Assessment task 3 By Riggo Figueroa
For the purpose of assessment, this paper will be based on a year 7 middle school class who are beginning a new unit of basketball. This paper will attempt to show how teachers can educate students to acquire new skills in basketball and various ways to assess development and adaptation (by students) to the sport. Basketball is a diverse sport, played across the globe, that captures a variety of skills, which participants try to attain. The main skills used in basketball are dribbling, shooting, passing, and defending, but many other developmental skills (which come under the umbrella of the main skills) can be acquired. By understanding the main skills needed to teach basketball on an autonomous level, it may allow teachers to consider stages of learning, and the issues that surround the acquisition of skills students are attempting to learn. By using various teaching methods and techniques, this paper may show options how educators may enhance the learning and development of students in basketball. Accordingly, this paper will demonstrate how to adapt teaching strategies to students who suffer learning difficulties, and disabilities.
“Tell me, I forget…Show me, I understand…Involve me, I remember” (Griffin & Patton, 2005, P.1). For the Physical education teacher, the above statement clearly echoes the demands of students to ‘just get into a game’. More than this, it is also advocates the constructivist view of education. One method that comes under the constructivist umbrella is the TGfU approach. The abbreviation of TGfU refers to “Teaching Games for Understanding” Bunker and Thorpe (1982) proposed Teaching Games for Understanding (TGfU) an alternative approach to drill based skill acquisition. Since then, TGfU has attracted widespread attention from physical education teachers. As Metzler (2000) comments, TGfU is an instructional model which focuses on the development of learners’ abilities to play games (2000). At the heart of the approach is the use of tactical awareness to improve performance in physical activities. Modified games are regarded as the means to achieve such a purpose. Recent studies tend to compare or concentrate on the cognitive, psychological and affective outcomes of this approach (Allison & Thorpe, 1997; Turner & Martinek, 1992, 1999). If one looks at traditional teaching orientation, it is apparent that the focus of this approach is placed on the (often standardized) testing of knowledge of contents, also the testing of skills and proficiency in the ability of reason (Van Brummlen, 2002 P.27). Using this approach, teachers are expected to transmit knowledge directly, rather than guiding the students toward it. As the basis of teaching basketball as a unit will revolve around TGfU, one should take into consideration forms of assessing students, as the traditional dynamic of drill based skills practice has changed.
An approach that can be used to teach students a unit of basketball is by firstly evaluating and assessing students’ skills levels according to the students participation and eagerness to learn and develop skills needed. For example, as a teacher one may start the unit of basketball by beginning with a basketball game, typically, this is done at the associative stage of learning (towards the end of the unit) but for assessment of student skills, it can be done first. This form of assessment is expected to provide the teacher and the students the necessary feedback to better understand which skills need to be developed. It has, however, been argued that letting a student fail (not being able to perform a certain skill) may drive students away from learning the skill that needs developing and staying with the skills that the students feels is natural to them, thus hindering participation and performance. After assessing students in the first lesson, the unit of basketball can be modified to keep students interested in their own personal skill...
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Johnson, D.W., & Johnson, R.T. (1989). Leading the cooperative school. Edina, MN: Interaction.
Metzler, M.W. (2000). Instructional Models for Physical Education. Boston: Allyn & Bacon.
National Association for Sport and Physical Education, N. (2012, 11 9). 2012 American alliance for health, physical education, recreation and dance. Retrieved from http://www.aahperd.org/naspe/publications/journals/
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Turner, A.P. & Martinek, T.J. (1992). A comparative analysis of two models for teaching games: Technique approach and game-centered (tactical focus) approach. International Journal of Physical Education, 29(4), 15-31.
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