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Curriculum Planning and Development Division Post Sea Programme (April 2019 – July 2019) Physical Education

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Curriculum Planning and Development Division Post Sea Programme (April 2019 – July 2019) Physical Education CURRICULUM PLANNING AND DEVELOPMENT DIVISION POST SEA PROGRAMME (APRIL 2019 – JULY 2019) PHYSICAL EDUCATION ! ; : 9 6 : 9 8 7 ! 6 6 ! 1 4 5 , 0 ! 5 4 % , 4 3 2$ ! % $ ! 1 ' # ( /0 ! , . ' , - , + ! * ) ! ' ( ' # & ! % $ # " ! 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 ! ! ! 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 3! ! ! 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). 4! ! ! 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. 5! ! ! 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.! ! ! 6! ! ! 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. 7! ! ! 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. ! 8! ! ! CONTAMINATED MOLECULES Select two or more chasers who are given bean bags or soft balls.
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