Espiritu Rustie Angelo S.

BEED 3 - B

Teaching P.e in elementary grades

Five primary teaching models in PE:

• Traditional.
• Teaching Games for Understanding (TGfU)
• Game Sense.
• Cooperative Learning.
• Sport Education.

Traditional: In this approach the teacher generally makes all the decisions as the class move from one
drill to another. After the determined number of drills have been completed, pupils are rewarded with
playing a game. This approach has been heavily criticized and considered as outdated, however, it is still
used by many physical educators around the world and has been regarded as the full-back plan when
delivery using other models have been unsuccessful or time-consuming. Nevertheless, it still has its
benefits as it prepares students for sports coaching experiences outside of school.

Teaching Games for Understanding: In a typical TGfU lesson, students will begin by playing a version of
the game (either modified or full-scale). After, the students will go through a skill or tactical activity that
will help them perform better. Once completed, pupils return to a game where they will hopefully
demonstrate improved skill or tactical execution. This approach has been regarded as more enjoyable
then the traditional delivery of PE and helps students to become more competent games players as they
learn within the context of the game. However, the biggest problem with this approach is that if not
well-planned the lesson can lack direction and can turn in to unstructured play where the teacher has
been demoted to an over-qualified sports-leader [1, 2].

Game Sense: This model has often times been regarded as synonymous with TGfU due to their striking
similarities. However, under closer observation the Game Sense model differs due to the emphasis
placed on developing better decision making in players by asking questions instead of telling players
what to do. This is done by planning a series of modified games and questions which logically progress in
order for students to develop their tactical understanding and/or ability to select the appropriate skill [3,
4].

For example, students could begin the lesson by playing a modified version of the game where channels
(acting as no tackle zones) have been established on both sides of the pitch, thus emphasizing ‘width in
attack’. The lesson would then progress to another modified version of the game where the emphasis
has shifted towards switching the ball to the opposite wing quickly (in order to spread the defenders)
and then trying to get the ball to a teammate in a central scoring position (‘depth in attack’, ‘penetrating
the defense’). Finally, the lesson would culminate in a full-version of the game where students can try
and apply the emphasized tactic in an authentic learning experience.

Cooperative Learning: In this model the students take greater responsibility for their own learning and
also help their class-mates learn. Unlike the other models, the cooperative learning model is less
prescriptive in the layout of the lesson, but rather provides a wealth of student-centered activities that
can be used either separately or in conjunction with another model. The best example of cooperative
learning in practice is called ‘Jigsaw’, whereby students are first put in to teams (base groups) at the
start of the lesson. Student may then compete in an activity or game with their base group [5].

After, students in each base group will be assigned a specialist role/responsibility or number. Students
will then meet up in specialist groups with members from opposing teams. Together they explore a skill
or tactic (or other area needing improvement) until they feel competent in their understanding.
Students will then return to the base groups with their new specialist knowledge in-hand and take turns
teaching each other what they've learnt. To wrap up the lesson, students return to the task or game
from the beginning of the lesson and see if they have improved their performance. This approach to
learning is excellent for developing the whole-child (physical, social and affective domains) and places
students solely at the center of their learning experience. In order to deliver this model effectively
requires careful and thorough planning (from groupings to resources), a willingness to take risks, and it
is helpful if students have experienced student-centered/independent learning strategies previously.
Sport Education:

The Sport Ed. Model is the most unique as it places the greatest emphasis on pupils leading their own
learning. The unit is presented to the class as a mini-season whereby pupils are placed in to teams which
they stay in until the end of the unit. Within their teams, students have to adopt a role (e.g.,
warm-up/cool-down specialist, skills coach, tactical coach, fitness trainer, and referee) and will take
responsibility for planning and leading that component of the sessions which will be interspersed with
games. Everything a team does during the unit will earn them points based on their effectiveness and
organization. At the culmination of the season, teams may compete in a more traditional tournament
but all points will be accumulated (from the unit) in order to declare an overall winner [6, 7].