CURRICULUM PLANNING AND DEVELOPMENT DIVISION POST SEA PROGRAMME (APRIL 2019 – JULY 2019) PHYSICAL EDUCATION
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TABLE OF CONTENTS
CONTENTS PAGE
Preamble 3 - 5
SECTION ONE (1) - Warm Up Games 6 - 9
SECTION TWO (2) - Intergenerational Games 10 - 14 Human Musical Chairs/Variation (Hoops) Skipping Los’ my glove on Satr’day Night Moral The Farmer in the Dell Brown Girl/Brown Boy in a ring Hopscotch Rounders Hand Game/Hand Clap
SECTION THREE (3) - Teaching Games for Understanding/Game Sense Approach 15 - 30 Netball Basketball Modified Cricket Games/Cricket
References
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PREAMBLE: Physical Education is one of the core subjects on the Trinidad and Tobago National Primary School Curriculum. According to Wuest & Bucher, 2015, “Physical Education is an educational process that has as its aim the improvement of human performance and enhancement of human development through the medium of physical activities”. One of the main goals of this subject is fulfilled through the ability to use knowledge of movement and skills to perform a wide range of physical activities (Wuest & Bucher, 2015).
The Physical Education and Sport Unit of the Curriculum Planning and Development Division proposes to use Intergenerational Games and the Teaching Games for Understanding (TGfU)/ Games Sense Approach as major aspects of the Post SEA Programme 2018/2019. The TGfU/Games Sense Approach has proven to be very relevant to students at the Post SEA level. Recent studies suggest that, as students progress through the teaching/learning stages, their engagement in the Approach, allows for a smoother transition from one level to another. In the Trinidad and Tobago education context, this transition is necessary and would be facilitated through the planned content of the Post SEA Programme 2018/2019.
The TGfU/Games Sense Approach was developed by researchers at Loughborough University in the United Kingdom to tap into children’s inherent desire to play. Butler et al. (2008) identified six basic TGfU Concepts:
1.! Teach games through games 2.! Break games into their simplest format - then increase complexity 3.! Participants are intelligent performers in games 4.! Every learner is important and is involved 5.! Participants need to know the subject matter 6.! Need to match participants’ skill and challenge
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Recent approaches to TGfU have advocated for a thematic approach to teaching games. Rather than teaching sport-specific units (e.g., volleyball unit, football unit), children and youth gain skills and knowledge to apply to different sports by playing a variety of games associated with 4 game categories:
•! Target Games in which the participant propels an object, preferably with a high degree of accuracy, at a target •! Net/Wall Games in which the participant propels an object into space trying to make it difficult for an opponent to return it •! Net/Wall Games in which the participant propels an object into space trying to make it difficult for an opponent to return it •! Striking/Fielding Games in which the participant strikes an object, so it is placed away from defenders in the field •! Territory Games in which participants invade an opponent's territory to score
These categories represent games and activities that are similar in structure. By exposing children to the primary rules, fundamental skills, and tactical problems associated with each category, they become literate in a variety of games, activities and sports and develop an understanding and competency of the skills and tactics associated with playing sports.
The skills and strategies used in these activities are applicable to several different sports. For example, if a child understands the basic concept behind keeping possession of an object in a territory game (e.g., use short passes, shield the ball, support the player with the ball), this will help them to play a variety of territory games whose tactics can be applied to related sports (e.g., basketball, football, netball).
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TGfU is a child-centred approach where the leader acts as a facilitator and the participants make their own adaptations in order to maximize the level of challenge and fun. The following steps are elements of a TGfU Approach:
1. Activity Appreciation: trying out a version of the activity in a small-group
2. Tactical Awareness: developing understanding of common elements of games and tactics needed for success
3. Decision-Making: learning and practising making decisions in action, in response to different situations
4. Application of Skills: identifying and practising the skills needed to improve play
5. Performance: putting it all together, applying the skills, decision-making and tactics in game situations
The process is a cyclical one with participants continuing to adapt and change as needed for the best playing experience.
This document contains information which serves as a guide for the teacher while engaging his/her charges in Intergenerational Games, Netball, Basketball and Cricket. The strategy to be employed is consistent with that of TGfU.
Warm up games/activities are also included.
Please note that all activities must take place in an adequately sized area which allows for safe movement of students. The facility/playing area must also be clearly identified by using cones or improvised markers.
It is also recommended that TGfU activities should be for a duration of approximately 45 minutes.
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SECTION 1
WARM UP GAMES CATCH AND MOVE:
1.! Set out a marked area (using cones or improvised markers) that is appropriately sized to fit all your players and small enough to allow them to move and dodge each other. ! 2.! Players should be asked to move about inside the area and avoid bumping into each other (safety). !
3.! Instruct students to start moving slowly and gradually increase their speed. !
4.! Introduce balls one at a time (approx. 1 ball per 6 students). Have players first alert their peers by calling their names, then throw the ball to them to catch as they move around the area. !
5.! Change the way players are asked to move such as: skip, jump, butt kicks, sideways, in a crouched position etc. while they continue to throw the ball to each other. !
6.! Stimulate players mentally and have them recall names of famous cricketers, grounds, teams etc., or any concept/s relevant to other subject content.!
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THE BEAN GAME!
The students should begin by moving around the room in different directions. Students are guided to become any of the ‘beans’ listed below on the instruction of the teacher. (Eg. Jump around the room! – the student becomes a ‘jumping bean’.)!
1.! Jumping Bean -Jump around the room
2.! Runner Bean- Run around the room (avoid bumping into others) or run on the spot
3.! Broad Bean - Stretch your arms and legs out as wide as you can. Walk around the room taking as large strides as possible then jump and make a star shape
4.! Jelly Bean - Move around the room slouching and doing creative movements e.g wobble like a jelly
5.! Chilli Bean - Shiver and shake
6.! Frozen Bean - Stand very still
7.! Mr. Bean Walk -Walk around with a puzzled/vacant expression, muttering under your breath
8.! Bean Sprouts - Stand on tiptoes and make yourself as tall and thin as possible while moving about
DISHES AND DOMES
Scatter cones around the area with half of them upside down and the others right side up. Divide class into two groups – ‘dishes’ and ‘domes’. On command, dishes will turn cones into dish shape (right side up), domes turn into cones (upside down). Safety must be adhered to in order avoid head collision.
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REPLACERS AND TAKERS
This game is played using coloured hoops and coloured bean bags. Scatter the hoops around the area. Divide the class in half and groups can be named ‘takers’ and ‘replacers. The ‘replacers’ have a 30 second head-start to place bean bags in their corresponding coloured hoop. On the blow of the whistle, the ‘takers’ take the bean bags from their correct hoops and place them incorrectly. The ‘replacers’ have to keep going to try and remedy the problem.!
VIDEO RECORDER
The teacher gives instructions similar to those listed on a remote control (play, rewind, fast forward, stop, eject and record). Students respond to the following instructions, using the appropriate actions: Play - walk around; Rewind - walk backwards; Fast Forward – run; Pause – stoop; Stop – stop; Eject – vertical jumps; Record – horizontal jumps.
TAILS/ RABBITS
Each student is given a tail (made of paper or cloth). They are instructed to tuck the item into their waistband at the back so that it is worn as a tail. On instruction, students are to move around in the marked area and try to collect as many tails as possible while protecting theirs. They must not hold on to their own tail and should not make physical contact with others. When tails are collected, students must tuck them into their waistband at the back. Even if tails are taken, students must continue to move around and attempt to take the tails of others. The game is played for a designated period of time and the teacher may ask who has collected the most tails or the game may be repeated.
CHAIN TAG
Select two or more chasers. As soon as the whistle blows, the chasers must tag their peers. When tagged, they must then hold hands to form a chain. As soon as the chain has four members, the students must form into groups of two and continue moving around to tag their peers. The game ends when all students have been caught. The last students to be caught can start another game of chain tag. !
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CONTAMINATED MOLECULES
Select two or more chasers who are given bean bags or soft balls. As soon as the whistle has been blown all students move around the marked area and the chasers must touch as many of their peers on their backs. When a student is touched, he/she must stand still and wait to be released. Students can be released by two members of the class who are still free. These two members must co-operate by holding hands and encircling the captured pupil, who is then freed. The game ends after a designated period of time or when all students have been captured.!
TRAINS
Set out cones in the shape of an athletic track (modified based on the available space). The students are organized into groups of four or more by the teacher and must run in their groups (one behind each other in an anticlockwise direction around the track). At intervals, the teacher blows the whistle and the student at the back of the group sprints to the front; two sharp whistle blows mean all the groups change direction in which they are running. !
TRAFFIC LIGHTS WITH CARS
The colours of the traffic light are used for students to perform different activities. Students move around in the area pretending to steer a car and are instructed to vary their pace (walk, jog, run). Teacher calls the colours of the traffic lights to vary the movement. GREEN: moderate/fast paced movement, AMBER: slow movements, RED: students stop. The movements can also be controlled by the teacher waving appropriately coloured scarves or by holding up coloured cards.!
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SECTION 2
INTERGENERATIONAL GAMES
OVERVIEW –According to Traditional Games: Honing Skills and Dexterity, UNESCO 2013, ‘traditional games can be played anywhere, they do not require special space such a large dedicated playground or specialized equipment. These games are therefore inclusive and over time, have enabled players to excel in field games such as football, volleyball, cricket, hockey, basketball and squash. Elder (1973) stated that traditional games contribute to the socialization process of a child’s education. Among school-aged children, traditional games have been credited to develop communication skills, teamwork, camaraderie and sportsmanship. It also develops attitudes that nurture a respect for elders and an understanding of their cultural heritage through a structured programme. Through engagement, students gain an understanding of movement concepts, rules of games, history and safety procedures that are inherent in any Physical Education curriculum. This programme would assist in providing students with the requirements necessary to be productive citizens in a multicultural society.
Bronikowsa and Laurent (2015) indicated that, “the rise of the international sports movement in the 20th century has caused traditional sports and games to fall behind or even disappear” (p. 4). The introduction of an inter-generational games programme in primary schools would be used to give students an experience that is predominantly skills based and will also serve to develop a synergy that spans a few generations. These traditional games are not meant to replace the Physical Education Curriculum, but to work in tandem and incorporate physical activity into the everyday lives of our children.
The Programme is designed to provide satisfying and enjoyable experiences for the Post SEA students, however the games/activities are appropriate for students at all levels of the Primary School system. The students who engage in these games would experience the rich cultural heritage and traditional values of the games played by their ancestors.
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INTER-GENERATIONAL GAMES
Weeks Topics Resources Objectives: Students must be able to: Websites/Videos to help with descriptors
1. "! Human Musical Chairs 20 Hoops "! Respond to a given stimulus https://www.wikihow.com/Play9Musical9 / Variation (Hoops) Chairs! "! Adhere to rules of the game "! Space Awareness
"! Body awareness "! Work together cooperatively
"! Relationships
2. "! Skipping Ropes "! Practice skills of the game: https://www.thepespecialist.com/jumpro pe/!! Running 40: 8ft. Ropes Individually
Jumping 20:15ft. Ropes In pairs
"! Timing In groups
"! Rope turning ( one "! Turn rope with proper timing rope, two ropes) "! Apply dance movements to activity
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Weeks Topics Resources Objectives: Students must be able to: Websites/Videos to help with descriptors
3. "! Los’ my glove on 4 batons or 4 "! Demonstrate proper running http://kristinhall.org/songbook/CircleGam Satu/r’day night Sticks techniques es/LostMyGloves.html!
Running "! Execute skills in a game situation
Timing "! Develop strategies to win game Passing and receiving
4. "! Moral 40 tennis balls "! Develop hand-eye coordination http://www.recallgames.com/games/71!!
Bouncing balls Box of chalk "! Execute skills in game situation
Timing "! Develop strategies to win game Running
5. "! The Farmer in the Dell "! Explore movement education https://www.youtube.com/watch?v=L0HT concepts 97uOYng! Body awareness "! Sing the song with proper timing https://www.lyrics.com/lyric/2324180/Dis Space awareness ney/The+Farmer+in+the+Dell!
Relationships "! Develop a human chain in an organized fashion.
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Weeks Topics"! Topics ResourcesResources Objectives: Objectives: Students Students must be must able beto: able to: Websites/VideoWebsites/Videoss to to help help with with descriptorsdescriptors
6. "! Brown Girl/ Brown "! Apply creative movements http://www.recallgames.com/games/89! boy in the ring "! Explore movement education ! Dancing concepts
Rhythm "! Demonstrate movements related to game Timing
Body awareness "! Choose different individuals for maximum participation Relationships
7. "! Hopscotch Box of chalk "! Practise skills for game https://www.youtube.com/watch?v=fZzsw QaICfM! Hopping 40 flat stones/ "! Develop strategies to win game wet paper ! Hand/eye co ordination "! Explore movement concepts e.g. Timing balance, transference of weight
Balance "! Execute skills in game situation Co ordination
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Weeks "! Topics Resources Objectives: Students must be able to: Websites/Videos to help with descriptors
8. "! Rounders 10 paddles "! Practise skills of game https://www.britannica.com/sports/round ers! Batting 20 balls "! Execute skills in game situation
Catching Cones "! Develop strategies to win game Underarm bowling
Running around bases "! Create modifications for the game
9. "! Hand Game/Hand "! Practise skills of the game https://www.youtube.com/watch?v=EC0F Clap _Y1m4VM!! "! Sing song with proper rhythm and Hand/eye coordination timing Teachers!may!know!other!local!hand! games/hand!claps!that!students!can! Timing practice! "! Execute skills in the game Rhythm situation
Coordination
Traditional Games: A collection of group games This book is available online for some more traditional games from around the world https://mypphysed.files.wordpress.com/2015/10/traditionalgamesteachingresource.pdf
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SECTION 3 GAME SENSE LESSONS NETBALL
JUMPING AND LANDING
Objectives: Students will be able to perform the footwork rule in Netball
Equipment: Balls, cones/markers
Safety: Keep eyes on the ball(s) and avoid bumping into each other
Teaching Cues: •! Avoid moving while in possession of the ball •! Keep landing foot grounded/the landing foot cannot be lifted until the ball is passed Warm Up
!! Form two lines beginning at diagonally opposite ends of the designated area. !! Students stand one behind the other. !! Pass ball overhead, from the front to the back until it reaches the last person in the line. !! On receiving the ball, the person at the back of the line sprints to the front of the line. !! Repeat activity. !! One group must try to reach the other group (Activity is done for a designated period of time).
Variations of Warm Up
!! Form two lines side by side. !! Performing the same activity as above. !! Line with entire group approx. 5m ahead wins
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Complexity
!! Two or more balls can be added to each line at different points (front and midway, every 4th person etc…) !! Perform the activity while walking or jogging
Note: Stretching should be done from head to toe (static and dynamic).
ACTIVITY 1: BALL TAG
In a marked area, two identified persons (wearing vests), pass the ball to each other using the footwork rule (landing foot remains planted), while attempting to tag the others (touching them with the ball). All players must stay within the area. When tagged, students join the team in possession of the ball. If students run outside the marked area, they must also join that team. The game continues until all the players have been tagged. Students should then be given a minute’s rest and return to the activity using two new players.
ACTIVITY 2: SWAY
Students would be divided into two teams. Players on the team in possession of the ball will pass the ball to each other. While in possession of the ball students will obey the footwork rule and the opposing team will try to intercept the pass to gain possession of the ball.
ACTIVITY 3:
Students are instructed to leap off their right foot, land on their left and step forward with their right. On a given cue, students will turn while keeping their left foot planted. Students are instructed to leap off their left foot, land on their right and step forward with their left. On a given cue, students will turn while keeping their right foot planted. Repeat sequence as required.
Cool Down Activities
Walk around, stretch, deep breath.
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NETBALL PASSING AND RECEIVING
Chest Pass
Objectives: Students will be able to make Chest passes
Equipment: Balls, cones/markers, bibs
Safety: Keep eyes on the ball(s) and avoid bumping into each other
Teaching Cues: •! Pass the ball from your chest to your teammates’ chest •! Extend arms and straighten elbows before releasing the ball •! Fingers must be pointing in the direction of the pass, with thumb pointing downwards
Warm Up SWAY - Students would be grouped into two teams. Players on the team in possession of the ball will pass the ball to each other. Any type of pass can be used to get the ball to your teammate. The opposing team will try to intercept the pass to gain possession of the ball.
Note: Stretching should be done from head to toe (static and dynamic).
ACTIVITY 1
In groups of four, students stand in 2 lines facing each other (2 each, 1 behind the other) and use the chest pass to get the ball to the opposite line. After passing the ball, students must run to the back of the line. Activity is done for a designated period of time or for a specific number of passes.
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Development: run to the back of the opposite line after passing.
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ACTIVITY 2
Form a square (using flat cones) with an equal number of persons at each point of the square. The starter stands in the middle of 2 points and passes the ball into the space between 2 points. The receiver must run into the space between points to catch the ball.
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Note: Students should only run into the space when the passer is ready to pass. To increase the level of difficulty students can add a 2nd ball.
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ACTIVITY 3 (SWAY)
Students would engage in a game of Sway using only the chest pass (or designated pass for the lesson).
Cool Down Activities
Walk around, stretch, deep breathes.!
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BASKETBALL
DRIBBLING
Objectives: Student will be able to dribble the ball
Equipment: balls, cones/markers
Safety: Keep teams well apart
TEACHING CUES: !! Keep the ball in front and close to the body !! Keep head up and eyes focused in the intended direction
Warm Up and Stretch
ACTIVITY:
!! Group students into teams of three (3) to five (5) !! First person dribbles the ball in and out of the markers to a designated line and back !! Upon return, the ball is passed to the next player in line and the student goes to the back of the line and stoops !! All players repeat activity !! First team with all students who have returned and are stooping wins
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Variation
EASIER: !! Place markers further apart !! Use dominant hand only
DIFFICULT: !! Put the marker closer together !! Use non-dominant hand !! Change dribbling hand each time student goes around a marker
Fig. 1
Cool down activities
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A!Handbook!for!Teaching!Sports.1998! !
BASKETBALL
PASSING
Objectives:
!! To stimulate students on the tactics of scoring goals in varied throwing games !! To assist students to improve their attacking and defending skills
Equipment: balls, cones/markers, hoops/containers/buckets/basket
Safety: Keep teams well apart
TEACHING CUES: Offence: !! Get into a free space and get the attention of your partner !! Signal where you want the ball to be thrown
Defense: !! Mark the movements of the opposition closely !! Anticipate where the pass will go to intercept it.
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Warm Up and Stretch
ACTIVITY:
!! Group students evenly !! The team which has possession of the ball has one player in the centre of the playing area (who holds the ball) !! Team with the ball aims to keep possession as its players pass the ball to each other while moving towards their goal !! The objective is to score by placing the ball in the bucket, hoop and container !! Opposing players try to intercept the passes and score in their goal !! Players are allowed to take 2 steps with the ball
Fig. 2
Variation: Number of Persons
EASIER: !! Reduce the size of the playing area !! One (1) score area on one side (half court) !! Allow 3 steps with the ball
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DIFFULTY: !! Increase size of playing area !! Place 4 score areas; 1 per side/corner of the playing area !! Allow students to dribble ball before passing !! Only 2 steps allowed while dribbling !! Throw the ball into the goal area to score
Cool Down
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CRICKET CONTINUOUS CRICKET Objectives:
!! To develop fielding skills !! To encourage thoughtful placement of the ball by the batter Equipment: tennis balls, 3 cones, 1 wicket, cricket bats
Safety: Batting team stands away from batting area (See Fig. 3)
TEACHING CUES: Batter: !! Look for the free space to bat the ball into !! Run around cones quickly (either left or right cones) !! Be ready to bat at all times !! Run although you did not hit the ball Fielder: !! Get your body behind the ball quickly !! Follow through in the direction you are throwing the ball
Warm Up and Stretch
Activity & Organisation: !! Divide each group into two equal teams as shown (Fig. 3) !! All team members must get an opportunity to bat !! Bowler bowls underarm from a minimum of 10 metres (teacher/student) !! Batter runs around either left or right cones whether or not the ball is hit
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!! Batter may run around cones more than once provided he/she does not get out !! Fielders throw the ball underarm back to the bowler, as quickly as possible !! Bowler bowls once ball is received (whether a batter is ready to bat) !! The batter is out when bowled, caught or hit wicket !! Next batter moves in quickly to take their place. !! The teams with most runs wins
! Fig.%3%
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Variation:
EASIER: !! Fielding area is bigger !! Bowler tosses with non-dominant hand !! Running distance is shortened for batter
DIFFULTY: (Either of the following or a combination) !! Fielding area smaller !! Bowler tosses with dominant hand !! Batter bats with non-dominant hand !! Running distance is increased for batter
Cool Down
Refer to the following link: https://www.youtube.com/watch?v=mcrC7H1dR_I
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CRICKET DIAMOND CRICKET Objectives:
!! To develop batting and fielding skills Equipment: tennis balls, 6 cones/markers, 4 wickets, 4 cricket bats
Safety: Batting team stands away from batting area (See Fig. 4)
TEACHING CUES: Batter: !! Look for the free space to hit the ball into !! Be ready to bat at all times !! Run although you did not hit the ball Fielder: !! Get your body behind the ball quickly !! Follow through in the direction you are throwing the ball Warm Up and Stretch
Activity & Organisation: !! Class is divided into two teams (batting team and fielding team) !! Four wickets are set up in the shape of a diamond about 10-12m away from each other (see Fig. 2) !! A wicket keeper is positioned at each set of wickets !! One batter per wicket !! Bowler stands at centre of diamond and bowls underarm to the designated batter !! On hitting the ball, all batters run in an anti-clockwise direction to the next wicket or as many wickets as they can get before the ball is returned
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!! Movement from one wicket to the next is counted as one run per player !! Each completed run is counted towards the total !! Batter is considered out if he/she is caught, bowled, hit-wicket or run out !! As soon as one person is out, another batter comes in until everyone gets to bat !! The team with the most runs at the end is declared the winner
Fig. 4
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Variation:
EASIER: !! 2 bowlers toss with non-dominant hand !! Reduced wicket distance
DIFFULTY: (Either of the following or a combination) !! Wickets placed about 15 meters apart !! Bowler could use the underarm throw to any of the 4 wickets !! Batter bats with non-dominant hand
Cool Down
Refer to the following link: https://www.youtube.com/watch?v=_4vOdcP_cFg
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REFERENCES
•! A Handbook for Teaching Sport •! Elder, J.D., (1973). Song Games from Trinidad and Tobago. •! Traditional Games: Honing Skills and Dexterity. UNESCO 2013 •! http://unesco.org.pk/culture/documents/publications/Teachers_Resource_Kit/Traditional_Gamespdf retrieved on 13th March, 2019 •! https://www.youtube.com/watch?v=mcrC7H1dR_I retrieved on 25th March, 2019 •! https://www.youtube.com/watch?v=_4vOdcP_cFg retrieved on 25th March, 2019 •! https://books.google.tt/books/about/Foundations_of_Physical_Education_and_Sp.html?id=i1YAAAAACAAJ&redir_esc=y retrieved on 27th March, 2019 •! https://www.google.com/search?biw=1366&bih=576&ei=xtebXNyVMIWtQWgvovYDA&q=butler+et+al+2008&oq=butler+et +al+2008&gs_l=psy-ab.12..0i22i30.29115.52422..55856...0.0..0.196.3547.0j25...... 0....1..gws- wiz.....0..0i71j0j0i67j0i131.YAFkramiLno retrieved on 27th March, 2019 •! http://www.icsemis2016.org/scientific-programme/invited-symposia/traditional-and-indigenous-sports-and-games retrieved on 27th March 2019
31! ! Body Mass Index (BMI)
The Body Mass Index Chart or BMI Chart is an extremely popular tool for diagnosing a person's healthy body weight.
How to calculate BMI
BMI is defned as a person's weight divided by the square of a person's height, using the metric units kg/m^2.
Metric Units: BMI = Weight[kg] / (Height[m] x Height[m] ) English Units: 703 x Weight[lb] / (Height[in] x Height[in] )
BMI Categorization – The World Health Organization (WHO) regards a healthy adult BMI to be between 18.5 and 25
BMI BMI CATEGORY
Less than 15 Very severely underweight Between 15 and 16 Severely underweight
Between 16 and 18.5 Underweight
Between 18.5 and 25 Normal (healthy weight)
Between 25 and 30 Overweight
Between 30 and 35 Moderately obese
Calculating my BMI
My Height
My Weight My BMI
My Category
Refections: Please tick/respond accordingly: I am satisfed with my BMI I am dissatisfed with my BMI Because of my BMI reading, I purpose to: ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… …………………………………………………………………………………………………………......