Category Archives: Cooperative Learning

VLOG 12: Cooperative Learning and TGfU: Run the Gauntlet

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.

Supporting information for this VLOG:

VLOG 10: Student-designed games – https://peandsportvlog.wordpress.com/2015/05/28/vlog-10-student-designed-games/

Run The Gauntlet resource: https://peandsportvlog.files.wordpress.com/2015/02/run-the-gauntlet.pdf

VLOG 4: Cooperative Learning: https://peandsportvlog.wordpress.com/2015/02/19/vlog-4-cooperative-learning-in-pe/

Jigsaw resource: https://peandsportvlog.files.wordpress.com/2015/02/jigsaw-learning-main-page-001.jpg

Research papers and books informing this VLOG:

Mitchell, S.A., Oslin, J.L., & Griffin, L.J. (2006) Teaching Sport Concepts and Skills: A tactical games approach Human Kinetics: USA

Kirk, D. (2013). Educational value and models-based practice in physical education. Educational Philosophy and Theory, 45, 9, 973-986. http://www.tandfonline.com/doi/abs/10.1080/00131857.2013.785352

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VLOG 11: A models-based approach

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.

https://peandsportvlog.wordpress.com/2015/02/19/vlog-4-cooperative-learning-in-pe/

https://peandsportvlog.wordpress.com/2015/04/16/vlog-7-more-than-the-distance-stad-in-athletics/

https://peandsportvlog.wordpress.com/2015/05/28/vlog-10-student-designed-games/

Thanks to @DrToniODonovan for letting me adapt some of her diagrams 🙂

VLOG 10: Student Designed Games

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:

http://www.peprn.com/documents/Jigsaw%20article%20AC.pdf

https://peandsportvlog.wordpress.com/2015/02/19/vlog-4-cooperative-learning-in-pe/

Hastie, P. (2010). Student-designed games: strategies for promoting creativity, cooperation, and skill development. Human Kinetics: Champaign, IL.

Casey, A., & Hastie, P. (2011). Students and teacher responses to a unit of student-designed games. Physical Education and Sport Pedagogy, 16(3), 295-312

Casey, A., Hastie, P., & Rovegno, I. (2011). Student learning during a unit of student-designed games. Physical Education and Sport Pedagogy, 16(4), 331-250.

VLOG 7: More than the Distance – STAD in Athletics

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

VLOG 6: The Transmission of New Practices

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.

VLOG 4: Cooperative Learning in PE

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:

https://peandsportvlog.wordpress.com/cooperative-learning-resources/

http://www.peprn.com/documents/Jigsaw%20article%20AC.pdf

Casey & Goodyear (2015) Can Cooperative Learning Achieve the Four Learning Outcomes of Physical Education? A Review of Literature. Quest 67(1), 56-72. http://www.tandfonline.com/doi/full/10.1080/00336297.2014.984733#abstract

VLOG 2: Challenging tradition: making running fun and educational

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 like to thank Mark Bowler (https://twitter.com/Health_Based_PE) and Ian Roberts (https://twitter.com/coach2thestars) who taught me these tasks and challenged my thinking about how to teach running in physical education.

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).