TGFU FEATURE ISSUE PHYSICAL&HEALTHPHYSICAL&HEALTH JOURNALJOURNAL EDUCATIONEDUCATION AUTUMN / AUTOMNE 2007 ’S EDUCATORS MAGAZINE FOR PHYSICAL AND HEALTH

PromotingPromoting PositivePositive YouthYouth DevelopmentDevelopment ThroughThrough TeachingTeaching GamesGames inin PhysicalPhysical EducationEducation AA TributeTribute toto Dr.Dr. AndyAndy AndersonAnderson

LA REVUE CANADIENNE DES ENSEIGNANTES ET ENSEIGNANTS D'ÉDUCATION PHYSIQUE ET À LA SANTÉ LA REVUE CANADIENNE DES ENSEIGNANTES ET ENSEIGNANTS D'ÉDUCATION PUBLICATION MAIL AGREEMENT NO. 40064538 REGISTRATION NUMBER 09328

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PUBLICATION MAIL AGREEMENT NO. 40064538 REGISTRATION NUMBER 09328 PHYSICAL&HEALTHPHYSICAL&HEALTH RETURN UNDELIVERABLE CANADIAN ADDRESSES TO CIRCULATION DEPT.: 2197 Riverside Drive, Suite 301, , ON K1H 7X3 Tel./Tél. : (613) 523-1348 Fax/Téléc. : (613) 523-1206 E-mail/Courriel : [email protected] www.cahperd.ca EDUCATIONEDUCATION JOURNAL Executive Director / Directrice général VOLUME 73, NO .3 ISSN 1498-0940 Andrea Grantham

Editor / Rédactrice-en-chef Rebecca Lloyd, Ph.D. PEER REVIEWED ARTICLES / © CAHPERD/ACSEPLD Published quarterly, individual subscription rate $65.00 + GST (Canada only) per year; $100 + GST ARTICLES VEDETTES RÉVISÉS PAR LES PAIRS for libraries and institutions per year. U.S. and International add $18.00 per year. Six month limit for claiming issues not received. Publication trimestrielle, tarif de l’abonnement individuel 65,00 $ + TPS (Canada seulement) par année; pour les bibliothèques et institutions 100,00 $ + TPS. États-Unis ou autres pays, ajouter 18,00 $ par année. Les numéros non reçus doivent être réclamés dans les six mois suivant 8 22 la date de publication. Promoting Positive Teaching Tennis with Assessment Date of Issue/Date de publication : September 2007/ Septembre 2007 Development Through Teaching ‘for’ and ‘as’ Learning: A TGfU

Production & Design/Conception graphique : Games in Physical Education Net/Wall Example Daren MacGowan Graphic Design By Nicholas L. Holt, Katherine A. Tamminen, By Tim Hopper For advertising information please contact: & Martin I. Jones CAHPERD 2197 Riverside Drive, Suite 301, Ottawa, ON K1H 7X3 (613) 523-1348 ext. 224 [email protected] 29 14 Danish Longball: A Novel Game Publications Mail Registration no. 9328. Views and opinions are those of the Theory to Practice: Using the authors and not necessarily those of CAHPERD. Indexed in the Canadian Magazine to Introduce the Batting / index and available on-line in the Canadian Business and Current Affairs Database. Games for Understanding Upon application to CAHPERD, Canadian universities will be allowed to duplicate Fielding Games Category CAHPERD Journal articles for distribution to students. Approach in the Teaching of By Joy Butler, Ed.D., Shannon Sullivan, Stephen Courrier 2e classe no. 9328. Les opinions exprimées sont celles des auteures McGinley, Michael Vranjes et auteurs et ne reflètent pas nécessairement celles de l’ACSEPLD. Les universités Invasion Games canadiennes qui désirent photocopier des articles du Journal de l’ACSEPLD pour By Harry Hubball, John Lambert, & Sid Hayes les distribuer à leurs étudiantes et étudiants pourront le faire en envoyant une demande écrite à l’ACSEPLD. We acknowledge the financial support of the Government of Canada, through the Publications Assistance Program (PAP), 34 toward our mailing costs. Ready Aim Target Games! By Joanna Sheppard

Board of Directors 2007/2008 Conseil de direction 2007/2008 IN THIS ISSUE Grant McManes, President / Président Garth Turtle, Past-President / Président-sortant 40 QDPE Recognition Award Program Statistics 47 Remembering Russ Kisby Irene Wallace, British Columbia and Yukon/ Représentante de la Colombie-Britannique et du Yukon By Dean Kozak By Christa Costas-Bradstreet Wayne M. Meadows, Alberta and NWT/ Représentante de l'Alberta et des T.N.O. A Tribute to Dr. Andy Anderson Louise Humbert, Saskatchewan/ Représentant de la Saskatchewan 45 Heather A. Willoughby, Manitoba and Nunavut/ Représentant du Manitoba et Nunavut By James Mandigo Christine Preece, Ontario/ Représentant de l'Ontario Gordon Oliver, Québec/ Représentant du Québec Garth Wade, New Brunswick/ Représentant du Nouveau-Brunswick REGULARS / CHRONIQUES Amanda Stewart-Stanec, Nova Scotia / Représentante de la Nouvelle-Écosse R. Mark Jones, Newfoundland and Labrador / Représentant de Terre-Neuve et du Labrador 2 A Word from the President 4 Letter from the Editor Robyn MacDonald, Prince Edward Island / Représentant de l'Île-du-Prince-Édouard 3 Mot du président 5 Lettre de la rédactrice

AUTUMN • AUTOMNE 2007 1 A WORD FROM THE PRESIDENT

Inspiring Others through Personal Commitment

“The mediocre teacher tells, the good teacher explains, the superior teacher demonstrates, but the great teacher inspires.” Author Unknown

s I begin this Word from the President, I am saddened by the bringing this focus to you because it is a method of teaching that Apassing of two very special inspirational people who had is gaining momentum and also because there will be an great ties to CAHPERD. international Teaching Games for Understanding conference held in Vancouver in May 2008. On Friday July 20th, Russ Kisby passed away peacefully at his home, surrounded by his family. Many of you may be familiar I would also like to share some national news with you. In June with Russ’ role in ParticipACTION. Russ was its co-creator and 2007, I chaired the CAHPERD Council of Provinces/ from 1978-2001 was the President and CEO. Russ was also the Territories meeting in Saskatoon. This is a semi-annual meeting President of CAHPERD from 1982-1983. of provincial physical education association presidents. This is a very important group for CAHPERD as it is these provincial Another very important individual whose life was tragically associations that help CAHPERD carry forward the message th shortened on August 30 was that of Dr. Andy Anderson. Andy and programs so that all Canadian children and youth can live was a professor at the University of Toronto and was known in physically active and healthy lives. One of the key agenda items CAHPERD circles and internationally for his incredible work of these meetings is the provincial/territorial reports. There were in the area of “Health Promoting Schools”. Andy has literally had several significant themes/issues that were raised: a profound impact upon people all around the world. He believed and was dedicated to the fact that every child has • Determining the success of the Daily Physical Activity talents, dreams, and hopes which, if channeled in the right (DPA) initiative: How will we know if it is having an impact and is it at the expense of quality physical education? direction, can make a difference in his/her life and the lives of others. • Quality Physical Education (PE) teachers: Depending on the jurisdiction, Quality PE teachers are either being moved On behalf of CAHPERD, I wish the families of Russ and Andy out of the gym into classrooms or required to fill a void. our deepest sympathies. Although the world has lost two great Concern was raised for the mediocre physical educator, a fathers, husbands, scholars, mentors, and friends, the legacy of politically touchy subject, but one that is worth investigating. their great teachings has inspired many and their work will If we continue to ask for more physical education in our daily continue to make an impact for generations to come. schedules, we need to have great teachers to inspire our As you read this fall issue, you will come across two touching children and youth to be physically active. stories of Andy and Russ written by their close colleagues. You • Mandatory PE: In Manitoba, the provincial government has will also notice that this edition of the Physical and Health mandated 150 minutes/cycle of physical education for all Education Journal is focused on Teaching Games for students K-8. Students in grades 9 and 10 are already Understanding. I would like to thank our guest editor, Dr. James Mandigo from Brock University for his involvement. We are continued on page 4

2 PHYSICAL AND HEALTH EDUCATION MOT DU PRÉSIDENT

L’engagement personnel, source d’inspiration

« Le mauvais prof raconte, le bon prof explique; le prof supérieur démontre, le prof extraordinaire inspire. » Auteur inconnu

lors que j’amorce l’ébauche de ce message, je suis attristé par Nous avons décidé de mettre l’accent sur ce sujet parce qu’il Ale départ de deux personnes fort inspirantes qui entretenaient s’agit d’une méthode d’enseignement qui gagne en des liens étroits avec l’ACSEPLD. popularité et parce qu’une conférence internationale sur Teaching Games for Understanding aura lieu à Vancouver en Le vendredi 20 juillet, Russ Kisby s’éteignait doucement chez lui, mai 2008. entouré de sa famille. Plusieurs d’entre vous connaissez le rôle qu’a joué Russ au niveau de ParticipACTION comme co-fondateur et J’aimerais également vous faire part de quelques nouvelles. En juin PDG de l’organisme de 1978 à 2001. Il a également été le 2007, j’avais le plaisir de présider la réunion du Conseil des président de l’ACSEPLD en 1982-1983. Nul doute le départ de provinces et territoires de l’ACSEPLD à Saskatoon, une séance Russ laisse-t-il un grand vide. biannuelle qui permet aux présidents des associations d’éducation physique provinciales de se rencontrer. Ce groupe a une grande Je veux aussi vous parler de la perte tragique d’un autre individu importance pour l’ACSEPLD puisque ce sont les associations très important le 30 août dernier, soit Andy Anderson., Ph.D. provinciales qui l’aident à disséminer son message et à faire Professeur à l’Université de Toronto, Andy était connu dans les connaître ses programmes pour aider tous les enfants et ados du cercles de l’ACSEPLD et sur la scène internationale pour son Canada à vivre une vie saine et physiquement active. Les rapports remarquable travail au niveau des écoles axées sur la santé. Andy a eu provinciaux et territoriaux figurent parmi les points clés à l’ordre un profond impact sur la scène internationale. Il était convaincu du jour de ces rencontres. Plusieurs thèmes et enjeux importants que chaque enfant a des talents, des rêves et des aspirations qui, si ont été soulevés à la dernière réunion : orientés dans la bonne direction, peuvent faire toute la différence dans sa vie et dans la vie des autres. • Détermination du succès de l’initiative axée sur l’activité physique quotidienne (APQ)? : Comment saurons-nous si Au nom de l’ACSEPLD, je tiens à offrir mes plus sincères cette initiative a un impact et si c’est au détriment de condoléances aux familles de Russ et d’Andy. Et si le monde l’éducation physique de qualité? vient de perdre deux extraordinaires pères, maris, professeurs, collègues et amis, nous nous consolons avec les riches • Enseignantes et enseignants d’éducation physique de enseignements qu’ils nous laissent en héritage. En plus de qualité : Selon l’endroit, les membres du personnel enseignant qui donnent les cours d’éducation physique de qualité sont nous inspirer, leur oeuvre continuera d’avoir un profond chassés du gymnase et relégués aux salles de classe, ou on les impact au fil des générations. sollicite pour boucher des trous. Certains s’inquiètent du En lisant ce numéro d’automne, vous tomberez sur deux manque de compétences de certains enseignants d’éducation touchants témoignages sur Andy et Russ écrits par de physique, un sujet fort délicat mais qui exige qu’on s’y attarde. proches collègues. Vous remarquerez aussi que ce numéro du Si nous continuons de réclamer plus de temps pour l’éducation Journal de l’éducation physique et l’éducation à la santé met physique dans les horaires scolaires, nous devons pouvoir l’accent sur « Teaching Games for Understanding ». Je tiens compter sur des enseignantes et enseignants hautement à remercier notre rédacteur en chef invité, James Mandigo, compétents qui sauront inspirer nos jeunes et les inciter à opter Ph.D, de l’Université Brock, pour sa généreuse participation. pour des modes de vie actifs.

AUTUMN • AUTOMNE 2007 3 • Cours d’éducation physique obligatoires : Au Manitoba, le En terminant, je tiens à souhaiter la plus cordiale bienvenue à Jodie gouvernement provincial impose 150 minutes par cycle Lyn-Harrison, notre directrice des programmes et opérations, de d’éducation physique à tous les élèves de la maternelle à la 8e retour d’un congé de maternité. Mais alors que Jodie nous revient, année. Les élèves de la 9e année et de la 10e année doivent déjà il faut dire au revoir et bonne chance à Renée Gillen qui occupait obtenir, chaque année, 1 crédit d’éducation physique/éducation depuis un an le poste de gestionnaire des communications et qui a à la santé. À compter de septembre 2008, tous les élèves de la fait un excellent travail. Renée a été acceptée à la Faculté 11e année et de la 12e année devront aussi obtenir 1 crédit d’éducation -Formation à l’enseignement de l’Université d’Ottawa. d’éducation physique/éducation à la santé pour chacune de ces Nous lui souhaitons la meilleure des chances, dans l’espoir qu’elle années. De fait, l’éducation physique a le vent dans les voiles au joindra sous peu les rangs des formidables enseignantes et Manitoba et les autres provinces surveillent de près la suite des enseignants canadiens qui inspirent chaque jour nos jeunes. événements. Comme d’habitude, n’hésitez pas à me faire part de vos Le bureau national de l’ACSEPLD chapeaute également d’autres commentaires et suggestions. projets, y compris les suivants : (a) la poursuite d’une étude visant Activement vôtre, à établir l’évolution du modèle de développement à long terme de l’athlète à l’échelle du système scolaire canadien; (b) la poursuite Grant McManes d’une enquête pour déterminer l’impact qu’aurait le changement Président de l’ACSEPLD de nom de l’ACSEPLD, une proposition adoptée à la réunion du [email protected] conseil de direction de mai; et (c) les préparatifs en prévision du 75e anniversaire de l’ACSEPLD en 2008. Il s’agit d’une étape clé dans la vie de l’Association et nous explorerons plein d’idées pour célébrer dignement ce grand événement à travers le Canada.

continued from page 2

required to take 1 credit of PE/HE in each grade. Effective In closing, I would like to welcome back Jodie Lyn-Harrison our September 2008, all students in grades 11 and 12 will also be Director of Programs and Operations. Jodie has been away on required to take a credit of PE/HE in each grade. This is a maternity leave. As Jodie returns we say good bye and good luck very good time for physical education in Manitoba, and the to Renée Gillen. For the past year Renée has been our other provinces will be watching closely. Communications Manager, and had done a tremendous job. Renée has been accepted into Teacher College at the University Other CAHPERD national office initiatives include: (a) of Ottawa. We wish Renée well and look forward to her joining continued progress on exploring how the Long Term Athlete the many great teachers in Canada who inspire our children and Development model will play itself out in the school system youth on a daily basis. across Canada, (b) continued investigation to the impact of changing CAHPERD’s name, a motion that was passed at the I welcome your thoughts and comments. Board of Directors meeting in May, and (c) preparation for our Actively yours, 75th Anniversary. Two thousand and eight marks the year for Grant McManes CAHPERD’s 75th Anniversary. This is a significant milestone CAHPERD President for the organization and we will be investigating a number of [email protected] ideas as to how we can celebrate it across the country in a number of meaningful ways.

4 PHYSICAL AND HEALTH EDUCATION AUTUMN • AUTOMNE 2007 5 LETTER FROM THE EDITOR

elcome to the fall issue of the PHE Journal. I am delighted to Wprovide you with a series of articles, compiled by our guest editor, Dr. James Mandigo on the theme of Teaching Games for Understanding (TGfU). James Mandigo, Ph.D. According to James, the enclosed articles “provide an overview of how TGfU has been conceptualized, researched, and applied across Canadian schools, sporting systems, and universities”. The goal of creating a TGfU issue was to, “provide practical ideas for professionals and practitioners working to help children and youth develop the physical literacy skills I hope that these articles inspire you to implement TGfU strategies within needed to lead healthy active lives” and to also feature the work of your classrooms, playing fields and gymnasiums. I also encourage you to Canadian TGfU researchers as “they prepare to attend the 4th take on the PHE Journal’s TGfU Challenge. Please tell us how your have International TGfU Conference in May, 2008”. integrated TGfU in your physical education classes and you will have an opportunity to win a complimentary pass to attend the International Inside this issue you will find a conceptual article which describes how the TGfU Conference held at the University of British Columbia in May, TGfU approach can enhance Positive Youth Development (PYD) by 2008 as well as a $100 gift certificate. Please send a 500-1500 word incorporating the physical, cognitive, and affective domains of student summary of how you implemented TGfU and pictures of your TGfU learning. We also have four practical articles that describe how the TGfU experience to [email protected] by December 15, 2007. Your approach can enhance the way you teach invasion, net/wall, story may be featured in the spring issue of the PHE Journal! striking/fielding, and target games. I wish you the very best in health as we also honour two extraordinary More specifically, according to James, the target game article, “provides an people who have contributed to the field of physical education and health overview of common tactical problems and also practical examples of in this issue. I would like to extend a special thank you to Christa modified games that enhance learners’ understanding of the skills, rules, Costas-Bradstreet and James Mandigo for taking on the special task and tactics needed to solve these tactical problems”. An example of of sharing memories and significant contributions of Russ Kisby and Danish Longball was used to explain how principles of TGfU pertain to Dr. Andy Anderson. the striking/ fielding game category. Tennis was the theme of the net/wall games category where, “developmentally appropriate and progressive Sincerely, lead-up games” as well as assessment strategies were articulated. Finally, practical strategies from “teacher education, physical education and Rebecca Lloyd, Ph.D. education contexts” were used to describe how TGfU pertains to the PHE Journal Editor invasion game category. [email protected]

Editorial Board Clive Hickson, Ph.D. University of Alberta Charlotte Beaudoin, Ph.D. University of Ottawa Tim Hopper, Ph.D. University of Victoria Rick Bell, D.Ed. University of Victoria M. Louise Humbert, Ph.D. University of Saskatchewan Pierre Boudreau, Ph.D. University of Ottawa Anna H. Lathrop, Ph.D. Brock University Shannon S.D. Bredin, Ph.D. University of British Columbia Chunlei Lu, Ph.D. Brock University Joy Butler, Ph.D. University of British Columbia Ken Lodewyk, Ph.D. Brock University David Chorney, Ph.D. University of Alberta Moira Luke, Ph.D. University of British Columbia (Emerita) Roger T. Couture, Ph.D. Laurentian University James Mandigo, Ph.D. Brock University David Erikson, Ph.D. Trinity Western University Francine Morin, Ph.D. University of Manitoba Nick Forsberg, Ph.D. University of Regina Joanne Y. Pelletier, Ph.D. Laurentian University Nancy Francis, D.Ed. Brock University Ellen Singleton, Ph.D. University of Western Ontario Sandra L. Gibbons, Ph.D. University of Victoria Stephen Smith, Ph.D. Simon Fraser University Johanne Grenier, Ph.D. Université du québec à Montréal Amanda D. Stewart Stanec, Ph.D St.Francis Xavier University Joannie Halas, Ph.D. University of Manitoba Anika Varpalotai, Ph.D. University of Western Ontario

6 PHYSICAL AND HEALTH EDUCATION LETTRE DE LA RÉDACTRICE

ienvenue au numéro d’automne du Journal EPS. Je suis ravie de vous on a fait appel aux stratégies pratiques tirées des « contextes de formation Bproposer une série d’articles compilés par notre rédacteur en chef des enseignants, d’éducation physique et d’éducation sportive » pour invité, James Mandigo, Ph.D., sur le thème Teaching Games for décrire en quoi TGfU s’applique aussi à la catégorie des jeux d’invasion. Understanding (TGfU). J’espère que ces articles vous inspireront à instaurer des stratégies de TGfU Selon James, les articles ci-inclus « donnent un aperçu général des au niveau de vos classes, terrains de jeux et gymnases. Je vous encourage recherches sur TGfU et des modes de conceptualisation et d’application également à relever le Défi TGfU du Journal EPS. Dites-nous comment de TGfU au niveau des écoles, des organisations sportives et des vous avez réussi à intégrer TGfU à vos cours d’éducation physique et vous universités canadiennes ». La publication d’un numéro consacré à TGfU pourriez remporter un laissez-passer gratuit pour assister à la Conférence « fournit des idées pratiques aux professionnels et aux praticiens qui internationale sur TGfU qui aura lieu à l’Université de la Colombie- investissent tant d’efforts pour aider les enfants et les ados à acquérir le Britannique en mai 2008, ainsi qu’un bon-cadeau de 100 $. Faites savoir-faire physique nécessaire pour mener des vies saines et actives », parvenir un texte (de 500 à 1 500 mots) expliquant comment tout en mettant en lumière les travaux des chercheurs canadiens en TGfU, vous avez mis en oeuvre les principes de TGfU, ainsi que des photos « alors qu’ils s’apprêtent à participer à la 4e Conférence internationale sur à l’appui, à [email protected] d’ici le 15 décembre 2007. TGfU en mai 2008 ». Votre expérience pourrait faire l’objet d’un article dans le numéro de printemps du Journal EPS! Dans ce numéro, vous trouverez un article conceptuel qui explique en quoi l’approche TGfU favorise le développement des jeunes en intégrant Je vous souhaite une excellente santé, tout en attirant votre attention à les volets physique, cognitif et affectif de leur apprentissage. Nous vous l’hommage rendu, dans ce numéro, à deux personnes exceptionnelles qui proposons aussi quatre articles pratiques qui démontrent en quoi ont grandement contribué à l’essor de l’éducation physique et de l’approche TGfU peut améliorer la façon d’enseigner les jeux d’invasion, l’éducation à la santé. Je tiens aussi à remercier de façon particulière de filet et de mur, de frappe, de champ et de cible. Christa Costas-Bradstreet et James Mandigo pour avoir accepté la tâche spéciale de recueillir des témoignages et des souvenirs axés sur les Selon James, l’article sur les jeux de cible, en particulier, « donne un précieuses contributions de Russ Kisby et d’Andy Anderson. aperçu général des principaux problèmes tactiques et fournit des exemples concrets de jeux modifiés qui aident les apprenants à mieux comprendre Meilleures salutations, les habiletés, les règlements et les tactiques nécessaires pour régler ces problèmes tactiques ». On donne l’exemple de la balle longue danoise pour Rebecca Lloyd, Ph.D. expliquer en quoi les principes de TGfU s’appliquent aussi à la catégorie Rédactrice en chef du Journal EPS des jeux de frappe et de champ. Le tennis constitue le thème de la [email protected] catégorie des jeux de filet et de mur, où l’on présente des jeux d’initiation progressifs et adaptés, ainsi que des stratégies d’évaluation. Et finalement,

Comité de rédaction Clive Hickson, Ph.D. Université de l’Alberta Charlotte Beaudoin, Ph.D. Université d’Ottawa Tim Hopper, Ph.D. Université de Victoria Rick Bell, D.Ed. Université de Victoria M. Louise Humbert, Ph.D. Université de la Saskatchewan Pierre Boudreau, Ph.D. Université d’Ottawa Anna H. Lathrop, Ph.D. Université Brock Shannon S.D. Bredin, Ph.D. Université de la Colombie-Britannique Chunlei Lu, Ph.D. Université Brock Joy Butler, Ph.D. Université de la Colombie-Britannique Ken Lodewyk, Ph.D. Université Brock David Chorney, Ph.D. Université du Alberta Moira Luke, Ph.D. Université de la Colombie-Britannique, (émérite) Roger T. Couture, Ph.D. Université Laurentienne James Mandigo, Ph.D. Université Brock David Erikson, Ph.D. Université Trinity Western Francine Morin, Ph. D. Université du Manitoba Nick Forsberg, Ph.D. Université de Regina Joanne Y. Pelletier, Ph.D. Université Laurentian Nancy Francis, D.Ed. Université Brock Ellen Singleton, Ph.D. Université Western Ontario Sandra L. Gibbons, Ph.D. Université de Victoria Stephen Smith, Ph.D. Université Simon Fraser Johanne Grenier, Ph.D. Université du québec à Montréal Amanda D. Stewart Stanec, Ph.D. Université St. Francis Xavier Joannie Halas, Ph.D. Université du Manitoba Anika Varpalotai, Ph.D. Université Western Ontario

AUTUMN • AUTOMNE 2007 7 PEER REVIEWED ARTICLE Promoting Positive Youth Development Through Teaching Games in Physical Education

By Nicholas L. Holt, Ph.D. University of Alberta Katherine A. Tamminen, Ph.D. candidate, University of Alberta & Martin I. Jones, Ph.D. student, Loughborough University, UK

evelopmental psychologists have argued that Dchildren’s participation in high quality programs will facilitate positive developmental outcomes (Eccles, Barber, Stone & Hunt, 2003). For example, when children participated in organized structured activities they reported higher levels of intrinsic motivation, effort, and concentration than when they watched television or spent time with friends (Larson, 1994; Lowe Vandell, Reisner, Nick Holt is an Associate Professor and Population Health Investigator Brown, Dadisman, Pierce & Lee, 2005). Similarly, when (supported by the Alberta Heritage children participated in physical education (PE) lessons in Foundation for Medical Research) in the Faculty of Physical Education which teachers emphasized personal improvement rather and Recreation at the University of than comparison with others, they reported increased Alberta. He holds numerous grants from Provincial and Federal funding intrinsic motivation and other positive affective and agencies to conduct research in the areas of active healthy children and cognitive outcomes (Morgan, Kingston, & Sproule, 2005). psychology. Thus, appropriately structured PE lessons may play an Email: [email protected] important role in enhancing several aspects of children’s development.

8 PHYSICAL AND HEALTH EDUCATION The present article focuses on some cognitive, social, and emotional developmental concepts that may be fostered through games teaching in PE. Specifically, connections between PE and the Positive Youth Development (PYD) literature are examined. This approach is consistent with the positioning of PE as a discipline devoted to providing children and adolescents with the skills required to lead active healthy lifestyles (Siedentop, 1990).

Teaching Games for Understanding As described in detail elsewhere, Teaching Games for Understanding (TGfU) (Werner, Thorpe, & Bunker, 1996) is a model whereby learners begin by playing a modified game first and then develop game knowledge and skill proficiency within representative game activities. There is an emerging body of evidence showing that TGfU can have a positive impact on children’s game knowledge, ability, and performance (e.g., Mitchell & Oslin, 1999; Turner & Martinek, 1999). TGfU also provides a useful framework for teaching children about PYD.

This article examines developmental concepts that may be fostered Cet article s’intéresse aux concepts développementaux qui sous- through games teaching in Physical Education (PE). Based in the tendent le recours aux jeux éducatifs dans l’enseignement de Positive Youth Development (PYD) literature, ways in which PE l’éducation physique. Il explique en quoi les enseignantes et teachers may promote PYD are presented. Situational level factors enseignants d’éducation physique peuvent favoriser le sain that can be manipulated in PE classes to promote PYD include développement des enfants (SDE) en puisant à la documentation providing children with choices within appropriately structured sur le sujet. Les auteurs discutent également de stratégies d’ordre lessons. Personal level factors that may be influenced through games situationnel et personnel. Divers facteurs d’ordre situationnel teaching include the promotion of reflection, strategic thinking, and peuvent servir pendant les cours d’éducation physique et favoriser le the development of character. SDE, comme le fait de confier aux enfants la responsabilité de certaines décisions, tenant compte des limites et attentes inhérentes aux leçons abordées. On note aussi des facteurs d’ordre personnel qui peuvent être influencés par les jeux éducatifs, comme l’encouragement à la réflexion et à la pensée stratégique, ainsi que la sensibilisation des enfants au développement du caractère. La conclusion fait état des possibilités qui s’offrent de promouvoir le SDJ en misant sur l’enseignement de jeux éducatifs en éducation physique, ainsi que des défis connexes.

AUTUMN • AUTOMNE 2007 9 (5) Caring/Compassion: A sense of sympathy and empathy for others. Decision-making and choice can be promoted They further suggested that when the within appropriate lesson structure. One way 5Cs are present, a sixth C - contribution to self and society - emerges. From this of establishing the basic structure of lessons is perspective it could be argued that when youth learn concepts consistent with the by establishing boundaries and expectations 5Cs they may actually contribute ‘back’ for behaviour. to themselves and others. In the following sections we address how some of these concepts associated with PYD may be promoted through games work for identity formation; (b) Positive Youth Development teaching in PE. We view PYD as a development of initiative; and (c) Traditionally, developmental psycholo- product of healthy relations between emotional self-regulation. Social/inter- gists tended to focus on ‘fixing’ children’s situational and personal level factors. personal growth domains were: (a) problems. PYD represents a different Accordingly, examples of situational developing peer relationships and approach which focuses on building factors that can be manipulated in PE knowledge; (b) teamwork and social skills; children’s strengths and considers children classes to promote PYD are addressed and, (c) acquiring adult networks and as resources to be developed. Accordingly, (choices and structure) before con- social capital. These domains of learning positive development has been defined as sidering three personal level factors that may represent some of the processes “the engagement in prosocial behaviors may be promoted (reflection, strategic through which youth learn positive and avoidance of health compromising thinking and character) through games developmental outcomes through their behaviors and future jeopardizing teaching. behaviors” (Roth, Brooks-Gunn, Murray, involvment in structured programs. & Foster, 1998, p. 426). Second, Lerner and colleagues (2005) Provide Choices and Structure One way to create an environment in Whereas it is beyond the scope of the described and provided evidence for a which children can learn about PYD is present article to thoroughly review the latent construct of PYD through the to involve them in decision-making. PYD literature, two approaches that 5Cs. The 5Cs are Decision-making is a cornerstone of provide the foundation for this paper are (1) Competence : A positive view of one’s TGfU (Werner et al., 2005), and may addressed. First, Larson and his colleagues actions in domain specific areas. also provide children with a sense of (Dworkin, Larson, & Hansen, 2003; (2) Confidence: An internal sense of empowerment (see Benson, 1997) and Hansen, Larson, & Dworkin, 2003; overall positive self-worth and self- opportunities to demonstrate initiative Larson, 2000) presented an analysis of efficacy; one’s global self-regard. (see Larson, 2000). Research also shows internal and social/interpersonal domains (3) Connection: Positive bonds with that when children perceive that they of learning experiences that may be people and institutions. have choices they report increased associated with PYD. Internal domains (4) Character : Respect for societal and intrinsic motivation for activities (e.g., consisted of: (a) exploration and identity cultural rules. Goudas, Biddle, Fox, & Underwood, 1995; Morgan et al., 2005).

Decision-making and choice can be promoted within appropriate lesson structure. One way of establishing the basic structure of lessons is by establishing boundaries and expectations for behaviour. Children can also make some choices which influence the direction of the lesson within the general structure established by the teacher. For example, a teacher may wish to explore the notion of creating space in invasion games. Children can be given some

10 PHYSICAL AND HEALTH EDUCATION decision-making responsibilities in such faced, how they solved these lessons. The teacher structures the problems). Children could environment by selecting appropriate also be encouraged to think equipment (e.g., pylons, balls, pinnies) about how any skills they and then placing the children into have learned in PE could be appropriate group sizes (e.g., groups of used in other contexts. three of four). The children would then During these discussions be instructed to develop a game which the teacher’s role is to emphasizes “passing and moving to keep “mentor” the children possession.” through the process and to direct the Once the games have been developed conversation toward and the children are playing, the teacher specific skills and can spend time listening to students and values. being supportive and flexible to their needs (Reeve, 1995). For example, To promote reflec- the teacher could provide specific tion the teacher instructions about how to “create space.” could debrief with These instructions may vary from group the students by asking to group, so this is a divergent approach them to reflect upon some to instruction – that is, there are several of the things they may have different ways to create space, and the learned and how they could learners may achieve slightly different apply these skills to other outcomes around the same theme. The areas of their lives. If a child point of this exercise is that the children says that she learned about have been provided with some decision- communication, we would making responsibilities within the then ask “can you think of any structure of the lesson, and they may feel other situations where you empowered in their PE class. They feel might have to communicate and like they are playing their “own” games, solve problems like we did but they are still learning the concepts today?” This often leads to a decided upon by the teacher. Further- discussion of how skills learned in the more, the social interaction and gym may transfer to other areas of life. problem-solving activities that precede We realize that there is not a great deal the games creation provide a context for of evidence for this notion of learning important developmental skills. transferability, and research is needed to confirm if (and how) skills learned Reflection in PE influence other life domains. Teachers can attempt to raise children’s However, we do think that is important self-awareness by helping them to realize that teachers attempt to make con- what skills they have learned in PE and nections between PE context and other how these skills may be useful in other life domains, rather than hoping that domains (cf. Danish, Petitpas, & Hale, children will make these connections 1995). Reflection can be used to themselves. determine whether previous experiences with multiple individuals or groups, who and prior learning are applicable in Promote Strategic Thinking have differing motives and perspectives). other life domains (Schön, 1987). Larson and Hansen (2005) suggested Based on qualitative research with several Following games lessons children could that distinct forms of reasoning are different types of organized youth be encouraged to think about which required to exercise agency in the programs, Larson and Hansen presented strategies worked and which strategies complex social arenas that characterize three modes of strategic thinking: failed. Children could be asked to reflect modern life. They termed this reasoning (1) Seeking Strategic Information that on social interactions they experienced “strategic thinking,” which is pragmatic would be useful for achieving during the lesson (e.g., how well they means-end thinking that takes into goals. Youth would “ask around” worked with peers, what problems they account human systems (i.e., dealing and “find out if things had happened

AUTUMN • AUTOMNE 2007 11 ...activities and strategies that are conducive to learning character through PE must be planned. The specific messages a teacher communicates in PE lessons may help youth demonstrate respect of societal and cultural rules.

to other people” to gather infor- Teach Children About negative comments, and (b) demon- mation, as well as use more Character strating respect for the referees. The systematic approaches, such as Another personal level factor that the PE teams would rotate every 10 minutes so consulting books or the Internet for teacher may be able to influence is that all children could occupy the information. character. As early as 1930, McCloy different roles. The teacher could de- (2) Strategic Communication, which stated that mere involvement in games brief by asking children what they involves children adapting their will not necessarily produce character. experienced in the different roles, and communications to suit different Rather, activities and strategies that are how others’ behavior and comments audiences. For example, youth may conducive to learning character through may have influenced them. Teachers can realize the importance of “getting PE must be planned. The specific also connect this lesson to the actual the facts together” while framing messages a teacher communicates in PE types of behaviors children may have messages to adult audiences, or lessons may help youth demonstrate seen at youth sport games among the alternatively making sure that respect of societal and cultural rules. For crowd. One strategy we use to conclude children feel comfortable to discuss example, understanding the tactics and such lessons is by posing the following ideas yet are challenged to think rules of a game can go hand-in-hand with question: “If you could create one rule more deeply about issues. an appreciation for the etiquette for the that all parents at youth sport games (3) Sequential and contingent think- game. Mandigo and Holt (2004) used must obey, what would that rule be?” ing. This involves ordering sequences the example of returning possession to of steps to reach a goal while the opponent after an injury in soccer to Conclusion simultaneously taking into account demonstrate how etiquette also extends In this article selected concepts other contingencies that might arise. beyond the formal rules of the game. associated with PYD have been briefly Again, reflective de-briefing can be used reviewed and a couple suggestions for These strategic thinking concepts are to discuss how respect may transfer out of promoting PYD through PE have been obviously intimately connected with games to other life domains. presented. This article by no means TGfU. Indeed, one of the goals of a represents an exhaustive review of the TGfU approach is to help children think Small sided soccer games could be used literature. There is a tradition within the about games in terms of strategies and to promote character. The class could be PE discipline of moving beyond the tactics. Larson and Hansen’s (2005) divided into groups that include at least “physical” to engage students in conceptualization of strategic thinking three teams. At all times two teams cognitive, emotional, and social learning may be useful for PE teachers. For would be playing, while the third team situations (e.g., Siedentop, 1990). example, a teacher could create specific would be assigned the roles of referee, Hence, we do not claim to be presenting scenarios during lessons. Heath (1991) assistant referee, and spectators. In a new conceptualization of PE pedagogy. studied little league coaches in addition to helping the referees to However, we hope that PE professionals the US and found that they often created understand the rules, the teacher could will use, adapt, and improve upon some scenarios such as “bases loaded, two highlight the importance of spectators of the examples provided to build their players out, two and two strike count” to (a) making supportive rather than pedagogical repertoire. ■ teach players about how to respond. Within these scenarios, coaches used “if- then” linguistic constructions (“if x Acknowledgements: During the writing of this manuscript Nick Holt was happens then we have to do y”). Teachers supported by a Population Health Investigator Award from the Alberta Heritage could incorporate these “if-then” Foundation for Medical Research. Thanks to Dr. James Mandigo for his helpful constructions into a range of different comments on a previous draft of this manuscript. games to promote strategic thinking.

12 PHYSICAL AND HEALTH EDUCATION REFERENCES Benson, P.L. (1997). All kids are our kids: What Mandigo, J. L., & Holt, N. L. (2004). Reading communities must do to raise caring and the game: Introducing the notion of games responsible children and adolescents. San literacy. Physical and Health Education Journal, Francisco: Jossey-Bass. 70(3), 4-10. Danish, S., Petitpas, A., & Hale, B. (1995). McCloy, C. (1930). Character building Psychological interventions: A life through physical education. Research Quarterly, development model. In S. M. Murphy (Ed.), 1, 41-61. Sport psychology interventions (pp. 19-38). Mitchell S. A., & Oslin, J. L. (1999). Champaign, IL: Human Kinetics. An investigation of tactical transfer in net Dworkin, J. B., Larson, R. W., & Hansen, D. games. European Journal of Physical Education, (2003). Adolescents’ accounts of growth 4, 162-172. experiences in youth activities. Journal of Youth Morgan, K., Kingston, K., & Sproule, J. and Adolescence, 32, 17-26. (2005). Effects of different teaching styles on Eccles, J. S., Barber, B. L., Stone, M., & Hunt, the teacher behaviours that influence J. (2003). Extracurricular activities and motivational climate and pupils' motivation in adolescent development. Journal of Social Issues, physical education. European Physical 59, 865-889. Education Review, 11, 257-285. Goudas, M., Biddle, S., Fox, K., & Reeve, J. (1995). Motivating others: Nurturing Underwood, M. (1995). It ain’t what you do, inner motivational resources. New York: Allyn & it’s the way that you do it! Teaching style Bacon. affects children’s motivation in track and field Roth, J., Brooks-Gunn, J., Murray, L., & lessons. The Sport Psychologist, 9, 254-264. Foster, W. (1998). Promoting healthy Hansen, D. M., Larson, R. W., & Dworkin, J. adolescents: Synthesis of youth development B. (2003). What adolescents learn in organized program evaluations. Journal of Research on youth activities: A survey of self-reported Adolescence, 8, 423-459. developmental experiences. Journal of Research Schön, D. (1987) Educating the reflective on Adolescence, 13, 25-55. practitioner. San Francisco: Jossey-Bass. Heath, S. B. (1991). ‘It's about winning!’ The Siedentop, D. (1990). The practice of sport language of knowledge in baseball. In Resnick, pedagogy. In M. Lirette, C. Paré, J. L. B., Levine, J. M. & Teasley, S. D. (Eds.), Dessureault, & M. Piéron (Eds.), Physical Perspectives on socially shared cognition (pp.101- education and coaching: Present state and outlook 126). , DC: American for the future (pp. 269-280). Sillery, PQ: Psychological Association. Université du Québec. Larson, R. (1994). Youth organizations, Turner, A. P., & Martinek, T. J. (1999). An hobbies, and sports as developmental contexts. investigation into teaching games for In R. K. Silbereisen, & E. Todt, (Eds.), understanding: Effect on skill, knowledge, and Adolescence in context: The interplay of family, game play. Research Quarterly for Exercise and school, peers, and work in adjustment (pp. Sport, 70, 286-296. 46–65). New York: Springer-Verlag. Lowe Vandell, D., Reisner, E. R., Brown, B. B., Larson, R. (2000). Toward a psychology of Dadisman, K., Pierce, K. M., & Lee, D. positive youth development. American (2005). The study of promising after-school Psychologist, 55, 170-183. programs: Examination of intermediate outcomes Larson, R., & Hansen, D. (2005). The in year 2. Retrieved March 7th 2006 from development of strategic thinking: Learning to http://www.wcer.wisc.edu/childcare/statement impact human systems in a youth activism s.html program. Human Development, 48, 327-349. Werner, P., Thorpe, R., & Bunker, D. (1996). Lerner, R. M., Lerner, J. V., Almerigi, J. B., Teaching games for understanding: Evolution Theokas, C., Phelps, E., Naudeau, S., of a model. Journal of Physical Education, et al. (2005). Positive youth develop- Recreation and Dance, 67, 28-33. ment, participation in community youth development programs, and community contributions of fifth-grade adolescents: Findings from the first wave of the 4-H study of positive youth development. Journal of Early Adolescence, 25, 17-71.

AUTUMN • AUTOMNE 2007 13 PEER REVIEWED ARTICLE

Theory to Practice: Using the Games for Understanding Approach in the Teaching of Invasion Games

By Harry Hubball, University of British Columbia John Lambert, University of Brighton Sid Hayes, Chelsea School, UK

nvasion games are a common component of physical education and community sport programs. Not only are Ithey an integral aspect of popular culture and our historical heritage, they also engage students in exciting challenges to develop valuable life skills, as well as providing lifetime active recreational choices for many citizens (Capel, 2000). Invasion games typically refer to complex and dynamic activities involving two teams who compete for one object, usually a ball, in order to advance the object into the opponents’ territorial playing area in order to score a goal/points. At the same time each team protects their own goal from the opposition’s advances. Soccer, , rugby, , and are some of the more popular invasion games. However, invasion games can also include other activities such as water , , frisbee, capture the flag, and inventive game challenges (British Columbia Ministry of Education, Skills & Training, 1999; Department of Education and Employment, 1999). Whilst each type of invasion game presents different characteristics and challenges (e.g., rules, playing area, objectives for success), they possess common tactical elements or games principles which need to be addressed in order to enhance a team’s impact. In attempting to maximize team performance, each player and the team as a whole, are confronted with problems to solve which relate to the tactical demands of that game.

Traditional approaches to the teaching of invasion games Richard & Griffin, 2005; Bell & Hopper, 2003; Hopper, have tended to be driven by knowledge transmission with an 2002; Hubball & Robertson, 2004; Mandigo & Holt, 2004; emphasis on teacher-centred objectives, skills, drills, practices Strean & Holt, 2000). In an invasion games context, TGfU and team talks (Allison & Thorpe, 1997; Hopper & Bell, provides an alternative approach to student learning since it 2001; Hopper, 2002; Martens, 1997; Mitchell, Oslin, & focuses on the interactions with other teammates in a Griffin, 1995). Whilst adopting a TGfU approach is not an learning community; the game setting provides cues that are entirely new concept, it does place an emphasis on developing critical to cognitive processing; and it incorporates the a critical understanding and effective response to the realities students' developmental needs, ideas and game context into and dynamics of complex and developmentally appropriate the learning experience. TGfU is viewed as an individual and games play situations. TGfU approaches have pedagogical social contextual process (Hansman, 2001; Lave & Wenger, roots in constructivism and situated learning (Grehaigne, 1991; Wenger, 1998).

14 PHYSICAL AND HEALTH EDUCATION Harry Hubball, Ph.D., is an Associate Professor John Lambert is Senior Lecturer at the Sid Hayes is a Senior Lecturer at the Chelsea in the Faculty of Education at the University of University of Brighton where he specializes School, University of Brighton, England. He British Columbia. He developed the Inter UBC in teaching, research and consultancy in PE. teaches games education. Soccer Academy Research Program for youth He is also aUEFA A licence soccer coach. and master’s-level players. Email: [email protected]

TGfU draws upon a wide range of students to understand and to develop circumstances in the games education learning strategies (e.g., critical thinking, game-based skills and strategies can context and are assessable, transferable, interpersonal communications, reflective enable students to transfer their learning and relevant to their lives as young analysis, goal-setting, co-operative from one invasion game challenge to the citizens in a diverse world. learning, experiential participation, next. Furthermore, learning outcomes problem-solving) in invasion game (e.g. critical thinking, responsible use of To facilitate TGfU in an invasion games contexts and draws upon a range of ethical principles, problem-solving skills) program requires therefore, PE teachers to processes for individual players. Helping are responsive to students’ needs and shape a positive and responsive learning

Teaching Games for Understanding (TGfU) approaches have made significant Les approches axées sur Teaching Games for Understanding (TGfU) ont grandement contributions to students’ learning in invasion game contexts within a wide range contribué à l’apprentissage des élèves par le biais des jeux d’invasion organisés dans le of physical and sports education programs. In attempting to maximize team cadre d’une gamme élargie de programmes d’éducation physique et de sports. En vue performance in invasion games, each player and the team as a whole is confronted de maximiser le rendement de l’équipe au niveau des jeux d’invasion, chaque joueur, with problems to solve, the nature of which will be dependent on variables such as et l’équipe entière, sont appelés à régler une série de problèmes dont la nature dépend opponents’ tactics, the score at the time, perceived strengths and weaknesses in both de diverses variables, comme les tactiques de l’adversaire, le pointage actuel, les forces teams and possibly even the weather. Traditional approaches to the teaching of et faiblesses de chaque équipe, voire la température. Les approches pédagogiques invasion games within PE and community sports programs have tended to focus on traditionnelles servant aux jeux d’invasion organisés dans le cadre des programmes technical skills development. In contrast, TGfU approach places emphasis on d’éducation physique et des programmes de sport communautaire tendent à mettre developing critical understanding of and effective responses to, the dynamics of a l’accent sur le perfectionnement des habiletés techniques. Par contre, l’approche variety of games play situations. TGfU draws upon a wide range of learning TGfU mise sur une compréhension critique et des réactions efficaces aux dynamiques strategies (e.g. critical thinking, interpersonal communications, reflective analysis, de diverses situations de jeu. TGfU fait appel à un large éventail de stratégies goal-setting, co-operative learning, experiential participation, problem-solving) in d’apprentissage (p. ex., la pensée critique, la communication interpersonnelle, invasion game contexts and relies upon both practical and cognitive abilities of l’analyse réflective, l’établissement de buts, l’apprentissage coopératif, la participation individual players. Helping students to understand and to develop game-based skills expérientielle, la résolution de problèmes) dans des contextes de jeux d’invasion et and strategies can enable students to transfer their learning from one invasion game exploite à bon escient les aptitudes pratiques et cognitives de chaque joueur. Le fait challenge to the next and using a player-centred teaching method the teacher is d’aider les élèves à comprendre et mettre au point des compétences et stratégies axées offering the learner a degree of guided autonomy which, if handled carefully, can sur le jeu permet aux élèves de transférer leurs apprentissages d’un jeu d’invasion à produce greater understanding and a more enjoyable games experience. This article l’autre. Le recours à une méthode d’enseignement axée sur le joueur permet à examines the application of the TGfU approach when covering concepts, principles l’enseignant d’offrir à l’apprenant un degré d’autonomie dirigée qui, si utilisée avec and strategies in invasion games. Practical strategies are drawn from teacher doigté, favorise une meilleure compréhension et des expériences plus agréables face au education, physical education and sports education contexts and include small-sided jeu. Cet article examine l’application de l’approche TGfU aux concepts, principes et game development and analysis, developing effective team offensive and defensive stratégies qui sous-tendent les jeux d’invasion. Les stratégies pratiques découlent de strategies using effective questioning strategies. contextes d’apprentissage par les enseignants, par l’éducation physique et par le sport, y compris le développement et l’analyse de petits jeux, ainsi que la mise au point de stratégies d’équipe offensives et défensives grâce aux stratégies de questionnement efficaces.

AUTUMN • AUTOMNE 2007 15 environment with appropriate activities, There are a variety of specific strategies for in the form of a question and answer and to utilise their knowledge and TGfU in an invasion games setting. Four session where players are given time to expertise to guide and help students in central strategies will be presented which reflect on questions and give considered making key decisions and to respond have been drawn from teacher education, answers (e.g. “Can you offer me one or effectively to a variety of sometimes physical education and sports education more adaptations to your team’s defending complex game situations (e.g. offence and contexts: (1) small-sided game develop- which may lead to a reduction in goals defence strategies, tactical team play, set- ment and analysis, (2) developing effective conceded in your next game?”) pieces, individual sending/receiving team offence and defence strategies, decisions). Selecting an appropriate (3) inventive games, and (4) effective (2) Developing Effective Team Offence teaching style is central to this process. It questioning strategies. Appendix 1. shows and Defence Strategies is recognised that a number of teaching a detailed example of TGfU in an invasion All too often, invasion game practices can styles can offer students the opportunity game practice. be over filled with drills and ball skill to be involved in hypothesising, practice at the expense of allocating synthesising and problem solving and (1) Small-sided Game Development adequate time to develop effective team engaging students in these teaching styles and Analysis strategies and reflection in the context of can enhance aspects of students learning Progressive and challenging small-sided the game (Allison & Thorpe, 1997). and enjoyment (Mawer, 1995; Mosston game development and analysis (e.g. 2 vs. Effective teamwork in invasion games & Ashworth 1986;). By adopting these 1, 3 vs. 2, 4 vs. 4, 6 vs. 6, and half-field does not just happen through a teaching styles and offering the learner the offense versus defense) are an excellent and motivational team talk, wearing the same opportunity to make decisions the authentic way of enhancing learning in an team jersey, or by the innate and natural learner’s understanding of games play will invasion game context. Small-sided games effort and abilities of a group of players. develop. Furthermore, a range of teaching are more intense, involve more touches Essentially, players need to develop styles will enhance inclusion of all with the ball, less complex in terms of effective team offence and defence students in a games physical education decision-making and easier for students to strategies through carefully guided and context. analyse. The development of skills and progressive practice conditions that closely strategies necessary for improvement can simulate the game environment. Effective use of the TGfU be decided upon in relation to roles within Therefore teachers would help players approach in Invasion Games the offensive team (ball carrier and non- develop traditional ball skills such as The specific needs and circumstances of ball carriers) and the defensive team control, passing, dribbling, shooting, etc. the learning context (e.g., PE games unit, (Hubball & Robertson, 2004). Of similar in an authentic way. Various frameworks school or community sports program importance, is the notion that small-sided have been presented in the literature for etc.) should be taken into account when invasion games should require students to developing effective team offence and planning TGfU sessions. Thus, teachers provide input regarding: i) initial game defence strategies (Grehaigne, Godbout, should first conduct a prior learning planning (e.g., communicating specific & Bouthier, 1999; Wilson, 2002). These assessment of the learners’ abilities, goals, roles, teamwork, offense and defense strategies are adaptable to a wide range of and PE lesson/coaching context. This can strategies); ii) periodic performance invasion games. For example, adopting be achieved in various ways including: analysis; and, iii) suggestions about and executing strategic positional form- student worksheet reflections pertaining specific goals for further improvements ations and responsibilities; focusing— to motives and goals for participation, (e.g. more calling for the ball and off-the- “reading” and responding to the game; class and small group discussions, ball movement into space, practice first- asserting your team’s influence on the teacher’s observations of students’ ball control skills, attend to speed “tone” of the game; exercising leadership strengths and weaknesses during team and penetration in offense). Finally, and communication throughout the offence and defence games, as well as students should be engaged in an overall game; and, playing with impact…making available facilities and equipment class debrief upon completion of small- it happen (Hubball, 2006). Effective (Hubball, 2006). Next, teachers should sided invasion games in order to reinforce teamwork is certainly challenging for even introduce and prepare students for TGfU effective team offence and defence the best players, teams, and teachers/ processes and, therefore, frame student strategies, as well as identify areas of coaches. However, when a team does get it learning expectations (e.g. teamwork, transfer and further investigations. Thus, right, teammates connect in highly skilled, communications, data collection, students are expected to take an active role clever (often subtle), and complimentary problem definition, decision-making, in this process by thinking like coaches, ways (Earles & Chase, 2001). Effective planning and goal-setting, active whilst still enjoying the intrinsic benefits teamwork is truly evident when the “sum performance, and reflective analysis) in of learning [experientially] through games of the whole far exceeds the sum of the order that they can succeed and maximize play (Light & Fawns, 2003). This time for individual parts.” PE teachers should be learning in invasion games. reflection could effectively be conducted sensitive to providing opportunities for

16 PHYSICAL AND HEALTH EDUCATION students to experience different positions (4) Effective Questioning Strategies individuals or groups to formulate on a team in order to better understand Whilst structuring appropriate practice thoughtful responses. the important team roles held at each conditions and developing players' position and how those roles interact. analytical and decision-making skills Other related TGfU strategies in an Players who usually stand out in a games through TGfU activities is crucial, a invasion game context include peer- situation are the ones who are both central component of the teacher’s role is teaching modules, the use of video technically gifted and cognitively astute in the ability to ask ‘good’ questions that technology and the development of their decision-making processes. facilitate a guided-discovery learning student portfolios. Peer-teaching modules methodology. Effective questioning encourage students to adopt a significant (3) Inventive Games techniques can provide critical teacher leadership role and think like coaches, Inventive games are an excellent way to interventions to help students' progress gather relevant data, and investigate and stimulate creativity and student leader- with TGfU (Hopper, 2002; Hubball & assess team offence and defence strategies ship (Rink, 2002). Inventive games, Robertson, 2004). Depending upon the from a different perspective. The use of however, can be overwhelming for particular game issue being examined, video technology is a very effective students initially unless they are questioning strategies, using Bloom’s method for students to repeatedly analyze introduced to inventive game principles taxonomy, can range from simple team offence and defence strategies in in progressive ways, from simple to (knowledge recall) to complex (evaluation particular invasion game situations. complex. For example, a small group of of performance strengths and weaknesses) Student portfolios with various students can be asked to develop one or for enhancing critical understandings and worksheets are a valuable resource for two modifications to an existing invasion effective responses to complex game students to document their progress, observations and reflections pertaining to A teacher might complete the debrief at the end of their critical understandings and the game by asking students to suggest subsequent responses to invasion games practice. practices that might improve the quality of team Issues for Consideration plays or skills during these games. By drawing upon a range of appropriate learning strategies, TGfU has the potential game. Activity modification, for example, situations at various stages of the TGfU to enhance learning in invasion games. It can take several forms including rules, process. For example, during a small-sided is important for teachers to note that if number of players and teams, playing invasion game, a coach may stop or TGfU is a very new approach to your area, equipment type and quantity, and “freeze” the play and ask a specific team, student program, then it is best not to try goal area(s) to score. In more complex “What sort of team plays are being made?” to introduce too much to your players all forms, a group of students can be given a (patterns), “Why are these happening?” at once and it is necessary to have realistic limited range of equipment with the (cause and effect), “What do you think is expectations. For example, in a small- sided game activity, this might include expectation that they develop an invasion good about it?” (judgments), “What could requiring students to formulate a team game with the specific criteria (e.g. clear be done better?” (judgments), “How plan prior to the start of a game, stopping game objective, identify strategies for could we practice to improve this aspect of the game after 5-10 minutes to ask a series success, identify safety features of the team play?” (developmental). Clearly, it’s of 2-3 questions, then requiring each team game, all participants need to be actively not just the specific questions that are to re-assess their team plan before involved, the game has to flow and be asked but also the way that the questions continuing. Finally at the end of the first fun, the game has to have a start and are asked and. Within a classroom culture, half of play, ask the teams to assess and finish strategy). Inventive games also help inquiry is critical (e.g., ask open-ended share their progress before going into the students to appreciate how rules enhance success-based questions that avoid Yes/No second half of the game, and then repeat equity and positive behavior; they help responses; encourage students to generate the process. A teacher might complete the students to appreciate the view points of questions and discuss suggestions among debrief at the end of the game by asking others, to compromise and to negotiate themselves). A hierarchy of planned students to suggest subsequent practices conflict in constructive ways. Further- questions based upon set learning that might improve the quality of team more, when groups of students are objectives are therefore pivotal to the plays or skills during these games. See required to create and share new or success of TGfU as a teaching method Figure 1 and 2 for TGfU examples. variations of invasion games with their (Richard, & Godbout, 2000). A learning peers and how to play their game(s), it environment of emotional safety needs to However, TGfU strategies should not be invites additional fun challenges, be created where every member of the used at the exclusion of skills development feedback for modifications, and higher group are confident to answer without fear order learning opportunities. of ridicule and the teacher allows time for text continued on page 20

AUTUMN • AUTOMNE 2007 17 Figure 1: The 4 Goal Game

30 m

40 m

The 4 Goal game description:. 3 v 3 plus an optional floating player (in grey) who plays for the team in possession and cannot score or be tackled. Inclusion of this floating player will be at the coach’s discretion depending on the players’ technical level. Each team defends two goals and can score by passing the ball through either of their opponents’ goals. As the players become more adept then progress by removing the floating player.

Switching Play in Soccer. b) What is the most effective way for your team to exploit the space on the opposite flank? Learning Objectives: ■ Turn with the ball and get the ball there as quickly as 1. Select and apply the appropriate time to change the possible. direction of attack. c) Does that mean a long cross field pass? 2. Acquire and develop relevant skills for changing the ■ Sometimes but only when that is feasible without giving direction of attack in a game. possession away. Otherwise it may mean playing using Key Questions for the teacher to ask in hierarchical order 2/3 passes. with possible answers: d) So how can my team mates assist in that situation? a) When should you decide to change the direction of Where should they support? attack? ■ The nearest player can support on the diagonal behind ■ When there is pressure on the ball and I cannot go ■ The other player moves outside him/her ready for the forward switch. ■ When space is occupied by defenders on that side of the e) Who can show me the angle and distance of the first field supporting player? ■ When space has been created on the opposite side of the ■ They stand 8-10 yards away diagonally behind. field And what do you do when you get the ball to your player on the opposite flank? ■ Attack the goal and get other players over there to support.

18 PHYSICAL AND HEALTH EDUCATION Figure 2: Half Pitch Corner Game

45 m

60 m

Half Pitch Corner Game description: 7 v 7 with both teams given a 3.3.1 formation. Goals again set in each corner but 8 yards wide. Both teams try to manoeuvre the ball so that they are able to the ball through either of the opponents’ goals.

Key Questions for the teacher/coach in hierarchical order As the group become familiar with the idea of penetrating with possible answers: forward where possible or switching play when a forward pass is not possible then the teacher’s interventions decrease Switch play again quickly in frequency i.e. you give the players less guidance and they a) Does switching play only apply to the attacking players? learn more for themselves. It is important to get the balance of player activity and coach questioning correct. Towards ■ No, defenders, midfielders and even the goalkeeper can do it. the end of the session the teacher may only pick up occasionally on errors and ask, ‘What decision could you b) Who can show me some techniques that be used to turn have taken (or technique could you have used) there? in order to switch play? Why?’ If they give you the correct answers you know the ■ Use outside of the boot to hook ball in a 180 degree session has affected their understanding. Ending with a turn, Step-over Turn, Cruyff. plenary consisting of questioning will help consolidate c) What is important about executing these turns in the learning. game? ■ They need to be fast, slick and disguised. d) Can anybody show me how I might receive a crossfield switch pass? ■ Look over the shoulder as the ball is travelling, open body shape, receive on the back foot with the first touch then move it on.

AUTUMN • AUTOMNE 2007 19 for effective learning in invasion games. learning. The theme or “problem” is wide range of physical education contexts. Aspects of motor development remain an highlighted through the choice of Practical strategies include small-sided game important aspect of development for appropriate modified games, a hierarchy of development and analysis, developing games players. Problems with the TGfU relevant questions are planned and a effective team offence and defence strategies, approach can arise from poor guided discovery teaching style is adopted inventive games, and effective questioning implementation or inappropriate use of (Figure 1 and 2). The additional time strategies. Essentially, TGfU organises the teaching styles. To implement effective required of both teachers and individual teaching of invasion games programs TGfU strategies, a teacher requires an students to engage in TGfU can, therefore, around issues relevant to the team/students; eclectic range of progressive questioning be a limitation but if the essential elements ensures that the practice environment (e.g., lower to higher-order) and are there, it can be a rewarding experience closely simulates the invasion game context; facilitation (teacher-centred to student- for teacher and student alike. engages students as stakeholders in the centred) techniques to enhance players' learning process; and enhances the decision-making skills with respect to Summary development of positive learning outcomes complex invasion game situations. In TGfU approaches have made significant such as critical thinking, problem-solving, addition, teachers need to carefully plan contributions to developing students’ decision-making, better understanding of progressively challenging activities, and critical understandings and effective tactical knowledge, leadership and select critical and timely interventions that responses to the realities and dynamics of interpersonal skills, and more enjoyment of challenge understandings and enhance complex invasion game situations within a the games experience. ■

REFERENCES Mandigo, J.L., & Holt, N. (2004). Reading the game: Introducing the notion of games literacy. Allison S. & Thorpe R. (1997). A comparison Hansman, C. A. (2001). Context-based adult Physical and Health Education Journal, 70(3), 4-10. of the effectiveness of two approaches to learning. In M. B. Sharan (Ed.). The new update teaching games within physical education: A on adult learning theory, 89, (pp. 43-51), San Martens, R. (1997). Successful Coaching. (2nd skills approach versus a games for Francisco: Jossey-Bass. ed.) Champaign, IL: Human Kinetics Press. understanding approach. British Journal of Hopper, T. (2002). Teaching games for Mitchell, S.A., Oslin, J.L., & Griffin, L.L. Physical Education, 28(3), 9-13. understanding: The importance of student (1995). The effects of two instructional Bell, T., & Hopper, T. (2003). Space and the emphasis over content emphasis. Journal of approaches on game performance: Pedagogy in first frontier: Tactical awareness in teaching Physical Education, Recreation & Dance, 73(7), practice. Teaching and Coaching in Physical games for understanding. Physical and Health 44-48. Education and Sports, 1, 36-48. Education Journal, 69(2), 4-10. Hopper, T., & Bell, R., (2001). Can we play that Mosston, M. & Ashworth, S. (1986) (3rd ed.) British Columbia Ministry of Education, Skills game again? Strategies, July/August, 23-26. Teaching Physical Education, Ohio, Merrill. and Training (1999). Physical Education Hubball, H.T. (2006). Effective team strategies: Mawer, M. (1995) The Effective Teaching of Curriculum: Integrated Resource Package. Developing ‘game sense’ in youth soccer Physical Education, Harlow Longman. Curriculum Branch Publications. programs. Strategies, Journal for Sport and Physical Educators, 19(5), 8-11. Richard, J.E., & Godbout,. (2000). Formative Capel, S. (2000) Approaches to teaching games. assessment as an integral part of the teaching- In Capel, S. & Piotrwski, S. Issues in Physical Hubball, H.T., & Robertson, S. (2004). learning process. Physical and Health Education Education (pp. 81-98). Rouledge, London.. Developing a coaching portfolio: Enhancing Journal, 66(3), 4-10. Department of Education and Employment. reflective practice. Strategies, Journal for Physical and Sport Educators, 18(2), 16-18. Rink, J. (2002). Teaching physical education (1999). Physical Education: The National for learning (3rd ed.). Boston, MA: WCB Curriculum for England. Her Majesty’s Senior Hubball, H.T., & Robertson, S. (2004). McGraw-Hill. Office, UK. Problem-based learning in a youth soccer Strean, W.B., & Holt, N.L., (2000). Coaches’, Earles, M., & Chase, M. (2001). Enhancing academy program. Journal of Physical Education, Recreation & Dance, 75(4), 38-43. athletes’, and parents’ perceptions of fun in team confidence for success. Strategies: A Journal youth sport: Assumptions about learning and for Physical and Sport Educators, 14(3), 12-14. Lave, J., & Wenger, E. (1991). Situated implications for practice. Avante, 6(3), 83-98. Grehaigne, J., Richard, J. F., & Griffin, L. Learning: Legitimate Peripheral Participation. New York: Cambridge University. Wenger, E. (1998). Communities of Practice. (2005). , Teaching and Learning Team Sports and Cambridge, England: Cambridge University Games. New York: Routledge Falmer. Light, R., & Fawns, R. (2003). Knowing the Press. Grehaigne, J. F., Godbout, P., & Bouthier, D. game: Integrating speech and action in games teaching through TGFU. Quest, 55, 161-176. Wilson, G.E. (2002). A framework for (1999). The foundation of tactics: Strategy in teaching tactical game knowledge. Journal of team sports. Journal of Teaching Physical Physical Education, Recreation & Dance, 73(1), Education, 18, 159-174. 20-26, 56.

20 PHYSICAL AND HEALTH EDUCATION May 14-17th, 2008 University of British Columbia, Vancouver, BC, Canada

Conference Theme: Understanding Games: Enhancing Learning in Teaching and Coaching

In 2008, Vancouver will host the Fourth International Teaching Games for Understanding (TGfU) conference located at the UBC campus. There will be opportunity to experience first hand why the TGfU’s learner-centered teaching approach to physical education has been growing in popularity since the 1980’s. • Are you unfamiliar with TGfU? Then why not attend one of our introductory workshops? These will be hands on opportunities to explore approaches to teaching games that integrate tactical play and skill development in providing learners with a deeper and exciting understanding of games play. • Want to hear the international renowned proponents? Keynote speakers include: Rod Thorpe and David Bunker (UK), Lynn Kidman (NZ), Raymond Liu (HK), Judith Rink (US) as well as a plethora of invited speakers from around Canada and the World. If you are interested in furthering your skills and learning new techniques to enhance your teaching in PE and coaching in sports, then there is no greater opportunity.

Further details can be found at the Conference website: www.TGfU.org

Or, you can email Joy Butler for further information: [email protected]

AUTUMN • AUTOMNE 2007 21 PEER REVIEWED ARTICLE

Teaching tennis with assessment for/as learning

Tim Hopper, Ph.D., University of Victoria

Introduction: Tennis a net/wall game have noticed in my experience of visiting schools Ithat few PE teachers feel comfortable teaching tennis. Tennis lessons result in balls flying out of the court, students standing waiting their turn to a ball… it is basically a frustrating experience. Even when I see students have gained some ability to hit the ball in the court, a teacher finds it Tim Hopper teaches in the School of Physical Education at the University of challenging to assess their skills in a way that will Victoria. His research focuses on physical education teacher education, in particular encourage students to play more. How can we conceptual approaches to teaching PE such as Teaching Games for Understanding (TGfU). teach tennis and assess tennis to emphasize the joy Email: [email protected] of playing a ball and the excitement of a well played point? In this paper I suggest a TGfU approach combined with assessment methods focused on student’s learning to read the game of tennis.

22 PHYSICAL AND HEALTH EDUCATION The notion of learning to “read” game Modified games and learning to Additional rules can be added, but the play from a tactical understanding of the read the play of the game height and bounce rules initially create a game, is one associated with literacy in its Tennis is a complex game to play. Too game where students have time to read broader sense. The idea of reading the often teachers try to teach students a ball flight and their opponent’s meaning of actions, can be represented by tennis skill, model it and then feed them movements. When first playing this game a simple symbol system. To “read” game balls to hit, but rarely does this transfer catching then sending the ball can be the play a person must understand enough of into the game. To learn tennis, students skill focus, but gradually, as the students learn to set-up for the ball being sent to the whole of an activity to recognize and need the basic motor-skills for catching, the target, they can be shown how to hit connect the relationship patterns of the throwing, stopping and guarding. the ball using their hands or a short individual components. Students should learn first how to catch a handled racquet. As students work with bouncing ball, send a ball to a target and partners they can learn key ideas about Within the TGfU approach, tennis is one field a ball back to a partner. Learned in their movement-off-the-ball in order to form of a game in the net/wall games simple focused games, all these skills and execute a skill. For example, here is a category. As developed by Hopper (1998, others lay the foundation to play tennis. description of how students should learn 2003), the net/wall games can be Within tennis lead-up games, the notion to move in four movement phases (i.e., 4 understood in relation to three principles of how to play with a partner in a tennis- R phases) of recover, read, respond, and of play: like game can be developed through react (Hopper, 2003). In the Castle game, 1. Consistently returning the ball and throwing-catching games. As described by as soon as the player sends the ball above move to cover centre of the Hopper (2003), simple games such as the her head aiming for the target she needs opponent’s target. Castle game (see Figure 1) could be used to recover to a ready position with her 2. Placement of the ball into the to get students to learn to send the ball weight evenly distributed on toes, knees opponent’s area of play to make it consistently to a target. The aim of this bent, feet shoulder width apart and facing difficult to return. game “Try to hit the castle target” (small the target. This ready position sets her up 3. Spin to control the ball flight and yellow pylon) and the three rules listed in to read the situation her shot created. If force (power) to make a ball difficult the Figure 1 set up a tennis-like relation- her shot was close to the targets she can to return. ship between the players. In this game make a decision to move her base position players toss the ball in the air, above their close to and opposite the target from her Each of these principles offers a heads, trying to hit the yellow pylon opponent, if her shot was away from the conceptual focus for developing lessons in (castle) and then the partner catches the target she can decide to take up a position any unit of instruction within a net/wall ball after one bounce and tries to do the opposite where she thinks her opponent games category. same from where they catch the ball. will be able to send the ball; behind the

Drawing on experiences of teaching tennis courses based on a TGfU S’inspirant des expériences d’enseignement du tennis selon une approach, this article will outline ideas for developing assessment approche TGfU, cet article explore des façons de mettre au point des practices where students learn to read the off-the-ball movement of pratiques d’évaluation qui permettent aux élèves d’interpréter les players. This paper argues that assessment must move from a mouvements des joueurs sans la balle. Cet article argue que reliance on assessment of learning to assessment for and assessment l’évaluation doit évoluer, passant de l’évaluation de l’apprentissage as learning (Earl, 2003). When teachers and students become à l’évaluation pour l’apprentissage et comme apprentissage (Earl, focused on assessing learning to play the game rather than assessing 2003). Lorsque les enseignants et les élèves commencent à mettre the skills of the game, they learn to read and understand the players’ l’accent sur l’évaluation de l’apprentissage du jeu plutôt que sur role in game play. Such reading encourages students to make l’évaluation des habiletés au jeu, ils apprennent à interpréter et anticipatory movements that put them in positions to be successful comprendre le rôle du joueur dans le jeu. De telles interprétations at executing skills. From this basis, the article will draw on encouragent les élèves à poser des gestes anticipatoires qui les aident experiences teaching high school students and first year university à maximiser la bonne exécution des habiletés. Des termes comme students (Hopper, 1990; Hopper, 2003). Base (recouvrement), Décision (interprétation), Couverture (réactivité) et Ajustement (réaction) servent à articuler et présenter les mouvements sans la balle des joueurs pendant une joute. Partant de ce fondement, l’article s’inspire des expériences d’enseignement aux jeunes du secondaire et de la première année d’université (Hopper, 1990; Hopper, 2003). Lors des expériences passées, on a eu recours aux évaluations fondées sur des critères et à l’instrument d’évaluation du rendement au jeu (Griffin et al., 1997) pour noter le progrès des élèves et pour souligner leurs réussites.

AUTUMN • AUTOMNE 2007 23 castle target and roughly in-line with the opponent. As the opponent hits the ball the player must respond with guarding movements in relation to where she As the students are taught to value the judges the opponent’s hit will land. By covering this area she sets herself up to off-the-ball movements in increasing send the ball back towards the castle target. As the ball bounces the player more complex game situations, the reacts to the ball’s bounce with small adjustment movements so that she can hit assessment system needs to value this a falling ball at waist/knee height in the hitting zone in front of her body. These learning. movements set the player up with time to execute the technique of a forehand or backhand stroke with grip, swing and racquet contact being refined. For more modified games like this see http://web- (3) Assessment as learning focuses on a uvic.ca/~thopper. Assessment of/for/as learning As noted by Earl (2003) in assessing more self-assessment account of learning where students are given the During game play the teacher would ask student learning there are three opportunity to collect data on their questions to focus students on where they approaches. progress which they can then are positioning themselves after they have (1) Assessment of learning focused on synthesize to understand how they hit the ball, how they are hitting the ball, the summative achievement of the are learning. or where they are aiming the shot. At student representing what they have times, skill practices would result from learned in the unit of instruction. such questions. This TGfU approach is Skill tests at the ends of units are Criteria assessment for learning extremely effective at allowing students to common examples of this type of As the students are taught to value the off- play in tennis-like game structures and assessment. the-ball movements in increasing more develop fundamental skill patterns. To (2) Assessment for learning is focused on complex game situations, the assessment transfer students’ learning into the full a more formative account of learning system needs to value this learning. When tennis court, students need to understand where students are given on-going I first started teaching tennis, the focus how they are learning and they need to feedback on their progress. For was on the performance of a skill, or take responsibility for their learning and example, criteria rubrics used by the rather a technique. In a ball feeding for assessment. students to note their progress. situation, students were assessed for

Figure 1. The Castle Game

Castle Game. Aim: Try to hit the castle target Rules 1. Must send ball above head height. 2. Play ball alternatively with partner. 3. Ball must bounce once between turns. 4. Decide with partner how you start and re-start the game. Rules Add a striking ball motion with hand or bat.

24 PHYSICAL AND HEALTH EDUCATION Figure 2. Criteria Assessment for Tennis Drives

hitting a forehand or a volley, etc. This make them run and recover (see found the assessment moved from approach focused on assessment of http://web.uvic.ca/~thopper for more assessment of learning where I had total learning and was not very effective; there details on these and other games). authority of students’ grades, to was limited transfer of technique into a assessment for learning as the students game. I decided to create a form of As a teacher, I had great success with this learned to support and interpret each practical assessment involving a form of assessment. Over time and others learning. progressive rubric of games and criteria working with student feedback, I wrote for skill execution (Hopper, 1990). Figure and re-wrote the criteria. In class, students Evidence of success in TGfU and 2. is an example of an extract from one were encouraged to assess themselves and approach to assessment and TGfU rubric for drives in tennis. As can be seen then, periodically, I would confirm their approach came in my second year of in the table, the language of recovering to assessments. Students would work in teaching in a high school. The popularity a base position, reading the situation to pairs or small groups based on an area of tennis grew exponentially. The student make a decision, guarding movements to they wanted to improve (drives, service or demand to play tennis was so high that cover the target area and adjustment net-play). With my help they would work we had to create a lunch time booking movements for shot execution are woven in skill practice situations and/or games to system for different year groups. into criteria related to game situations. meet the criteria for each level. Rapidly, Initially, game situations are co-operative students were working on different levels, Assessment as learning: becoming increasingly competitive. The making progress as they mastered the GPAI for reading complexity criterion integrates game-like practices challenge described. To ensure that When I started working in teacher and drills taken from class. For example, students worked across ability levels, I education at a university I discovered row two in Figure 2., (brushing) refers to added additional criteria that awarded Oslin, Mitchell and Griffin’s (1998) game a progression that breaks down the students an extra level of achievement if performance assessment instrument forehand and backhand skills in small they successfully coached a peer up one (GPAI) which offered me a tool to focus steps starting from contact and working level in the criteria. Also, students that student attention on their off-the-ball back to full swing. “Competitive rally” reached the highest levels in any one movements as well as their skill execution. refers to keeping the ball going with a section were given the authority to assess Recognizing the meaning of player partner by hitting the ball to spaces to their peers and pass them at lower levels. I movements allowed students to

AUTUMN • AUTOMNE 2007 25 Figure 3. Movement in first stroke of a point Evidence of success in TGfU and this approach to assessment came in my second year of teaching in a high school. The popularity of tennis grew exponentially.

understand how a player can read a game Look at these phases and note the game game of tennis. It is hard initially for and make tactical decisions in order to performance assessment components of students to actually observe each maximize their chance of being base, decision, cover and adjust. As the movement phase. I ask them to focus on successful. ball is served (a and b frames), the player each skill execution with the base recovers to a base position (c frame). This (recovery movement) the first time they In a similar way to how movements were movement allows the player to read the observe. With a tick (✓) for successful described around the four R phases in the situation and make a decision to move execution or a cross (X) for not, each Castle game, the movements of a player back or forward (d frame). As he observes stroke in the point is noted by the in a net/wall game can be recognized in the opponent strike the ball he responds observer along with the “base” relation to the GPAI components. by moving to the forehand side to cover movement. After two or three points, the Recovery movement in a base position the expected target area where the ball will assessor can offer feedback to the player sets up the player to read the situation land and set his weight in motion on the with comments to indicate their and make a decision movement in back foot (e frame). This movement reflections on the player’s performance. allows the player to react to the bounce of anticipation of the opponent’s expected After this first observation student the ball with the racquet taken back in shot. As the opponent strikes the ball, the observers can focus on “skill” and “base” player responds with movement to cover preparation and footwork that adjusts his again if the player needs improvement or the actual target area where the ball is sent body position (f frame). From here the can focus on another movement and then reacts to the ball with small player has ample time to swing the component. In Figure 5., the observer movements that adjust the body position racquet through the ball striking the ball focused on “base” and “skill” in column for an effective skill execution. Figure 3. as it falls in front of his body in the hitting one. The observed player did well after shows a picture with each distinct element zone (frames g and h). After the ball is initial lack of movement. In the next of the four phases blended together into struck the cycle repeats itself with the one image. Initially, when looking at this player’s momentum allowing him to observation the observer focused on picture it looks very complex, almost return to a base position to read the “cover” movement and “skill” in the overwhelming to distinguish the patterns situation in preparation for the next second column. Here the player was of movements. stroke. Refer back to Fig 3 again and note found wanting and missed the last shot the flow of the player’s movement. because he was chasing the ball. After To understand and read this picture you feedback focused on doing a jump step as need to recognize how each movement An example of a GPAI form the opponent strikes the ball, the player phase of a stroke has a distinct pattern Figure 5 is an example of one format of a returned to play again. Despite an initial that is related to the position of the player GPAI form I have used as a form of miss-hit the player moved a lot better, in the court, the flight of the ball, the assessment-as-learning that enables responding to the opponent’s strokes with opponent’s position and his stroke. students to read. The images in Fig 5 are quick footwork. The observer, now example stills of movement in the four getting the hand of observing, managed Figure 4. single frames of the tennis stroke phases as seen in Figure 4. In part of a to record “adjust” movements noting that are shown and labeled in relation to the lesson, one student is assigned the role of the player often seemed to hit the ball too 4R phases and the GPAI components. assessor observing another student play a high or late. Feedback this time focused

26 PHYSICAL AND HEALTH EDUCATION Figure 4. Still frames of a forehand being played within a game performance assessment situation

The key focus in this process is to get a general record of how the player is moving and to value the off-the-ball movements within the game performance.

AUTUMN • AUTOMNE 2007 27 Figure 5. An example of GPAI sheet with image icons for each phase of a point and example recordings made by an observer

on adjusting movements to react to the Conclusion REFERENCES ball as it crosses the net in order to strike This paper describes how a TGfU a falling ball. There was a marked approach can lay the foundation for Earl, L. (2003). Assessment as learning. improvement after this feedback with the teaching net/wall games like tennis with Californa: Corwin Press. adjustment movements building on the assessment methods designed to Hopper, T. (1990). Practical assessment in physical education. The Bulletin of Physical other movements. The key focus in this maximize student’s ability to read the Education, 26(1), 23-34. process is to get a general record of how game. In my experience such an approach Hopper, T. (1998). Teaching games for the player is moving and to value the off- can allow every student to experience the understanding using progressive principles the-ball movements within the game joy of a well played game that they will of play. CAHPERD, 27(1), 1-5. ■ performance. return to again and again. Hopper, T. (2003). Four R's for tactical awareness: Applying game performance assessment in net/wall games. Journal of Teaching Elementary Physical Education, 4(2), 16-21. Olsen, J., Mitchell, S., & Griffin, L. (1998). The game performance assessment instrument (gpai): Development and preliminary validation. Journal of Teaching in Physical Education, 2, 213-243.

28 PHYSICAL AND HEALTH EDUCATION PEER REVIEWED ARTICLE Danish Longball: A Novel Game to Introduce the Batting / Fielding Games Category

By Joy Butler, Ed.D., University of British Columbia Shannon Sullivan, Teacher, Panorama Heights E S, Coquitlam, B.C. Stephen McGinley, Teacher, Arch Bishop Carney Regional S S, Coquitlam, B.C. Michael Vranjes, Teacher, Prince George S S, Prince George BC.

hen we compare the number of striking Wgames in the TGfU classification with, say, the number of territorial games, the list seems pretty limited. It includes baseball, , , , and , and the last two are Commonwealth Games – regarded as rather Joy Butler is a teacher educator, specializing in physical education, strange in other parts of the world (although they and works in the Curriculum Studies did inspire the invention of baseball!). Department at University of British Columbia. An analysis of all these games played in of play. Teachers spend a lot of time their recognizable forms and according creating modifications to allow greater, Please contact Joy Butler at, to their rules/laws reveals a possible and more active, student participation. [email protected] for questions reason for this “failure to thrive.” These Though we might sometimes question about the TGfU Conference. games have some serious drawbacks the value of striking games in the P.E. May 14–17, 2008 when it comes to educational value. curriculum, one game that is worthy of or visit TGfU.org Students spend a lot of their time revival is Danish Longball (Bailey, sitting out or barely moving on the field 1983).

AUTUMN • AUTOMNE 2007 29 Danish Longball is a great way to PLAN OF THE AREA introduce learners to the striking games F = Fielder C = Catcher category. It is packed with action, has B = Batter P = Pitcher little static play and is capable of development. It can be made as simple or BBBB BBBB as complicated for children or adults as desired. Since it is a novel game, learners Home Base First Base start on a relatively even footing. It can be F developed both tactically and technically, and can be played equally well both F F indoors and out.

Danish Longball (DLB) incorporates C B P individual and team responsibilities F and involves strategies and concepts F that are the same as those involved in the other striking games. The game F F emphasizes and helps develop the Front Line Back Line player’s ability to strike an object into open space while the defence learns how to field and reduce open space. A number of different types of decision The rules of Danish Longball are very may stay safely until s/he determines that and manipulative skills for both the straightforward and can be modified to it is appropriate to return home to score a defensive and offensive player are match the skill level of the participants. run. The ball is considered “dead” when required (Butler, 2006). One of the The number of players usually varies the pitcher has it in hand and is ready to attractions for physical education between four and nine per team. The pitch (Bailey, 1983). teachers are the facts that DLB involves pitcher pitches to a batter, and the batter minimum equipment, and that both can either attempt to strike the ball into the rules and equipment can be How to Play the field or let the ball go by. There is manipulated to afford students more 1. Divide class into equal numbered teams. success or to make the game more only one pitch, so the batter must run 2. Place team of batters to side of difficult, depending on the parti- whether the ball is hit or not. (The focus batting box. cipants’ skill levels. The intent of this here is to get the player into the game 3. One batter stands behind front line of article is to introduce the key concepts, quickly and not be overly concerned batter’s box. rules, teaching strategies and modi- about batting skills.) 4. Pitcher/Fielder lobs ball underarm to fications of Danish Longball, features batter - one pitch only unless it’s a that can be easily transferred to other The batter’s goal is to run safely to the base “no-ball” (higher than shoulder and striking games. out in the field. Once on base, the batter lower than knees).

A great game to introduce learners to the striking games category is Un jeu qui vaut la peine d’être redécouvert, c’est la balle longue danoise Danish Longball (Bailey, 1983). It is packed with action, with little (Bailey, 1983) – qui constitue une excellente façon d’initier les apprenants static play, and is capable of development. It can be made as simple or as à la catégorie des jeux de frappe au bâton. Il s’agit d’un jeu très dynamique, complicated for children or adults as desired and since it is a novel game, peu statique et qu’on peut développer. De fait, il est possible de le simplifier learners start on a relatively even footing. Capable of development on ou de le compliquer selon les besoins et intérêts des enfants ou adultes qui both tactical and technical fronts, Danish Longball can be played indoors s’y adonnent et, puisqu’il s’agit d’un nouveau jeu, les apprenants tendent à or outdoors equally well and is suitable for mixed groups that can vary in partir sur un même pied d’égalité. On peut développer les aspects tactiques number from 4 to 9 a side, depending on the available playing area. This et techniques du jeu et le pratiquer tout autant à l’intérieur qu’à l’extérieur. game is rich with the potential for teaching concepts and connected skills La balle longue danoise convient bien aux groupes mixtes qui peuvent in a developmental frame. This article will give a general overview of the comprendre de 4 à 9 joueurs par équipe, selon la superficie de jeu category of striking games; explain the rules and procedures of Danish disponible. Ce jeu est aussi utile pour enseigner des concepts et des habiletés Longball; provide a framework of concepts and strategies; examine the reliées dans un cadre de développement. Cet article donne un aperçu skills necessary for effective play; and provide examples of activities based général de la catégorie des jeux de frappe au bâton; explique les règles et on UBC student experiences. procédures de la balle longue danoise; fournit un cadre conceptuel et stratégique; examine les habiletés requises pour jouer efficacement; et, finalement, fournit des exemples d’activités, partant des expériences avec des étudiants de l’Université de la Colombie-Britannique.

30 PHYSICAL AND HEALTH EDUCATION 5. Batter must run, whether ball is 3. They are touched below the knee Space struck or not. by a thrown ball anywhere on the ■ To simplify/extend a game, decrease/ 6. Once the batting implement has been field of play. increase the distance between the swung and dropped inside the batting 4. They hit the ball behind the front line. pitcher & the batter. box, the batter must run to the base, 5. They throw the batting implement ■ To simplify/extend a game, decrease/ crossing the base’s front line. outside the batter’s box. Following increase the distance between the 7. The batter may stay on base until s/he the swing, the batter must place the home & first base. deems that another hit is suitable to batting implement behind the front use to return to the batter’s box, or if line of the batter’s box. Should s/he The teaching space will be limited the rule determines that the throw the bat so that it slides out the according to whether the game is played permissible number of players on first back or sides of the box, the batter indoors or outdoors. Although it is base has been exceeded. will be considered out. tempting to increase the distance when 8. Once a return has been started, the 6. The batting team will continue playing outdoors, teachers need to adjust runner is not allowed to return to batting until they earn three outs or the space (i.e. distance between bases) to base. S/he must continue through the are tagged out by the changeover rule. fit the age and skill of their players. If the field until tagged out or able to cross bases are placed too far apart, students the batting box front line. Inclusion Strategies will not have a fair chance of reaching the 9. A score is achieved once the batter In order to ensure that children of base before being tagged out. If the bases crosses the batting box front line. different athletic abilities are included, are too close, not only does the batting 10. Runners cannot run once the pitcher teachers may want to modify regulations, team achieve an unfair advantage, but is in possession of the ball. No runner operating equipment, space, rules, or also, the defensive team may be tempted may start a run once the pitcher is in numbers. to throw the ball to tag out the runner, possession of the ball. However, if the since it is quicker to throw the ball than it runner is in between first and home Regulations is to pass it. base, the runner may continue ■ To simplify/extend a game, reduce/ running to cross the batting line. increase size of playing area. Rules 11. Fielders may not run with the ball. ■ To simplify/extend level of difficulty For younger students, simplify game rules One step from the pivot foot is and skill, reduce/increase the weight, by eliminating/modifying some of the permissible. size, and softness of equipment rules so that students will have fewer (bats, balls). things to keep in mind. Changing some of Changeover Rule ■ To allow entry to the game for all the rules helps to control behaviour and When a fielder catches a “pop-fly” the batting skill levels, allow students to make the game accessible to children of all changeover rule comes into effect. kick the ball or to hit from a T-stand. ages. For example, requiring the bat to be 1. Once the ball is caught, the fielder ■ To compensate for lack of accuracy, placed inside the batting box can help must immediately place the ball use larger striking implements. To prevent students from wildly dispensing down in front of them. develop accuracy, use smaller striking with it, while allowing more than one 2. All the fielding players must run to implements. pitch will give the batter a greater cross the front line of the batting box. ■ To teach children how to catch, use opportunity to hit the ball. Deciding on 3. The batting team, (including those in Velcro balls and mitts. how many players are allowed in the first the box) runs into the field, base box will relieve the pressure to run, attempting to pick up the ball. A pickle ball bat and wiffle ball are only thereby encouraging students to make safe 4. The batting team can stay if two possibilities for equipment which can rather than pressured, and rushed they tag out a member of the be used to play the game. Larger hitting decisions. Allowing students to run half- fielding team, either while in implements such as a cricket bat, flat way before turning back to first base will possession of the ball, or by sided baseball bat or tennis rackets can be allow students to learn, by trial, when it is throwing and tagging a fielding team used to make it easier to contact the ball safe to run. Overall, teachers should feel player below the knee who has yet to when hitting. In addition, by varying the free to adjust the rules in order to suit the cross the front line. size and structure of the ball, teachers can individual needs of their class. regulate how fast the ball will be pitched, Batters are OUT if: how easy it will be to hit, and how far it Numbers 1. They are caught out. will go once it has been contacted. For younger students, break the class up 2. They are touched by a fielder who is Teachers wanting to remove the difficulty into smaller groups for games, and have in possession of the ball anywhere on of hitting a pitched ball have the option of only two to three students per group the field of play bounded by the lines. setting up batting “tees.” during skills practices. If they are

AUTUMN • AUTOMNE 2007 31 teaching outside, or within a gym (which field, and how to handle the ball to tag the skills to make the right tactical decision can be divided in two), teachers should out the runner. (Smith cited in Kidman, 2001). The “it” have the class play two separate games, to which Wayne Smith (All Blacks Rugby rather than one large game. Although the Teaching Danish Longball and coach, New Zealand) refers is an rules encourage maximum student other striking games through approach in New Zealand called Games participation, a smaller number of Sense. In North America and UK students provide more opportunities to the TGfU model. the approach is known as Teaching touch the ball on both offence and It develops tactical awareness. You put the Games for Understanding. (See other defence. In addition, smaller student player in real game situations with similar articles in this edition for more about the numbers lead to better understanding of pressures and you require them to choose the approach and its different names around such things as knowing how to cover the right options. It also ensures that they have the globe.)

OFFENSE Concept/Strategy Tactics Skills Needed Possible Practices 1 The batter attempts to place Hitting low and Observation *Target. Create target between the ball into open space in the hard into open of fielders, 2nd and 3rd in baseball, field by determining where to space away from striking, body either side of the bowler send the ball and what kind of first base (to get positioning, in DLB. Give batter 5 points force is needed to get it there onto first base). grip etc. for hitting into zone and for and get onto first base. getting on first. 2 To get onto the next base Stealing bases, forcing Reading the *Short infield. Reduce area (or home base) by using both plays (to get onto game, decision of infield to encourage temporal awareness and anticipation. bases beyond first making, batter to hit beyond infield (Do I have enough time to get to base). sprinting. to move runners. the base? Should I go?) 3 Aiding runners to get from Hitting hard & Striking & **Zones practice. Score base(s) to home base. beyond infield (to placement of increasing points as batter aid runners to get shots. hits the ball into zones to next base). further from the home base.

DEFENSE Concept/Strategy Tactics Skills Needed Possible Practices 1 Prevent Position fielders in areas batter Decision-making, ready **Beat the ball. Fielding have to make opponents wants to hit For example with position, locomotor 4 passes before the batter can get to from scoring no runners on base(s), the skills, temporal skills, first base and back to home base. Batter batter in baseball & softball is receiving and sending is out if fielders are successful. likely to hit away from first skills. base and between 2nd & 3rd. Fielders will then move toward that space. 2 Defending Field & throw to first base Reading, decision-making, **Up and back. Groups of 5. One the bases Short and long fielders ready position, batter, other field. Batter hits off tee Cut off player organization. locomotor skills, or tosses the ball to hit and runs to 1 of temporal skills, receiving 3 markers (worth diff. Points) Fielders and sending skills. throw the ball to home base where one fielder must move to receive it. Batter gets minus points if ball is home first. 3 To get base Field and throw to nearest base Catching and throwing, Continuous DLB. 2 markers. Batter runner out. to which the runner is moving short and long, decision- must run to marker and back. Bowler towards. making. may deliver even when batter is not ready. Have runner (s) on first base. Focus on ball going to home base.

*Singapore Ministry of Education, (2003) **Australian Sports Commission, (1999).

32 PHYSICAL AND HEALTH EDUCATION inextricably linked. These decisions are Defensive Decision making categorized in terms of the defensive, offensive and transposition phases of the Individual Responsibilities Team Responsibilities game. The transposition phase (moving As a fielder should a player: Team will need to: from offence to defence and vice-versa) ■ Close in to cut off the ball? ■ Recognize its own strengths & hinges on the change-over rule in DLB ■ Provide cover for another player? weaknesses. and is what keeps DLB quick and active ■ Take up a long range position? ■ Anticipate the strength and direction ■ Return the ball to the of the strike. compared with the other striking games! bowler/pitcher? ■ Locate the difficult areas to cover. ■ Send the ball to another fielder? ■ Determine strategy for containing Conclusion ■ Try to throw the ball at the running runs or getting players out based on Danish Longball is a great game for batter? time left in game. introducing students to the whole realm of striking/fielding games. Since it is a Offensive Decision making novel game, it creates almost an equal footing, natural talent aside, for learners. Individual Responsibilities Team Responsibilities While it promotes the fundamental skills As a batter: Team will need to decide: and techniques of catching, throwing, ■ Where should I hit the ball? ■ On a batting order. striking, bowing/pitching and running, it ■ How do I help team- player on base ■ Who should try to run when the also promotes decision making for get home? base is ‘over-loaded?’ individual students, both as players and ■ When should I run back to home as team members. DLB is also a great base? game for exploring the TGfU approach. The novelty of the new game masks the Transposition Decision-making newness of the teaching approach.

Individual Responsibilities Team Responsibilities Give this game a go! What do you have Depending on the transition – fielding Team will need to decide: to lose, apart from attempting to teach to batting, batting to fielding: ■ Who is to be bowler/pitcher? softball, cricket, or baseball to largely ■ Help alert others on team to get ■ Do fielders always cover the same sedentary players? ■ to home base or to get out into the area? field from batting. ■ Should the team adopt a strategy ■ Be aware of the game state of play for trying to get the opponents out to anticipate change-over potential. at the change over? ■ Sprint to home base, or out to retrieve ball or in position to field out incoming fielders. REFERENCES Australian Sports Commission (1999). Games sense cards. 30 games to develop thinking players. Paragon Printers, Canberra. The following sections identify how the concepts can be transferred quickly to Bailey, L (1983). Striking/Fielding Games. In L. Spackman (Ed.), Teaching games for game of DLB can be taught using the other striking games. understanding (pp.53-55). The College of St. TGfU instructional model. We start with Paul & St. Mary, Cheltenham, Curriculum identifying the essential concepts of offense Decision-making Development Centre. and defense game play, then identify the A great emphasis in the TGfU approach Butler, J. (2006, March). Coaching softball strategies and skills necessary for their using a constructivist approach. International is for teachers to help students make Softball Coaches Symposium, Richmond, B.C. understanding and implementation, and effective decisions during game play. A finally, offer some game practices that can Kidman, L. (2001). Developing Decision key part of teaching this approach is to Makers: An Empowerment Approach to be used in the gym. generate the focus of the lesson based on Coaching. Christchurch, NZ. Innovative tactical awareness and decision making, Print Communications Ltd. Offensive and Defensive rather than just on skill acquisition Singapore Ministry of Education (2003), Concepts (Butler, 2006). The table above indicates Teaching games for understanding. Educational Technology Division. Retrieved Danish Longball has three offensive and the kinds of decisions a player needs to DATE from: http://www.1moe.edu.sg/etv three defensive concepts that have inter- make during a game, both as an task transferability. In other words, once individual player and as a team member. learned in one striking game, these key It also shows how these roles are

AUTUMN • AUTOMNE 2007 33 PEER REVIEWED ARTICLE

Ready, Aim, Target Games

By Joanna Sheppard, M.A., P.hD. student, University of Toronto/O.I.S.E.

hat do the beach, the alley, and the green all have in Wcommon? The perfect environment for a target game of course. Whether it is the PGA tour, the Tim Horton’s Brier or a friendly game down at the lanes, one thing is for certain, target games play a large part in the wide world of sports. The main objective of a target game is “to send away an object and make contact with a specific stationary target in fewer attempts than the opponent” (Griffin & Butler, 2005, p. 42). It sounds easy enough but are these games, which are usually overlooked by physical educators and students, really that easy to master? By the end of this article, you will be able to understand and apply the Teaching Games Joanna Sheppard is a doctoral student at the Ontario Institute of Studies in Education at for Understanding (TGfU) approach as it relates to the importance University of Toronto. Her research focuses on of teaching target games within the school setting. Moreover, the physical education curriculum development, and teaching games for understanding. Joanna break down of formal target games into tactic and strategy driven is an active team member of the Centre for Heathy Development through Sport lead up games will provide you with physical activity examples and Physical Activity at Brock University. which can be modified to meet the needs of every type of learner with their class.

Target Games: What are they? and darts). The second subcategory In target games, the goal is to use a high (opposed) allows the participant to degree of accuracy in order to propel an counterattack a move that has been made, object to a target. Within this least such as taking out an opponent’s rock in complex category, Mitchell, Oslin and or blocking a shot in (other Griffin (2003) describe two subcategories examples include billiards, croquet, of target games that are used. The first shuffleboard). By playing these games, the subcategory (unopposed) consists of the students work on the basic fundamental participant performing independently of skills of sending away an object and the their opponent, however still sharing tactical goals of: (a) aim and accuracy and; playing space (e.g. golf, bowling, archery (b) protecting a target (Wall & Murray,

34 PHYSICAL AND HEALTH EDUCATION 1994). This least complex games category content-based approach with highly can be introduce to very young learners as structured lessons to a more student- early as 6 years of age (Mandigo, 2003). based approach which links tactics and skills in game context” (p. 2). With the Target Games Teaching: TGfU The educational use of tactical problems and solutions as The teaching of game skills in order for the foundation of this approach to games application to games play possesses environment should teaching, students not only understand numerous challenges. The educational why they need to develop the skills used environment should allow learners the allow learners the in the game, but more importantly, when time to enhance their tactics, strategies to use them effectively. As described in the and skills in an applicable games setting. time to enhance their introduction article by Mandigo, Butler Therefore the need to provide educators and Hopper (2007), the teacher begins with the tools in order to create such an tactics, strategies and the lesson by playing a modified version environment is the intension of TGfU. of the formal game, and ends the lesson TGfU is founded upon the tenets of skills in an applicable with students understanding of how to inclusive education, conceptual learning, use the tactics and skill just learned games theory and growth and devel- games setting. effectively. TGfU is meant to not only opment principles. Butler, Griffin, create better and more knowledgeable Lombardo and Nastasi (2003) highlight game players as suggested by Belka that “TGfU was proposed as a shift from (1994), but also to motivate learners the development of techniques or while participating in a variety of games.

The main objective of a target game is “to send away an object and Le but premier d’un jeu de cible consiste à « lancer un objet pour make contact with a specific stationary target in fewer attempts qu’il touche à une cible stationnaire particulière dans un plus petit than the opponent” (Griffin & Butler, 2005, p.42). It sounds easy nombre d’essais que l’adversaire » (Griffin, 2005, p. 42). À enough, but are these games, which are usually overlooked by première vue, cela ne semble pas très compliqué. Pourtant, ces types physical educators and students really that easy to master? By the de jeux, que les éducateurs et élèves tendent souvent à ignorer, ne end of this article, the reader will be able to understand and apply sont pas aussi faciles à maîtriser qu’on pourrait le croire. Rendu à la the Teaching Games for Understanding approach as it relates to the fin de l’article, le lecteur comprendra pourquoi et sera en mesure importance of teaching target games within the school setting. d’appliquer l’approche TGU (Teaching Games for Understanding) Moreover, the break down of formal target games into tactic and à l’enseignement des jeux de cible en milieu scolaire et de mieux strategy driven lead up games provided by the online resource apprécier leur importance. De plus, l’étude des jeux de cible officiels PlaySport created by the Ontario Physical and Health Association en fonction des éléments tactiques et des éléments stratégiques qu’un will provide the reader with physical activity examples which can be trouve à la ressource en ligne PlaySport fournira au lecteur des modified to meet the needs of every type of learner with their class. exemples d’activités physiques qu’on peut modifier pour répondre aux besoins de tout type d’apprenant dans la classe.

AUTUMN • AUTOMNE 2007 35 Table 1. Level 1: Scoring (Close Proximity to Target)

Activity 1 Tactical Problem: Scoring (Close Proximity to Target) Tactical Solution: Aim/Accuracy Game: Knock Down (Modified from www.PlaySport.net) Activity Description: ■ Pair chooses 4 targets (pins, pylons, hoola hoops) and one beanbag. ■ One partner stands approximately 10m away and sets up 4 pins in a self-selected pattern. ■ Player with the pins tells his/her partner which target to hit. ■ The thrower rolls (underhand) the ball towards the target. ■ If the wrong target is knocked down, player closest to the pins resets the pins. ■ Count the number of balls rolled to hit the 4 targets. ■ Switch roles when all 4 targets have been hit. Modifications: ■ Bowler must knock down 2 targets in one bowl. ■ Using a beanbag, get as close to a pin without knocking it over. ■ Throw the beanbag through the pins without knocking them over. Understanding Aim and Accuracy The importance of aim and accuracy is very apparent within the activity description of Knock Down. For example, the player throwing the bean bag has only one target to aim for chosen by their partner at a time. This limits their range of throwing to become specific to the target that was chosen for them. Also with the amount of throws being counted, the weight of each throw becomes significant therefore leading to a need for the player to concentrate on each throw. This rule also gives the player a goal for the next time they get to throw; to try and beat their last score.

Importance of Target Games Target games are included within the A tactic can be defined as particular methods in physical education curriculum as providing development and refinement of game play to be used in order to increase the manipulative skills. However, target games can also be used as a tool to provide chances of winning the game. These tactics are students with the time to increase their understanding and awareness of tactical usually practiced before the game and executed by decision making skills and critical thinking (Mitchell et al. 2003). the team in the game. Progression and modification are key considerations to make before beginning category in order to produce more placement of the rock in curling or using a unit in target games. Before introducing knowledgeable target games players with spins to get around obstacles, etc. Within the complex idea of “taking out” or a sound tactical understanding. the TGfU design, tactical problems are “raising” within a target game, the presented to the students with the intention understanding of aiming for accuracy What is a Tactic? that they will actively pursue solutions to while using the skill of the underhand these problems (Butler et al, 2003). Table 5 A tactic can be defined as particular throw should be taught first. Bunker and provides a developmental progression of methods in game play to be used in order Thorpe’s notion of “understanding games tactical problems and potential tactical through playing games” is imperative to increase the chances of winning the solutions. These tactical solutions provide while choosing how to progress through game. These tactics are usually practiced the basic building blocks to understand the many target games. Students should before the game and executed by the team tactical awareness across a wide variety of be exposed to a range of tactics through in the game. Examples of such tactics playing various games within the target especially used in target games are: text continued on page 39

36 PHYSICAL AND HEALTH EDUCATION Table 2. Level 2: Scoring (Communication)

Activity 2 Tactical Solution: Spins/Turns or Using other objects/obstacles Game: Map It (Modified from www.playsport.net) Activity Description: ■ Create a map of your gymnasium, with four target locations indicated by number. Mark the compass rose on the map. ■ Label each location with a number and a name. ■ Station 1: Set up 2 cones with a hockey stick across the top. Lay a stick 2-3 m away as a start line. Children toss a bean bag, underhanded, beneath the hockey stick. ■ Station 2: Lay a large pail on its side with a start line 2-3 metres away. Place a pin in front of the pail therefore blocking the straight shot. The students roll a ball into the pail. ■ Station 3: Set another pail (very large, garbage can size) on its side 2 metres from the wall - facing the wall. The students must bounce a small ball off the wall into the pail. ■ Station 4: Set up a start line with 2 cones. Place 3 hoola hoops in a line: 2m, 3m, and 4m from the start. The students toss 3 bean bags over handed into each of the hoops. ■ Give each group a copy of the map. Start them on each of the four walls and give them instructions with mapping language to find their first station. ■ They must write down the name of each station when they arrive. ■ Stations are rotated in clockwise fashion using the points of the compass (North goes to East, East go to South, etc.). Modifications: ■ Varying the distance to target depending on the age of the students. ■ Smaller or larger balls with different degrees of bounce. ■ Students may design their own maps with different starting points. Understanding Spins Turns or Using Other Objects Map it is a great game packed with many different tactics frequently used in target games. By setting up four different stations, not only is the gym being utilized in a very organized manner, but also students are in charge of their own creative learning. At each station, a different tactical problem must be solved. Whether is be that the students must throw under, spin around or bounce off an object, the students must work together in order to succeed at the station.

Table 3. Level 3: Scoring (Creating a Dynamic Reaction)

Activity 3 Tactical Solution: Placement of Contact Game: Chips Ahoy (Modified from www.playsport.net) Activity Description: ■ 3 hula hoops will be set up in a triangular shape. Hoops must be taped to the floor. 6 wiffle balls are placed in the first hoop (3 of the same colour and 3 of another colour). ■ For example, 3 red and 3 blue. 4 wiffle balls are then placed in each of the 2 remaining hoops (2 red and 2 blue for instance). ■ Students are then paired up in 2’s and asked to join another group of 2; now a group of 4. ■ According to the 2 distinct coloured wiffle balls in the hoops, each pair of 2 will represent one of the colours of the wiffle balls. ■ A coloured line, 5 meters away from the first hoop will mark the location in which both teams will throw their tennis balls, alternating turns, using only the underhand throw. ■ The objective is to knock out as many of the opposing teams balls (chips) out of the hoops (cookies). ■ The team with the most chips remaining in the hoops have successfully achieved the goal of the game. Modifications: ■ Increase the size of the ball use medium size gator balls. ■ Instead of students throwing balls, have students throw bean bags. Understanding Placement of Contact Chips Ahoy allows questions and discussion surrounding the importance of placement when playing target games. In this game the players are trying to knock out their opponents coloured wiffle balls out of the hoop without knocking out their own wiffle balls. Many questions need to be answered such as, “How can I hit my opponents ball without hitting mine?”, “How much effort do I need to use when I throw my ball?” and “How could I use angles to hit more than one of my opponents balls out of the hoop?”

AUTUMN • AUTOMNE 2007 37 Table 4. Level 4: Preventing Scoring (Defend Space/ Objects in Scoring Position)

Activty 4 Tactical Solution: Take-outs Game: Bean Bag Bocce Activity Description: ■ Equipment: 6 beanbags/ team of the same colour + 1 different coloured beanbag ■ One team starts off by throwing out the palino (the different coloured beanbag) ■ This same team then starts off by throwing one of their beanbags ■ The other team then throws one of their beanbags ■ The team who has the beanbag the furthest away continues to throw until they have the closest beanbag ■ This continues until everyone has thrown their beanbags ■ Players may knock either the palino or beanbags with their beanbag throws ■ All throws must be underhand throws ■ The team with the closest beanbag scores a point for every beanbag they have closest to the palino ■ For example, in the diagram below, Team B would score 2 points ■ The team who scored in the previous end throws out the palino in the next end Modifications: ■ Increase distance between players and the palino ■ Change bean bags to wiffle balls Understanding Take-outs Being able to take out an opponent’s shot is an effective defensive strategy to reduce the other team’s chances of scoring in many target games. In the game of bean bag bocce players score Throw from here from Throw points by having their colour bean bag closest to the palino. For this reason, a player defensively taking out the closest beanbag in order to create more space for his/her team is a very effective tactic.

Table 5. Tactical Problems Solutions With Equipment Without Equipment Scoring Level 1 ■ Aim/ Accuracy Close Proximity to Target ■ Placement (e.g., draw, lie) ■ Raise

Level 2 ■ Spins/ Turns Communication Avoiding Obstacles ■ Using other objects/obstacles

Level 3 ■ Placement of Contact Creating a Dynamic Reaction

Preventing Scoring Level 4 Defend space/ Objects in ■ Guards Bound by Etiquette and Rules scoring position ■ Take-outs

38 PHYSICAL AND HEALTH EDUCATION target games. Using Table 1. as the solutions found within the target games the target) and defensive (setting up foundation for progression throughout the category. With these examples, students obstacles) tactics. With this knowledge Target Games Category, practical examples will be able to experience the different and understanding of the primary skills in Tables 1 to 4 provide examples of games levels of tactical complexity as their target and tactics used in target games, these that could be used to help foster a better game lessons progress. Students will have same skills and tactics will become the understanding of tactical problems and the time in this closed environment to backbone of future play in other games potential solutions to those problems. formulate appropriate offensive (hitting categories. ■ Game examples from the Ophea generated on-line resource of PlaySport (see www.PlaySport.net) are used to demonstrate the tactical problems and their REFERENCES solutions. Readers are encouraged to visit Belka, D. E. (1994). Teaching children games: Champaign, IL: Human Kinetics. this website for other game examples within Butler, J., Griffin, L., Lombardo, B., & Nastasi, R. (2003). Teaching games for understanding in the Target Games category and the other physical education and sport. Reston, VA: AAHPERD Publications. four game categories. Griffin, L. L., & Butler, J. (2005). Teaching games for understanding: Theory research and practice. Champaign, IL: Human Kinetics. Conclusion Ontario Physical and Health Education Association (2007). Playsport. Target Games. Retrieved Many of these PlaySport game activities January 15, 2007 from www.playsport.net. can be used all across Canada in order to Mandigo, J. L. (2003). Using problem based learning to enhance tactical awareness in target games. teach about the importance of target Chapter in J. Butler, L. Griffin, B. Lombardo, & R. Natasi (Eds.). Teaching games for understanding games teaching within the physical in physical education and sport: An international perspective (pp. 15 – 28). Oxon Hill, MD: National Association for Sport and Physical Education. education curriculum. These particular games were included for two reasons: the Mandigo, J. L., Butler, J. & Hopper, T. (2007). What is teaching games for understanding? A Canadian perspective. Physical and Health Education Journal, 73(2), 14-20. first to provide instructors with easy to use target lead up games and secondly to Mitchell, S., Oslin, J. & Griffin L. L. (2003). Sport foundations for elementary physical education: A Tactical Games Approach. Champaign, IL: Human Kinetics. provide the instructor, teacher etc. examples of games that could be used to Wall, J. & Murray, N. (1994). Children and movement. Dubuque, IO: WMC Brown Publishers. specifically focus on tactical problems and

November 20 is National Child Day

This year’s theme is “I have the right to be active” “J’ai le droit d’être actif” The theme was chosen by the Health Minister to encourage physical activity among children and inform parents, caregivers and educators that physical activity is essential to children’s health and well-being. This theme also reflects Canada’s commitments under Article 24 of the United Nations Convention of the Rights of the Child, which recognizes children’s right to be healthy and enjoy the highest attainable standard of health. Please share stories of how your school is promoting “National Child Day”with the Physical and Health Education Journal. Please email the [email protected] a description of your event in approximately 500-700 words and attach or send high resolution photographs by December 15, 2007. Your story may be featured in the Spring 2008 edition of the PHE Journal.

AUTUMN • AUTOMNE 2007 39 Quality Daily Physical Education - Recognition Award Program 2006-2007 statistics

The 2006-2007 school year saw an RAP SUMMARY 2006-2007 unprecedented number of award Total Award 1086 % of CDN K-12 Schools 7.12% recipients for CAHPERD’s Quality Recipients(Schools): Qualifying for RAP: Daily Physical Education (QDPE) Total # of Students 388890 Total # of students 134842 % of Winning Students 34.67% Recognition Award Program (RAP) receiving QDPE Award – 1086 schools in total! This is the Total # of students 92446 % of winning students 23.77% highest number of schools who have receiving Platinum receiving a Platinum Award Total # of students 78432 % of winning students 20.17% received RAP since the program was receiving Gold: receiving a Gold Award introduced in 1988. With the Total# of students 83170 % of winning students 21.39% generous support of AstraZeneca receiving Secondary: receiving a Secondary Award Canada, hundreds of thousands of PROVINCIAL BREAKDOWN BY AWARD LEVEL students and their schools were Gold Platinum nationally recognized for excellence Province Total Awards # of Students Province Total Awards Total Awards in their school Physical Education (ranked by (ranked by programs. Total Awards) Total Awards) BC 66 20839 ON 100 42468 The Highlights: ON 59 20424 MB 58 19383 ■ 960 elementary schools and 126 MB 49 15841 QC 37 9189 secondary schools received a RAP NB 17 5187 AB 27 10877 award. AB 15 3710 SK 18 3236 ■ The total number of students within NS 8 2063 BC 11 3087 these winning schools reached a new QC 24 6625 NL 6 817 all time high of 388,890. SK 6 1836 NB 5 1640 ■ The number of students receiving NL 4 873 NS 3 985 QDPE at the Diamond Award level YK 3 452 YT 3 382 was 134,842 out of the 388,890 PE 2 382 PE 2 382 students. NT 1 200 ■ Out of the total number of Total: 254 78432 270 92446 Kindergarten to grade 12 schools in PROVINCIAL BREAKDOWN BY AWARD LEVEL Canada, 7.12% received one of CAHPERD's RAP awards. Diamond Secondary ■ Province Total Awards # of Students Province Total Awards Total Awards Compared to 2005-2006, RAP (ranked by (ranked by schools increased by 31%. Total Awards) Total Awards) ON 184 63477 ON 44 34790 For a detailed breakdown of RAP AB 168 53528 AB 19 9314 statistics, please consult the following MB 37 8371 BC 17 17020 summary charts. Information can also be BC 17 4689 MB 17 7928 accessed by visiting the Award Recipients SK 15 2956 QC 11 9453 section of the Recognition Award QC 4 1248 SK 8 1446 Program at www.cahperd.ca YT 3 548 NL 4 910 NS 2 980 NB 3 1745 PE 2 223 NU 1 300 NU 1 120 NS 1 264 NT 1 400 YT 1 50 NB 1 54 Total: 435 136594 126 83220

40 PHYSICAL AND HEALTH EDUCATION ✮✮✮ ÉCOLES LAURÉATS 2006–2007 ✮✮✮

DIAMOND / DIAMANT Iron Ridge Junior Campus Thomas B. Riley Junior High Sister MacNamara School Alberta Jack Stuart School Tom Baines Junior High St. Gerard School Alex Ferguson Elementary Janet Johnstone Elementary Traditional Learning Centre at St. John's-Ravenscourt School Alix MAC School Jasper Elementary Colonel Sanders Elementary Ste. Marie School Annie Foote Elementary Jasper Junior/Senior High School Turner Valley School Thomas Greenway Middle School Annie L. Gaetz Elementary Jenner School Valley Creek Middle School Treherne Elementary Annunciation Elementary L.T. Westlake Elementary Varsity Acres Elementary Virden Junior High School Aspen Heights Elementary Langevin Elementary/Junior High School Venture Middle School Program Westgrove School Banff Elementary School Leslieville Elementary Vincent J. Maloney Catholic Junior High Bashaw School Lochearn Elementary School New Brunswick Bisset Elementary School Manning Elementary Vincent Massey Elementary École Saint-Paul Blessed Teresa of Calcutta School Marion Carson Elementary Vincent Massey Junior High Bluffton School Maryview School W.R. Frose School Nova Scotia Bowcroft Elementary Mattie McCullough School Wandering River School Coldbrook and District School Braeside Elementary Mayfield Elementary Weinlos Elementary Evangeline Middle School C.J. Peacook Elementary Monsignor J.S. Smith Elementary and Wes Hosford Elementary Callingwood Elementary Jr. High School West Dalhousie Elementary Northwest Territories Cedarbrae Elementary Mount View Elementary West Park Elementary School William McDonald School Central Middle School Mountain Park School Westglen Elementary Chester Ronning Elementary Muriel Clayton Middle School Wildwood Elementary Nunavut Collingwood Elementary Nampa Public School Willow Park Elementary Qaqqalik School Colonel Irvine Junior High Neil M. Ross Catholic School Wilson Middle School Colonel MacLeod School Nicholas Sheran Community School Woking School Ontario Colonel Walker Community School Niton Central School Woodbridge Farms Elementary Abbey Lane Public School Connaught School Noble Central School Woodman Junior High Adrienne Clarkson Elementary School Crestomere School Norwood Elementary Algonquin Public School Crestwood Elementary Notre Dame Academy British Columbia Amabel-Sauble Community School Deer Meadow School Notre Dame Collegiate Aberdeen Elementary Ancaster Senior Public School Deer Run Elementary Notre Dame Elementary Brantford Elementary Ardtrea/Cumberland Beach Public School Dr. E.W. Coffin Elementary O.S. Geiger Elementary Colleen and Gordie Howe Middle School Arklan Community Public School Dr. Folkins Community School Our Lady of Fatima School David Brankin Elementary Atikokan High School Dr. Morris Gibson School Oyen Public School Devereaux Elementary School Beachburg Public School E.E. Oliver Elementary Park Meadows Elementary Eugene Joseph Elementary School Beckwith Public School Eckville Elementary Parkside Junior High School Evans Elementary Benson Public School École Beau Meadow School Peerless Lake School Gilpin Elementary Bliss Carman Senior Public School École Holy Redeemer Elementary Queen Elizabeth Elementary Glacier View Elementary Brantwood Public School École Jean-Paul II R.J. Hawkey Elementary Harry Hooge Elementary Bruce Peninsula District School École Mother Teresa School Ranchlands Community School Kelowna Christian School Bruce T. Lindley Public School École Oriole Park School Riverview Middle School Oceanside Middle School Bruce Trail Public School École Sifton School Robina Baker Elementary School Ross Elementary Byron Woods Montessori School École Westlock Elementary School Rolling Hills School Sir James Douglas Elementary Caldwell Street Public School Elbow Valley Elementary Ross Glen Elementary Surrey Christian School - Middle Campus Carambeck Public School Elboya Elementary/Junior High Rundle College Jr/Sr High School Tremblay Elementary Carson Grove Elementary School Elmer Elson Elementary School Rundle Elementary W.E. Graham School Castor Valley Elementary School Exshaw School Sacred Heart Elementary Centennial 67 Public School F.E. Osborne Junior High Scenic Acres School Manitoba Central Public School - Cornwall Father Doucet School Senator Buchanan Elementary Arborgate School Central Public School Burlington FFCA - Alice M. Curtis Campus Sir Alexander Mackenzie Elementary Benito School Chapel Hill Catholic School FFCA - Andrew Davison Campus Sir George Simpson Junior High Betty Gibson School Chartland Junior Public School FFCA - Southwood Sir John Franklin Junior High Christ the King School Chelmsford Public School FFCA - St Lawrence Sir Wilfrid Laurier Junior High Cranberry Portage Elementary Chesterville Public School Frog Lake Chief Napewaew Comprehensive Somerset School École Charleswood School Chimo Elementary School School Southview Community School École Leila North Community School Chippewa Public School G.H. Dawe Community School Sparling School École Saint-Avila Chisholm Public School G.W. Smith Elementary Spitzee Elementary School Fort Rouge School Clarksdale Public School Galbraith Elementary St. Angela Elementary General Byng School Commonwealth Public School Georges H. Primeau School St. Anthony's School Henderson Elementary School Conseil des écoles publiques de Gerard Redmond Community Catholic School St. Benedict Elementary John G. Stewart School l'Est de l'Ontario Glenbow Elementary St. Catherine's School John M. King School Country Hills Public School Glendale Middle School St. Clement Elementary School Kent Road School D. Roy Kennedy Public School Gold Bar Elementary St. Francis Junior High Laidlaw School Divine Infant School Good Shepherd School St. Jude Elementary School Lundar School Dr. F.J. McDonald Catholic School Grandview Elementary St. Mark Elementary School Machray School Dufferin Elementary School Greentree School St. Mary Catholic School Manitou Elementary Duncan J. Schoular Public School Griffin Park School St. Mary School Miami School Eagle Plains Public School Gus Wetter School St. Mary's Elementary School Minitonas Middle School East Front Public School Harry Gray Elementary St. Matthew Catholic School Morris School Eastview Public School Haultain Memorial Elementary St. Patrick School Norquay School École Assomption Haysboro Elementary St. Peter Elementary Oakenwald School École catholique Franco-Supérieur Heritage Heights School St. Teresa of Avila School Prairie Rose Elementary École élémentaire catholique Hillview Elementary St. Theresa School Ralph Maybank School École élémentaire publique Rivière-Castor Holy FAmily Catholic School St. William Elementary School Riverheights School École Jacques Cartier Horace Allen School Sunalta School Roland Elementary École Madeleine-de-Roybon Huntington Hills Elementary Terrace Ridge School Royal School École Ste-Marie Iron Ridge Elementary Campus Thomas B. Riley Junior High Ruth Hooker School École Val des Bois

AUTUMN • AUTOMNE 2007 41 ✮✮✮ RAP WINNERS 2006–2007 ✮✮✮

Educarium Plantagenet Public School North Valley Elementary École Centrale Elizabeth Ziegler Public School Pleasant Park Public School Notre Dame School École Crane School Erin Mills Senior Public School Portage Trail Community Junior School P.J. Gillen School École Dieppe Errol Village School Post's Corners Public School Prince Philip Elementary École Golden Gate Middle School Esson Private School Prince of Wales Public School Princess Alexandra Community School École McIsaac School Falgarwood Public School Queen Elizabeth II Public School Reynolds Central School École Regent Park Farley Mowat Public School Queen Elizabeth Public School Rhoda Hardlotte Memorial Keethanow École River Heights School Featherston Drive Public School Queensmount Public School High School/Library École Robert Browning School Fieldcrest Elementary School R. Tait McKenzie Public School St. Frances Elementary École Tuxedo Park Forest Manor Public School Rene Gordon Elementary School Sutherland Elementary École Van Walleghem School Frank Ryan Catholic Sr. Elementary Rideau Centennial Elementary School Westberry Elementary École Viscount Alexander Front of Yonge Public School Rideau Vista Public School Faith Academy Georges Vanier Catholic School Robert Baldwin Public School Yukon General Vanier School Gladstone Public School Rockland Public School Elijah Smith Elementary School George Waters Middle School Gladys Speers Public School Rockwood Public School Grey Mountain Primary School Gladstone Elementary Glen Tay Public School Roxmore Public School Takhini Elementary School Henry G. Izatt Middle School Glen Williams Public School S.J. McLeod Public School Island Lakes Community School Good Shepherd Catholic School Sacred Heart of Jesus Catholic Elementary PLATINUM / PLATINE J.R. Walkof School Gordon A. Brown Middle School Sam Sherratt Public School Alberta John Pritchard School Grapeview Elementary Sheridan Public School A.E. Cross Junior High La Verendrye School Sherwood Mills Public School Allendale Elementary-Junior High Linden Christian School Guardian Angels Elementary South Branch Public School Blackie School Linden Meadows School Harris Heights Public School South Crosby Public School Branton Junior High/École Branton Marion School Harrison Public School St. Andrew's Public School Britannia Junior High Munroe Junior High School Hawthorne Village Public School St. Anne Catholic School Cedarbrae Elementary Ness Middle School Henry Munro Middle School St. Augustine Elementary Donnan/L'Académie Vimy Ridge - Niakwa Place School Hillcrest Elementary School St. Daniel Elementary Campus Elementary-Junior High Nordale School Holy Cross Elementary St. Elizabeth Ann Seton Public School École Madeleine D'Houet School Opasquia Middle School Holy Redeemer Catholic School St. Francis de Sales Catholic School École primaire Curé-Chamberland Pacific Junction School Hyde Park Public School St. Francis of Assisi School École primaire de l'Apprenti-Sage Prince Edward School Inkerman Public School St. George Elementary École primaire Sainte-Béatrice R.H.G. Bonnycastle School Iroquois Public School St. Joseph High School Ethel M. Johnson Elementary River West Park School John McCrae Senior Public School St. Lawrence Intermediate School Georges P. Vanier School Riverton Early Middle School Joshua Creek Public School St. Leonard Catholic School H.E. Bourgoin School School Keewayin First Nations School St. Mary's Elementary Holy Cross Catholic School Ruth Betts School Kemptville Public School St. Michael (Fitzroy) School Irvine School Sansome Elementary School King George Junior Public School St. Patrick's Intermediate School Olds Elementary School Shamrock School Kinsmen/Vincent Massey School St. Philip School Our Lady of Peace School St. Andrews School Kirby Public School Sweet's Corners Elementary School Renfrew Educational Services St. George School Knoxdale Public School Tecumseh Elementary River Glen School Tanners Crossing School Laggan Public School The Pines Senior Public School Sir John A. MacDonald Junior High The Laureate Academy Lester B. Pearson Catholic High School The Sterling Hall School 0o St. Helena Junior High West Lynn Heights School Limehouse Public School Thousand Islands Elementary School St. Joseph School West Park Elementary School Linbrook Public School Tomken Road Middle School St. Joseph's Elementary Westdale School Lincoln Avenue Public School Toniata Public School St. Vladimir Elementary School Westview Elementary School Linklater Public School Treeline Public School Webber Academy Whyte Ridge School Lombardy Public School Westpark Middle School Longue Sault Public School Upper Canada College Wild Rose Elementary New Brunswick Lyn-Tincap Public School Valley View Public School École La Source Maple Grove Public School Virgil Elementary British Columbia Edith Cavell School Maple Grove Public School Waverly Public School Bradner Elementary Port Elgin Regional School Maplehurst Public School Westmeath Public School Glenlyon Norfolk School Beach Drive Campus Sunny Brae Middle School Martin Street Public School Westminster Public School Glenrosa Middle School Sussex Elementary School Martintown Public School Winchester Public School Lakeview Elementary McGregor Easson Public School Wolford Public School Montgomery Middle School Newfoundland McKenzie-Smith Bennett Public School York Street Public School Mount Pleasant Elementary Anthony Paddon Elementary McMaster Catholic School Yorkview Public School Nelson Elementary Avoca Collegiate Meadowview Public School Oyama Traditional School Fatima Academy Merrickville Public School Prince Edward Island Penticton Community Christian School St. Anneway Kegnamogwom School Morrisburg Public School Cardigan Consolidated School St. John's School St. Mary's All Grade School Morse Street Junior Public School Fortune Consolidated School St. Mary's Catholic Independent School Mother Teresa Catholic High School Nova Scotia Naismith Memorial Public School Quebec Manitoba Chester Area Middle School Nationview Public School École primaire Bonne-Entente Acadia Junior High School Landmark East School North Elmsley Public School École primaire Coeur-Vaillant Arthur A. Leach School Wolfville School North Stormont Public School École Sainte-Marguerite Arthur Day Middle School O'Gorman Intermediate Catholic School Lennoxville Elementary Arthur E. Wright Community School Ontario Orchard Park Public School Bairdmore Elementary School Alexander's Public School Osprey Woods Public School Saskatchewan Beaverlodge School Alexandra Elementary Our Lady of Grace Elementary Assiniboia 7th Avenue School Bernie Wolfe Community School Allan A. Greenleaf Elementary School Oxford-on-Rideau Public School Canwood Community School Centennial School Allan Drive Middle School Pakenham Elementary School Columbia School Chancellor School Assumption Catholic School Park Manor Public School École primaire Pierre-de-Coubertin Chapman School Bethel Elementary School Park Public School Mayfair Community School Dalhousie Public School Blessed Kateri Tekakwitha School Pilgrim Wood Public School Muskowekwan School École Bannatyne School Bridlewood Community Elementary School

42 PHYSICAL AND HEALTH EDUCATION ✮✮✮ ÉCOLES LAURÉATS 2006–2007 ✮✮✮

Burlington Central Elementary and St. Andrew School Muskoday First Nation Community School Mount Crescent Elementary Central High School St. Brigid Elementary Prairie View School Mulgrave School C.H. Norton Public School St. Clare Catholic School Prince Arthur Community School Pacific Way Elementary Calderstone Middle School St. Francis of Assisi Catholic Elementary School St. Michael Community Elementary Pitt Meadows Elementary Cambridge Public School St. James Catholic School Stobart Elementary School Queen of All Saints Elementary Cameron Public School St. Martin de Porres School Twin Lakes School Riverside Elementary Captain R. Wilson Public School St. Theresa Elementary Wildwood Elementary Rosser Elementary Centennial Public School Stewarttown Public School Wynyard Elementary Second Street Community Elementary Charles R. Beaudoin The Mabin School South Slope Elementary Collège catholique Samuel-Genest The Woodlands School Yukon Sperling Elementary Dalewood Middle School Tom Thomson Public School École primaire de Nouvelle St. Francis of Assisi School Don Valley Junior High School Vanier Public School Selkirk Elementary School St. Joseph's School Dr. Charles Best Public School W.H. Morden Public School St. Mary's School Dr. Emily Stowe Public School W.I. Dick Public School GOLD / OR St. Patrick's Elementary École élémentaire catholique Arc-en-ciel West Oak Public School Alberta St. Paul's School École élémentaire catholique Sainte-Bernadette Westvale Public School A.B. Daley Community School Stoney Creek Community Elementary École élémentaire catholique Sainte-Lucie Wheatley School (Montessori Education) Belvedere Elementary Suncrest Elementary École élémentaire René Lamoureux Williams Parkway Senior Public School Breton Elementary Taylor Park École publique Carrefour Jeunesse Williamstown Public School École des Deux Mondes - Thornhill Elementary École secondaire publique Gisèle Lalonde Worthington Public School Francophone Program Webster's Corners Elementary École St-Joseph École Guyot Whonnock Elementary Ernest Cumberland Elementary School Prince Edward Island École primaire Sainte-Cécile Yennadon Elementary Florence Meares Public School Alberton Consolidated Elementary School Ermineskin Junior/Senior High School Forest Hill Junior & Senior Public School Grace Christian School Fleetwood-Bawden School Manitoba General Vanier Intermediate School Holy Family School Angus McKay School Glenview Public School Quebec Leo Nickerson Elementary Beaumont School Glenview Senior Public School Ayer's Cliff Elementary Monsignor A.J. Hetherington Elementary Beausejour Early Years School Hespeler Public School Bishop Whelan School Roland Michener Secondary Birds Hill School Holy Family Catholic French Immersion Cecil Newman Elementary Saipoyi Community School Blumenort School School Cedar Park Elementary School St. Michael School Donwood Elementary School Holy Family Catholic School École Bon-Pasteur Douglas School Holy Trinity Catholic High School École De La Source Saint-Jerome British Columbia Dr. D.W. Penner School Homestead Public School École de Yamachiche -- St-Léon Airport Elementary Dr. F.W.L. Hamilton School Immaculata High School École des Grands-Chemins Albion Elementary Dr. George Johnson Middle School J. Douglas Hodgson Public School École Jacques-Barclay Alexander Robinson Elementary École Henri-Bergeron Jack Donahue Public School École L'Envolée Alouette Elementary School École Howden James R. Henderson Public School École Louis-Saint-Laurent Aubrey Elementary École James Nisbet Community School John Buchan Senior Public École primaire Beaubien Bench Elementary École Lacerte Joseph Gibbons Public School École primaire Bourg Bert Ambrose Elementary École Lagimodière Kempenfelt Bay School École primaire Desjardins Blue Mountain Elementary École Marie-Anne-Gaboury Kindree Public School École primaire Jeanne-Mance Boston Bar Elementary/Secondary School École Robert H. Smith School King George Public School École primaire l'Arc-en-Ciel Brentwood Park Elementary Edward Schreyer School King's Road Public School École primaire Le Phare Britannia Community Elementary School Elmdale School Land of Lakes Senior Public École primaire l'Équipage Buckingham Elementary Forrest Elementary Larkspur Public School École primaire Les Sentiers Cameron Elementary Frontenac School Lee Academy École primaire Maurice-L.-Duplessis Capitol Hill Elementary George Fitton School Lester B. Pearson Public School École primaire Notre-Dame-du-Sourire Castle Park Elementary George McDowell School Lisgar Elementary School École primaire Saint-Donat Chantrell Creek Elementary Happy Thought School Maple Lane Public School École primaire Saint-Isidore Cheam Elementary School Hastings School Maple Ridge Senior Public School École primaire Saint-Joseph Clinton Elementary Highbury School McCrimmon Middle School École primaire Saint-Thomas Confederation Park Elementary John Henderson Junior High Memorial Public School École primaire Stadacona Davie Jones Elementary Kirkcaldy Heights School Metcalfe Public School École primaire Très-Saint-Sacrement Douglas Road Elementary Major Pratt School Montclair Public School Externat Saint-Coeur de Marie École John Stubbs Memorial School Minnetonka School North Hastings Senior Public School Joliette Elementary School Edith McDermott Elementary North Memorial School Northeastern Elementary School Kiwetin School Eric Langton Elementary Otetiskiwin School Northmount School For Boys Mecatina School Fairview Elementary Phoenix School Oakwood Public School Morin Heights Elementary School Forest Grove Elementary Princess Margaret School Our Lady of Mount Carmel Separate School Ormstown Elementary School Gilmore Community Elementary Radisson Elementary School Our Lady of Wisdom School Pensionnat des Sacrés-Coeurs Glenayre Elementary Ryerson School Pauline Johnson Public School Pierre Elliott Trudeau Elementary School Glenwood Elementary Samuel Burland School Pierre Laporte Middle School REACH Golden Ears Elementary Stevenson-Britannia School Pineview Public School Selwyn House School Hammond Elementary Strathcona Community School Pleasant Corners Public School Heritage Mountain Elementary Taylor Elementary Schoo Ponsonby Public School Saskatchewan Highland Park Elementary Tyndall Park Community School Port Royal Public School Borden School Inman Elementary Valley Gardens Junior High Rothwell-Osnabruck Elementary & Bready Elementary Jackson Elementary Victor Mager School Secondary School Dr. Brass School Kanaka Creek Elementary Waskada School Russel Intermediate Public School École Notre-Dame-des-Vertus Kitchener Elementary William S. Patterson School Russell High School École Père Mercure Laity View Elementary William Whyte Community School Ryerson Public School Elizabeth Elementary Lochdale Community Elementary Wolseley School Sacred Heart High School Glenavon School Lyndhurst Elementary Sheridan Park Elementary Gronlid School Maple Ridge Elementary School New Brunswick Silver Creek Public School John Diefenbaker School Marlborough Elementary Beaconsfield Middle School Sir John A. Macdonald Senior Public School Maple Creek Composite High Morley Elementary Champlain Heights School

AUTUMN • AUTOMNE 2007 43 ✮✮✮ RAP WINNERS 2006–2007 ✮✮✮

École Place-des-Jeunes Monetville Public School Frog Lake Chief Napewaew Comprehensive Central Algoma Secondary École Taché Monsignor Paul Baxter Catholic School School Centre Dufferin District High School Eleanor W. Graham Middle School Morewood Public School George McDougall High School Cobourg District Collegiate Institute West Florenceville Elementary School Pape Avenue Junior Public School Gilbert Paterson Middle School Colonel By Secondary School Havelock Elementary Park Dale Public School Hunting Hills High School Columbia International College J.M.A. Armstrong High School/Salisbury Pope John XXIII Catholic Elementary School Jasper Junior/Senior High School Downsview Secondary School Middle School Complex Robert Little Public School John Ware Junior High East Northumberland Secondary School Janeville Elementary School Sagonaska Demonstration School Leduc Junior High School École secondaire catholique régionale Lewisville Middle School St. Carthagh Catholic Elementary Lindsay Thurber Comprehensive High School de Hawkesbury M. Gerald Teed Memorial School St. Gregory Catholic School Louis Riel Elementary/Junior High School École Secondaire Jean-Vanier Marshview Middle School St. Isidore Catholic School Peerless Lake School McAdam Elementary School St. John the Apostle School St. Anthony's School Emery Adult Learning Centre Riverside Consolidated School St. Joseph Catholic School St. Dominic Catholic High School Erin District High School Riverview Middle School St. Marguerite d'Youville Elementary Sundre High School Frank Oke Secondary School Rothesay Elementary School St. Patrick Catholic School Gananoque Secondary School Salem Elementary School St. Thomas More Catholic School British Columbia Georges Vanier Secondary School Shediac Cape School Sunningdale Public School Alpha Secondary School Gordon Graydon Memorial Secondary School The Stewart Elementary School British Columbia Christian Academy H.B. Beal Secondary School Newfoundland Viscount Alexander Public School Burnaby Central Secondary Heart Lake Secondary School Amos Comenius Memorial School Vista Heights Public School Burnaby Mountain Secondary Holy Trinity Catholic High School Humber Elementary School Wembley Public School Burnaby North Secondary Holy Trinity High School Valmont Academy Westmount Elementary Burnaby South Secondary Immaculata High School William Mercer Academy Cariboo Hill Secondary Kipling Collegiate Institute Prince Edward Island Carver Christian High School Lively District Secondary School Nova Scotia Morell Consolidated School Frank Hurt Secondary School Lockerby Composite School Falmouth District Elementary School Gleneagle Secondary School Lo-Ellen Park Secondary School Glace Bay Elementary Quebec Moscrop Secondary Midland Secondary School North Highlands School Beacon Hill Elementary Pemberton Secondary School North Dundas District High School Seton Elementary Cedarcrest Elementary School Penticton Community Christian School Norwood Intermediate & District High School Shipyard Elementary Commission scolaire des Draveurs Point Grey Secondary Notre Dame High School Weymouth Consolidated School École Gendreau School District 22 (Vernon) Pickering College Windsor District Elementary School École Marie-Rollet Sir Charles Tupper Secondary Sir Wilfrid Laurier Secondary School École primaire à l'Orée-des-Bois Thomas Haney Secondary School Sir Winston Churchill Secondary School North West Territories École primaire Charles-René-Lalande St. Benedict Catholic Secondary N.J. Macpherson School École primaire Curé-Brassard Manitoba St. Mary's Secondary School École primaire du Premier-Envol Edward Schreyer School St. Patrick's High School Ontario École primaire Jacques-Buteux Erickson Collegiate St. Paul High School Adam Beck Junior Public School École primaire La Tourterelle Faith Academy St. Pius X High School Arbor Glen Public School École primaire Lafontaine Frontier Collegiate Institute Sweet's Corners Elementary School Brant Hills Public School École primaire Leventoux Hapnot Collegiate Trafalgar Castle School Bridlewood Community Elementary School École primaire Marguerite-Bourgeois Hedges Middle School Trenton High School Brookdale Public School École primaire Notre-Dame-de-l'Assomption John Taylor Collegiate West Carleton Secondary School Cameron Street Public School École primaire Notre-Dame-d'Etchemin Lincoln Middle School Caradoc North Public School École primaire Notre-Dame-du-St-Esprit Linden Christian School Quebec Cardiff Public School École primaire Saint-Eugène (Valleyfield) Oak Park High School Châteauguay Valley Regional High School Convent Glen Catholic School École Saint-Paul Pinawa Secondary School Collège Bourget Courtice North Public School Good Shepherd Elementary Shaftesbury High School Collège Notre-Dame Donwood Park Junior Public School Howick Elementary Ste. Anne Collegiate Collège Saint-Hilaire Inc. Drummond Central School Margaret Manson Elementary School Technical-Vocational High School École La Frontalière E.W. Foster Public School Riverview School Vincent Massey Collegiate École Pierre-Bédard Eamer's Corners Public School St. Johns School Waskada School École secondaire Jean-Dolbeau Earnscliffe Senior Public School Winnipegosis Collegiate École secondaire La Découverte École élémentaire catholique Marius-Barbeau Saskatchewan Polyvalente La Samare École élémentaire catholique Saint-Jean-Baptiste Assiniboia Park Elementary School New Brunswick The Sacred Heart School of Montréal École élémentaire Marie-Curie Chief Gabriel Cote Education Complex École Marie-Gaétane École élémentaire Nouvel Horizon École Vickers School École secondaire Népisiguit Saskatchewan École Ste-Ursule Holy Family School Nackawic Senior High School Assiniboia Composite High Elma Public School King George Elementary Hillmond Central School Foundations Private School St. Michael's School Newfoundland Kenaston School Frontenac Public School Turtleford Community School Amos Comenius Memorial School Maple Creek Composite High George Kennedy Public School Jens Haven Memorial Pangman School Heritage Glen Public School Yukon Laval High School Rocanville School Highgate Public School École Euclide-Lanthier Mountain Field Academy Sedley High School Holy Family Elementary École Émilie-Tremblay Wadena Composite High Holy Family School École primaire Louis-Querbes Nova Scotia J.M. Denyes Public School Duncan MacMillan High School Yukon John T. Tuck Public School SECONDARY / SECONDAIRE École Émilie-Tremblay Joseph Brant Senior Public School Alberta Nunavut Kings Masting Public School Crescent Heights High School Maani Ulujuk Ilinniarvik Rankin Inlet Lambton Central Centennial École Airdrie Middle School Lisgar Middle School École Plamondon School Ontario London Islamic School Fairview Junior High All Saints High School McGregor Public School FFCA - Dr. Norman Bethune Campus Brookfield High School Mohawk Gardens Public School Cairine Wilson Secondary School

44 PHYSICAL AND HEALTH EDUCATION IN MEMEORIUM

A Tribute to Dr. Andy Anderson November 24, 1950 – August 30, 2007

By Dr. James Mandigo, Associate Professor, Brock University

“Every Child is a Champion”. Every child has talents, dreams, and hopes which, if channeled in the right direction, can make a difference in his/her life and the lives of others. This was the motto for Dr. Andy Anderson’s work around the world. This was the basis upon which every professional decision he made. Whether it was teaching pre- service students at the University of Toronto, conducting workshops with teachers in the Caribbean or Latin America, playing with children from a local orphanage in Thailand, planning provincial curriculum or national school-based programs, or simply opening up the gymnasium at his schools on a Sunday afternoon for family and friends, Andy’s vision of making the world a better place for all children and youth was the cornerstone of his career.

Andy received his Diploma in Primary/Junior/ Intermediate Education at Stratford Teacher’s College in 1973. While teaching primary school physical education, he completed his Bachelor of Arts in Political Science at the University of Andy was a leader in health and physical education around Waterloo in 1977, Master’s of Education at the University of the world. In May, 2007, Andy was awarded the prestigious Western Ontario in 1980 and his Doctor of Philosophy North American Scholars award which recognizes from Michigan State University in 1992. For 13 years, Andy outstanding professionals within the allied professions of was an elementary teacher at North Easthope Public School health education, physical education, recreation, sport and and Physical Education consultant for the Perth County dance in North America. Andy also received several teaching Board. He spent the next seven years as a Professor of awards at the University of Toronto and in 2005, was Physical Education and Health at Althouse College at the awarded the R. Tait McKenzie Award of Honour, the University of Western Ontario. He was entering his 14th Canadian Association for Health, Physical Education, year as an Associate Professor at the Ontario Institute for Recreation and Dance’s most prestigious award. Studies in Education at the University of Toronto and his third year as an Adjunct Professor at Brock University when He was a distinguished author, scholar, and mentor within he passed away after an 18 month battle with brain cancer. the health and physical education field. Dr. Anderson dedicated his life to helping to ensure children and youth In his recent book, Healthy Active Schools, Andy wrote: around the world have the opportunity to live physically “School programs can play a vital role in the provision of active and healthy lives. Andy was a distinguished author learning opportunities that protect and promote the dignity of and scholar within health and physical education. Andy human life and freedom. Education can prepare young people to published over 45 peer reviewed papers in books, chapters, play active roles in their communities by empowering them to and academic journals and published many papers in lead and responsibly manage change. Educational programs professional journals and government reports in order to which enhance efforts to prepare young people to be change ensure research was translated into practice for practitioners. agents with care for self and others in mind represents the Through his scholarship, he addressed a multitude of issues forefront of educational improvement.” including poverty, violence, skill development, sexual health, school reform, comprehensive school health, community It was words like these and the actions to back them up that development and capacity, and leadership just to mention have changed our profession forever. a few.

AUTUMN • AUTOMNE 2007 45 In addition to his many publications and conferences that beginning teachers at the forefront of efforts to make health reached national and international audiences, Andy was promotion an integral and inspirational part of school actively involved in many program initiatives. Recently, improvement and community development. He also shared Andy worked with CAHPERD to lead a team of experts to his scholarship in international conferences and workshops develop the Balance First health program. His tireless in Australia, Finland, Puerto Rico, Mexico, Thailand, the dedication to this project helped to ensure that a quality Caribbean, El Salvador, Greece, Spain, France, and the resource would be available to teachers across Canada. United States. Secondly, Andy worked very closely with the on the development of the Heart Healthy Toolkit. This toolkit was Behind every great person, is a great family. A loving made available to teachers across Canada and promoted husband, devoted father, and best friend, Andy is survived health and physical activity skills for children in by his wife Bonnie and daughter Alanna (Stratford). Andy kindergarten to grade eight. Due to Andy’s energy and was able to have such a profound impact upon the world commitment to this project, every pre-service teacher in because of the love and support provided to him by his Ontario received the kit free of charge. family. Despite his work taking him to places from coast to coast to coast across Canada and to places around the world, Andy was Canada’s leading scholar in the area of Health his family was always there for him and supported his work Promoting Schools. From 2002 – 2007, Andy coordinated and passion to make a difference in each and every life he the Scotiabank Champions for Health Promoting Schools touched. On behalf of the entire profession, we owe both which is an initiative aimed at the development of Health Bonnie and Alanna Anderson our deepest gratitude for Promoting Schools in the Caribbean – St. Vincent, Antigua, sharing Andy with us. and the British Virgin Islands. During the five years of the program close to 100 student teachers from the University of Andy will truly be missed by many of his friends and Toronto and Brock University have had the opportunity to colleagues around the world. The world truly has lost a giant take part in a five-week internship dedicated towards the and the greatest Champion of all. The legacy of his work has healthy development of children and youth throughout the and will continue to have a profound impact upon our Caribbean. This initiative was a unique opportunity to place profession around the world for generations to come. ■

46 PHYSICAL AND HEALTH EDUCATION IN MEMEORIUM

Remembering Russ Kisby Former President of ParticipACTION, CAHPERD President, 1982-83

By Christa Costas-Bradstreet

Christa Costas-Bradstreet worked with Russ at ParticipACTION for 10 years until its closing in 2001. She recently worked as a Physical Activity Specialist for the City of Hamilton Public Health Services and is now a Physical Activity Consultant and full time student at Brock University completing a Master of Arts in Applied Health Science. Email: [email protected].

n July 27th, 2007, family, friends and colleagues Oremembered and celebrated the life of Russ Kisby. It was a beautiful day full of stories and laughter, a heartfelt rendition of the song This Land is Your Land and even a fit awards including the Government of Canada 125 medal; break … for what would a memorial service for Russ be University of Saskatchewan Honorary Doctor of Laws without Canadian folksongs and physical activity! degree; World Sport for All Award and Sport for All Pioneer

th Award. Russ’ first major award as a professional was the R. On July 20 after enjoying a morning with his wife Merle, Tait McKenzie Honour Award from CAHPERD – an daughter Marlis and grandchildren, Wesley and Molly, Russ honour that throughout his long and distinguished career, he laid down for a nap. He died peacefully in his sleep. treasured the most. Russ worked long and vigorously for CAHPERD believing strongly in the association’s role as the Five years ago, Russ was diagnosed with a rare and aggressive professional association of its time and he served as its form of cancer (malignant pleural mesothelioma). He president from 1982-83. He was named as one of the 100 underwent extensive surgery, chemotherapy and radiation and suffered other complications. Defying medical science, most influential graduates from the University of he lived four years longer than the original prognosis and Saskatchewan and the Russ Kisby Physical Activity and was, in fact, cancer free. Unfortunately, however, his heart Health Promotion Laboratory was recently opened at the sustained significant damage during this time and it was his University of Saskatchewan, College of Kinesiology. heart that finally gave out – ironic for a man whose heart was bigger than he was! Personal Reflections I had the great pleasure of working with Russ at Russ was born in Yorkton, Saskatchewan in 1940 and raised ParticipACTION from 1991 to 2001. What I remember in Saskatoon. He graduated from the University of most was the respect with which he treated people, his Saskatchewan's College of Physical Education in 1963 and incredible knowledge of the physical activity and health later earned a master's degree in community leadership and promotion field as well as Canadian politics and world development in the United States. His professional career events, and his quick wit and unfailing sense of humour. began at the Montreal and National YMCA before joining According to Russ’ son Tait, one of the principles Russ lived the newly launched ParticipACTION in 1972. He became by was: “Take your life’s work and responsibilities seriously, President in 1978, and remained in that position until but not yourself.” retirement in 2001. When ParticipACTION was re-launched in 2006, he continued to contribute to this Recently Russ was in Saskatoon to accept the in motion Russ unique Canadian movement as an advisor. Kisby Physical Activity Leadership Award. Our staff filmed a video tribute for the event in which we teased him about his Russ was admired nationally and internationally for his fashion sense (7 blue suits, one for every day of the work professional contributions as a leader in health promotion, week, one to work out in and one for leisure) and a tie … physical fitness and social marketing. He received numerous always a tie. We wondered out loud if he dyed his hair and

AUTUMN • AUTOMNE 2007 47 slept in the sauna at the fitness club at noon. He accepted people, the communities that he served through his work, our teasing with good humour. Upon returning home from and was dedicated to family and friends. the Saskatoon event, I got an email saying: “Christa, would love to meet. Perhaps the weekend is best. This week we have I know that Russ, wherever he is strategically positioned Marlis and the kids for a few days. Besides, I’m very busy today, would emphasize things that of course I have not said. with a hair dying appointment, two sauna “workouts”, and He told me that he has had a great life! He enjoyed need to buy a new tie to match my sleep wear.” challenging, meaningful work, met fantastic people, and was blessed with an awesome family. He would remind Russ was not one for new technology. Email was fairly new me that no one person or organization can work alone and during my time at ParticipACTION. Russ had his own that it’s our collective efforts that will provide the impetus version of email. He would walk from his office to mine and for change. place a yellow sticky note with a message on my computer screen: “Christa, I’ve looked at the article you wrote and With his usual modesty, he would say that people have been have made a few suggestions – I’ve left it on your desk” … overly generous with their praise of him. In fact, many of that was his idea of an attachment. the people from whom I received letters after Russ died talked about the profound impact that Russ had on their In meetings and presentations, Russ always sat in a “strategic lives and their careers. But Russ would say that it is the spot” so that while I (or one of the other staff) was people he met along the way that influenced his life and presenting he could watch the audience, read their body made it possible for him to live a life so full. language and be poised to jump in to “emphasize” something I had just said. He’d say … “sorry Christa, can I On a personal note, Russ was my friend, sometimes a father just stop you there for a minute. I’d like to emphasize figure, but also one of the most important mentors I have something that Christa just said” … except that what he ever had. I believe that the physical activity community is emphasized was absolutely nothing that I had actually just what it is, in great part, because of the work that Russ has said. But he always knew the key messages he wanted to get done over his 40 year career. This community has lost a across in a meeting so if you missed them (or didn’t know remarkable man, a passionate advocate, and a true leader. them to begin with) he would handle it in a respectful way, build your confidence and provide a practical lesson along Whether you knew him personally or professionally, my the way. guess is that he touched you in some positive way. Francois Lagarde wrote me and said: “We are who we are partly We were a family at ParticipACTION – or at least the office because of Russ … let us remember him and be inspired.” was actually where we saw our families! Husbands, wives, Another friend sent me a note saying that "Everyone should friends and children all came to the ParticipACTION office have at least one Russ in their life! to stuff envelopes, load boxes, and pack posters. And while that is true, I do believe that as a staff we also became a I am honoured to have had Russ Kisby in my life. family. Different personalities and lives but bound by our passion for the work, our respect for Russ and the team Several years ago, ParticipACTION honoured the work of atmosphere that he created – because he too stuffed R. Tait McKenzie through a video production The Living envelopes and packed posters. Our ParticipACTION family Sculptures of R. Tait McKenzie. On the back of the video the and team extended well beyond our office in Toronto. It words, dedicated to McKenzie, could also describe Russ. extended across Canada and that bond still exists today. They read: “From the first moments of life, movement is instinctive. The joy of motion is part of growing up. As Our ParticipACTION family, stayed together well after children, the incredible potential of our body fills us with ParticipACTION closed in 2001. We felt so fortunate to awe. What is the joy of motion? .... This question was the have all been together this past July 4th for our annual focus of one man’s life....” summer barbecue. Russ sent us an email prior to the evening reminding us of the 6:30 start and not to be late because his Thank you Russ for the influence you have had and the bedtime was at 7:30. impact you have made on physical activity in Canada, and for the friend and mentor you were to so many. ■ Russ described his leadership style as “benevolent incompetence”. He would say he had no idea of what he was doing, but he meant well so everyone just rallied around him and helped him out. Of course nothing could be further from the truth. He lived If you are interested in making a contribution in honour of Russ Kisby, his life and guided the work of donations can be made to the University of Saskatchewan, citing the Kinesiology ParticipACTION with integrity, passion and intelligence. Russ’ life and work Aboriginal Student Award established by Russ and Merle Kisby (University influenced many people’s lives - Advancement, Rm223 Kirk Hall, 117 Science Place, Saskatoon, SK, S7N 5C8 professionally and personally. He loved or www.usask.ca/advancement).

48 PHYSICAL AND HEALTH EDUCATION Physical Education Teaching Excellence Award Call for Nominations 2007-2008 The CAHPERD/WINTERGREEN Physical Education Teaching Excellence Award (PETE). Nominations are being sought for teachers that provide outstanding teaching performance at the elementary, middle and secondary levels, and who have an exceptional ability to motivate students to participate in a lifetime of physical activity.

Who can nominate a PETE? Eligibility Requirements Provincial/territorial Physical and Health Education associations, colleagues, ■ Primary teaching responsibility in one or more grades (K-12) at a specific parents, students, or any individual wishing to highlight the exceptional school or school district/board. service of a Physical Education teacher in his/her region are encouraged to ■ Hold a Bachelor of Physical Education, or a Bachelor of Education or submit a nomination. Kinesiology with a concentration in Physical Education, be fully certified by the province, and follows provincial curriculum using sound Selection Process pedagogical principles. 1. Completed nominations must be sent to the CAHPERD national office ■ Minimum of five years teaching experience in Physical Education. by December 31, 2007. Nomination information can be found on the ■ Full-time teaching contract, current at the time of nomination and CAHPERD website at www.cahperd.ca. selection. 2. CAHPERD will review each nomination package for completeness and ■ Minimum of 60% of total teaching responsibility in Physical Education eligibility, and will forward nominations to the appropriate classes. provincial/territorial association for their review and selection. ■ A completed Physical Education Teaching Excellence Award nomination 3. Provincial/territorial Physical and Health Education associations will select package. a provincial/territorial PETE Award recipient. The recipient’s name and ■ Not a previous PETE Award recipient. nomination package will be sent to CAHPERD. 4. From the provincial/territorial PETE Award recipients, the CAHPERD The applicant must be a teacher who: Honour Awards Committee will select three national Physical Education ■ Conducts a quality Physical Education program as reflected in Teaching Excellence Award recipients CAHPERD’s defintion. ■ Serves as a positive role model epitomizing personal health and fitness, What do PETE Award recipients receive? enjoyment of activity, sportsmanship, and sensitivity to the needs of Provincial/territorial PETE Award recipients: students. ■ PETE Award of Recognition plaque ■ Participates in professional development opportuities. ■ Opportunity to provide workshops and in-services at the national CAHPERD Conference that highlight their winning strategies and techniques to teaching Physical Education A quality Physical Education program is a well-planned develop- ■ Write-up in the PHE Journal mentally appropriate physical education program that is available to all ■ Write-up in the Conference Program and presentation during the PETE children. CAHPERD recommends that such a program require the Award ceremony following: qualified, enthusiastic teachers; creative and safe use of facilities ■ “Physical Education Teaching Excellence” ribbons for their conference and equipment; well-planned lessons incorporating a wide range of delegate nametag activities; appropriate learning activities for the age and stage of ■ Free one-year membership with CAHPERD development of each student; an emphasis on safety, learning, success, fair play, self-fulfilment, enjoyment and personal health; activities and lessons Three national PETE Award recipients also receive: that are gender equitable; a high level of participation by all students each ■ Free travel, accommodation, and registration at the CAHPERD national day; physical activities which enhance the cardio-vascular system, conference muscular strength, endurance and flexibility; and, teacher reflection on ■ A $500.00 gift certificate to purchase WINTERGREEN Phys-Ed products teaching practices to enhance student success. ■ A recognition plaque that is presented during the scheduled awards ceremony at the national conference Nomination Forms can be downloaded at www.cahperd.ca IMPORTANT Pour obtenir de l’information et un exemplaire Please ensure that the nomination package is complete. du formulaire de mise en nomination en It must include: n Completed nomination form. français, allez www.acsepld.ca n Three letters of support from the nominator and two seconders. (One from a principal, and two others from a colleague, student, parent, or mentor.) The letters of reference testimonials must also outline how the nominee meets the criteria of the award. n Biographical sketch of 250-300 words that describes the nominee’s contributions to physical education. n Supporting documentation (not exceeding five pages) that highlights the nominee’s professional contributions.