Workshop

Universiti Putra Malaysia

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My Story
Ahmad Rodzli bin Hashim
[PulseRate 85]
Jabatan Pendidikan Jasmani Kesihatan
IPG Kampus Batu Lintang

013 844 3044

rodzli66@gamil.com
Teaching experience 1978, 1989, 1991
Primary, Secondary, Tertiary.. Primary
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1. Theory

2. Practical
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Bilangan Calon 6A
GPN : 2.96

Rujukan :
http://www.sistemguruonline.my/2016/11/analisis-
upsr-2016-pencapaian-seluruh.html
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SPM
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Introduction
David Bunker and Rod Thorpe (1982)
Loughborough University (UK)
- concept of teaching kids games by playing
games
- to tap into childrens inherent desire to play.

Why?
1. Involvement in PE classes
2. Lack of game knowledge
3. Teaching approach in teaching games
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Activity Appreciation:
Introduction
Elements in TGfU trying out a version of the activity in a small-group

Tactical Awareness:
developing understanding of common elements of
games & tactics needed for success
Decision-Making:
learning & practising making decisions in action, in
response to different situations
Application of Skills:
Identifying and practising the skills needed to improve
play
Performance:
putting it all together, applying the skills, decision-
making and tactics in game situations
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Introduction
1. Teach games through games.
6
Basic 2. Break games into their simplest
format then increase complexity.
TGfU 3. Participants are intelligent
Butler et al.
(2008) performers in games.
4. Every learner is important and is
involved.
5. Participants need to know the
subject matter.
6. Need to match participants skill
and challenge.
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Introduction
Game Sense
Play Practice
PlaySport
Sport for All [disable]
Modified Sport
Tactical Game Approach
Play with Purpose
TOPS
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Why TGfU
encourage a holistic approach to the teaching of games
develop critical thinking and problem solving
develop deep knowledge and understanding of the game
promote high levels of participation and enjoyment for
participants
promote player centred learning and relevance of skills
and tactics
cater for varying abilities
foster efficiency in aspects of implementation
(Webb, Pearson & McKeen, 2005).
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Games Categories
Target Striking/ Fielding Net/ Wall Invasion

propels an strikes an propels an invade an

object, object so it is object into opponent's
preferably with placed away space trying to territory to
a high degree of from make it difficult score
for an opponent
accuracy, at a defenders in to return it
target the field

1. Exposing to primary rules, fundamental skills, and tactical

problems associated with each category
2. Literate in a variety of games, activities and sports and develop an
understanding and competency of the skills and tactics associated
with playing sports.
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Games Categories Target
Archery, Bowls, Bocce, bowling, Curling,
Golf, Billard, Pool

Striking/ Fielding
Baseball, Softball, Cricket, Rounders

Net/ Wall
Badminton, Tennis, Table Tennis,
Volleyball, Squash

Invasion
Soccer, Hockey, Handball, Netball,
Basketball, Water Polo
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To send an object away & make contact with specific,
Game Intent
Target Games
stationary target in fewer attempts than the opponent

Concepts Sending away

and skills Drive, release, deliver

Same skills required for all players

Player Roles No interaction

Shared playing area; player take turns; variations from

Playing Area golf course to sheet

Offensive Hitting a target

Strategies Bull eyes, jack, buttons, hole, pocket, pins, skittles

Defensive No defensive strategies in individual games

Strategies Tea games obstacles prevent own target from being hit
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To place the ball away from fielders in order to
Game Intent run the bases & score more runs then the
Striking Games
opponents

Concepts Placement of the ball, decision making, covering bases, base running
and skills Striking, sprinting, sliding, moving sideways, throwing

Variation in roles for defensive team

Player Roles Picher, bowler, catcher

Area is shared; offensive team has designated

Playing Area track to run; running track varies

Offensive Fielding positions; forcing play; holding runners from stealing;

staying on offensive; keeping turn for as long as possible
Strategies
Defensive Stealing; leading; tagging up; quick an accurate
Strategies receiving and sending skills
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To send the ball back to the opponent so that
Game Intent the opponent is unable to return it or forced to
Net/ Wall Games
make an error.

Concepts Spatial awareness, positioning , trajectory, depth, angles

Throwing, catching, running, serving and receiving, hitting,
and skills strokes,

All players require same skills as they rotate

Player Roles positions

Area is divided by a net; opposing players are

Playing Area separated / wall in the same area of playing

Offensive Placing ball farthest away from player(s); near to boundary

lines; moving to volley at the net; intercepting; spike
Strategies
Defensive Returning object and keeping it in bounds;
Strategies anticipating where opponents will return object
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To invade the opponents defending area to
Game Intent
Invasion Games
score a goal and protecting own goal.

Concepts Keeping possession, invasion, defending

and skills Passing dodging, footwork, running

Designated goalkeeper, defensive & offensive

Player Roles role of player

Area shared by all players; rectangular; outdoor

Playing Area and indoor

Offensive Keeping possession; moving ball to specified

Strategies area; rapid changing offensive to defensive

Defensive Intercepting ball before goes over the line or

Strategies into the goal
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1. Game
Form
TGfU Model [1988]
6. 2. Game
Performance Appreciation

Student
Learners

5. Skill 3. Tactical
Execution Awareness

4.
Decision
Making
Workshop what?
where?
when? Mitchell, Oslin and Griffin
The use of a questioning why? (2006) reinforce that the
quality of your questions is
protocol (Griffin & Butler with whom? critical and these questions
2005) how? should be an integral part of
your planning.
What is going wrong?,
Where does the problem occur?
When does the problem occur?,
Why does the problem occur?,
Who owns the problem?,
They propose that questions
How can it be fixed? fall into 3 categories:
1. Time :
When is the best
time to?
2. Space : Where is or
where can?
3. Risk :
Effective Which choice is safest
Questioning and which is most
risky?
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Developing critical thinking and deep understanding
Questioning and teaching thinking, not knowledge is used throughout
teaching.
The teachers role is to facilitate students thinking, by helping them to develop
thinking skills and behaviours. (Harpaz & Lefstein, 2000 Golding, 2004)

Recall
require memory level to answer
eg: Where should your eyes be when they
are dribbling?

aid analysis and integration of previously

learned material require reasoning
Convergent and problem solving
Questioning Types of eg: Why should you stay between your
opponent and the basket?
&
TGfU question require solutions to new situations through
Divergent problem solving
eg: What ways would you start a fast break
off a steal?

expressions of choice, attitude and

Value opinion
eg: How do you react?

(Siedentop & Tannehill, 2000).

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C - Coaching
Modified
H - How to score
A - Area
N - Number of Players
G - Game Rules
E - Equipment
I - Inclusion
T - Time of Play
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Traditional PE
vs
TGfU
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Striking Game

Invasion Game

Practical Sessions
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Assessment

Game Team Sport

Performance Assessment
Assessment Procedure (TSAP)
Instrument (GPAI) (Grehaigne, Richard & Griffin;
(Griffin, Mitchel & Oslin; 1997) 2005)
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Assessment

GPAI 2 benefits
(b) it has the ability to
(a) it can be adapted to measure on-the-ball
various sports and game skills, and off-the-ball
activities and, skills (both offensive
and defensive)
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Assessment
2 benefits
TSAP summative & formative assessment of
game play

(a) How a player gains (b) How a player

possession disposes possession
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