Should we start a new unit focussed on a different activity? Or how can we progress learning by using another and different pedagogical model. This VLOG explores how connections can be made between models in a curriculum (or program of study) to progress student learning. The example given is of Cooperative Learning and TGfU.
In the VLOG the game ‘Run the Gauntlet’ is shown. This game is an excellent game to not only play and teach but it is a useful game that allows teachers and students to begin to understand how TGfU might work, particularly when it is adapted using the STEP principle: Space, Time, Equipment, People.
You may of heard of models such as Cooperative Learning, Sport Education, Teaching Games for Understanding, and Teaching Personal and Social Responsibility. This VLOG considers the bigger idea surrounding these models, a models-based approach. A models-based approach is a curriculum or program of study organised around these models rather than, for example, activities. What a models-based approach does is it allows physical education to exist in a number of forms and meet the broad ranging learning outcomes of the subject: sport, competition, tactics, social development, etc etc.. My question to you after watching this VLOG is to consider, would you organise your curriculum or program of study around different models, why? and what models would you choose.
Information linked to this VLOG
Kirk, D. (2012). “What Is the Future for Physical Education in the 21st Century?.” In Debates in Physical Education, edited by S. Capel and M. Whitehead, 220–231. London: Routledge.
Metzler, M. (2011). Instructional models for physical education (3rd Edn). Arizona: Holcomb Hathway.
O’Donovan, T. (2011) ‘Models-based practice: structuring teaching and coaching to meet learners’ diverse needs’ In Armour, K. (ed.) Sport Pedagogy: an introduction to coaching and teaching. Essex, UK: Prentice Hall. 325- 337.
This VLOG explores how opportunities can be provided for students create their own games in physical education. With creating and making new games being an activity that is engaged with since a young age, numerous benefits can be gained by including student-designed games into the curriculum. In this VLOG the Cooperative Learning structure of Jigsaw is used as an example of how to structure student-designed games. Indeed, games making isn’t simply a case of giving students equipment and asking them to create a game.
Resources, books and papers this VLOG is based on are:
This VLOG considers how success in Athletics is more than just the distance thrown, the height jumped, or the speed around the track. It challenges the traditional ego-orientated climate in Athletics and considers how a master-climate and improvement can be the primary learning outcome. Student Teams Achievement Division (STAD) is presented as a way of focussing on the improvements students make in lessons and how learning can be focussed on both the physical and social.
STAD is drawn from Cooperative Learning and further information can be found about this model in VLOG 4 https://www.youtube.com/watch?v=nW17a-YJ8R0
The resources shown are with thanks to Leigh Churchward and Ashley Casey – they can be found on Twitter at @LeighChurchward and @DrAshCasey
This VLOG focusses on how we can make research and evidence-informed practices more accessible. It highlights the importance of Body Image in PE, it discusses how innovations can be sustained and questions the quality within school sport partnerships. It has guest speakers, including Professor David Kirk, Dr Charlotte Kerner and Dr Helen Ives. The VLOG is drawn from the developing new practices event in recognition of Dr Eileen Alexander’s significant investments to physical education and research. The three areas of research discussed in this VLOG were all funded by Eileen Alexander.
This VLOG provides an introduction as to how to plan for and use Cooperative Learning in PE. This is a model than can be used across a unit and in various activities to promote physical, cognitive, social and affective learning.
Some resources, lesson ideas and papers that were mentioned in the VLOG can be accessed here:
Examples of activities and tasks are given as to how to make running (or cross country running) engaging and relevant to young peoples lives. It challenges the traditional focus of running that is based on ‘just the physical’ and shows how learning can be developed in the physical, social, cognitive and affective domains through adapted tasks e.g. the selfie running task & the F1 Tag Relay
I would also like to thank the students involved in this video
Finally, the research paper about ‘what students are tweeting about in PE’ can be found here http://goo.gl/FAmBYn.
Casey, A., Hill, J., & Goodyear, V.A. (2014). “PE doesn’t stand for physical education. It stands for public embarrassment”: voicing experiences and proffering solutions to girls’ disengagement in physical education. In S.Barnard, A Tischler, & S Sanders (Eds.), Sociocultural issues in physical education: case studies for teachers (pp. 37-53).
This task is used to demonstrate how to scaffold learning and provide progressive tasks. It highlights how to set up physical, social and cognitive goals for tasks and lessons but also how tasks within the Cooperative Learning Model should ensure individual accountability and positive interdependence (key elements of the Cooperative Learning model)
Group Juggle is a an activity that can be used within Cooperative Learning to promote learning in the physical, cognitive, social, and affective domains. This clip shows how it can combine fundamental movement skills (physical), develop an understanding of muscles and strategies to keep the objects moving in the circle (cognitive), promote communication skills (social) and enjoyment and enthusiasm for learning (affective).
To use this task:
Step 1: one person begins with one object (ball, frisbee)
Step 2: The object is passed around the circle until a pattern (or sequence) of the path of the ball is established
Step 3: Once the object returns to the first player the same patter is repeated
Step 4: More objects are gradually introduced into the sequence by player one
(a) Ask the players to call the name of the person they are throwing to
(b) Use different words, such as muscles, numbers, or key phrases
(c) Use a variety of different objects
Pause the task – and ask the learners to discuss what is going well and how can they improve (group processing)