessons progressed Instruction took up less time over the three lessons The last lesson had a big portion of “other” where the teacher participated in the class activity.

9. Concepts of Teaching: Evaluation There was improvement each teaching experience + Organization and Student Learning was strong for this teacher - Instruction and Professionalism was their weak point

10. Assessment of Student Learning • Integral, ongoing, and embedded • Records process of play and/or outcome • GPAI: Game Performance Assessment Instrument • Rubric to assess components of game play • Enables holistic assessment of • On-ball skills • Off-ball movements • Support play • Decision making

11. Effective Questioning Strategies (Hopper, 2002) • Teachers asks “good” questions to facilitate guided discovery learning. • Teachers plan questions ahead of time

12. Overall: • On going informal/formal analysis allowed teacher to give feedback • Teacher did well in in Student Learning because of their specific feedback • Post assessment allowed students to relate what they learned to other sports • Post assessment questions were the best way to show the transfer of learning • .