Implementing Physed
Curriculum Models for ELearning Integration
By Patrick Hughes
The
Gym is
Empty
But P.E.
is Very
Alive
PHYSED CURRICULUM
MODELS
TGFU
TPSR
SPORTS
CS
HEALTH/
WELLNESS
OE/AE
TGFU MODEL
GAME
PERFORMANCE
SKILL EXECUTION
GAME
APPRECIATION
TACTICAL
AWARENESS
DECISION MAKING
TGFU: GAME
Students will be placed into a game
situation immediately, this phase allows
students to identify the concept and
purpose of the game before addressing
obstacles and problems they may
encounter.
TGFU: GAME
Appreciation
Now that we understand the purpose,
students will start to grasp what the
game entails, including aknowledgment
of rules and semantics.
TGFU: Tactical
Awareness
Students will start to begin to be
exposed to issues and or problems that
arise in the game. They are introduced
to different effective tactics when
approaching the game in a gradual
manner.
TGFU: Decision
Making
This is the oppurtunity for students to
start analyzing problems or obstacles
they encourter and collaboratively come
up with solutions to make the game
more effective.
TGFU: SKILL
EXECUTION
This phase is the actual aquisition and
production of neccessary motor skills,
object manipulation and movement
within the game parameters.
TGFU:
PERFORMANCE
The joy of witnessing students who are
problem solving and showing their
tactical awareness through cooperation
and how well they can run the game
using what they learned in previous
stages
INVASION
NET/WALL
Types of SmallSided Games
TARGET
STRIKING/
FIELDING
Thanks for
Refersher Pat,
but how do I do
this with ELearning???!
PHASE 1: Game
Selection
First pick a category out of
the small sided games you
want you run with your kids
at home, on the next few
pages I will give you
examples of each.
EXAMPLE:
FAMILY
ORIENTATED
INVASION
GAMES
Capture the Socks :
Game Phase
Contingent on the number
of people in family.
Socks/defender on each
floor, or different rooms
Teams need to sneak into
the room capture the sock
and return it to home floor
or room
You must set safety
parameters such as walking
fast not running
PHASE 2: Game
Appreication
Discuss the rules of the game
and different ways a person
can be captured, saved, and
win:
Tagged=Capture
Bring flag home=win
Capture: Spin in circle 5
times, and head back to
home base.
If Captured 5 times, other
team wins
PHASE 3:
Tactical
Awareness
Teams become aware of difficulties
being in different rooms or
different floors, they need to soon
brainstorm how when they should
attack, what ways they should get
around the defender, should they
focus on attacking or defending?
PHASE 3:
Decision Making
Great reflection and bonding
experience for families. They begin
to see the struggles and obstacles
that arise via different rooms,
being sneaky, and realise they
need some strategies.
Give families autonomy, have them
implement different stimuli to make
the game challenging with some
teachable moments. This is when
families can help one another see
different ways to effectively reach
success.
PHASE 4: Skill
Execution
Families will start to dive in
to movements and which
movements are effective,
being aware of spatial
awareness(avoiding tags
etc).
PHASE 5: PLAY
using the
concepts and
strategies you
learned!
Teaching
Physical and
Social
Responsibility
Model
5 LEVELS OF
TPSR
1. Respecting Rights
and Feelings of
Others
2. Effort and
Cooperation
3. Self-Direction
4. Helping Others
and Leadership
5. TPSR Outside the
Gym
E-Learning is a
Perfect Time to
Further Educate
Students on the
Value of These
Levels
Level 1: Respecting the Rights &
Feelings of Others
Make a Virtual Play or Show:
The skits or production can
focus on how to
appropriately respect and
what is not appropriate.
Students learning is most
effective when they are
experiencing and doing what
they are exposed to.
Level 2: Effort and
Cooperation
For this model I like the create a
game/play model
Students work together to
film new games they have
created off your
examples(socks, etc) and
they can splice it together
that shows everyone needs
to be engaged and sharing
ideas in order to successfully
create a game for all to play.
Level 3: Self-Direction and Being
On Task
I like to use concentration
games and what this entails is
creating a visual where
students are actively
participating. PHYSED
Monopoly games with teams
are a great way to do this:
Level 4: Helping Others and
Leadership
Virtual Check Ins are perfect for this.
During Office hours I ask them how they
are handling online learning, hw load, etc.
Students have been forward about
struggles, and they see other students
giving them tips and taking the lead to
brainstorm ideas to make this difficult
time more managable. Conversation is a
key aspect of PE and we need to allow
them to integrate with one another.
Level 5: Beyond The Gym
This is actually really easy right now but
what I like to do is have a virtual session
with each family, 2 a week if you can.
Discuss how they are doing, what do they
do during family time? How are the
interacting with one other. Family is so
important and now is really a time where
we need to promote communication and
celebration within family dynamics.
SPORTS
EDUCATION
MODEL
This one is a bit adaptive as you
need to think of ways to
integrate skill development,
and understand that the
culminating even will be a
virtual contest of an aspect/s of
the sport not an entire game
SKILL
DEVELOPMENT
PICK A SPORT, I WILL USE
HOCKEY FOR AN EXAMPLE.
We are going to use cups, a
broom and a stick to develop
dribbling, passing and
shooting on next pages:
DRIBBLE COURSE
SHOOTING/PASSING
PRACTICE
VIRTUAL
DRIBBLE COURSE
RACE AND 1
MINUTE
SHOOTING
CONTEST
Cultural Studies
Model
For this model, I want you to create
an assignment where students look
into the history of their heritage and
how it linked to game creation,
physical activity, and movement.
What cultural aspects or beliefs
were part of the development of
this games or activities. Have kids
share their findings to educate each
other or their own history.
HEALTH/WELLNESS
MODEL
This may be the most
important model to focus on
right now as isolation breaks
routines and is susceptible to
aquire unhealthy habits. There
are so many ways to go into it
but here is what has worked for
me.
Routine Builders-students are put into
groups and create a slideshow on a
potential daily routine that has aspects of
reflection, normal sleeping time, healthy
eating, and exercise
GROUP GRATITUDE- At the end of each
class I ask the student to close their eyes
and we all share something we are
happy about and grateful. Each day a
new person leads the exercise
Fitness- ONE
Important
Aspect of PE
My students have seen workout videos,
done group workouts, so a fitness video in
my opinion is not teaching them what they
need. I have them create a week personal
trainer program. They need to include
what exercises are for what categories
and I assign another student to do their
program for one week. They must clarify
what focuses on muscular strength,
muscular endurance, cardiovascular,
aerobic, anaerobic, flexibility and agiity.
ADVENTURE
EDUCATION
DISCLAIMER: I
did not include
outdoor
education as
most are meant
to be inside.
Adventure Education really
focuses on the appreication of
the elements and showing
respect to the enviornment
while being able to use skills to
create or build something. For
this reason, I encourage my
students to use this focus on
STEM and building something
at home out of recycled goods.
Once they gain experience
building something we combine
it with gamification. I have the
students create a came that has
3 levels. Each level has to use or
manipulate an object that they
have created at home and
incoporate it into the overall
goals of the game.
These methods are
not the only way
to incorporate
these models, I
just wanted to
share some ideas
for those who are
struggling to get
the E in PE!
REFERENCES
6. Game Performance. (n.d.). Retrieved April 15, 2020, from
http://peandme.weebly.com/6-game-performance.html
Camerino, O., Valero-Valenzuela, A., Prat, Q., Manzano Sánchez, D., &
Castañer, M. (2019). Optimizing Education: A Mixed Methods Approach
Oriented to Teaching Personal and Social Responsibility (TPSR). Frontiers
in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.01439
Game Design. (n.d.). IPhys-Ed.Com. Retrieved April 15, 2020, from
https://www.iphys-ed.com/game-design/
Glossary/TacticalKnowledge—Information Center. (n.d.). Retrieved April
15, 2020, from https://sqi-inc.com/ic/Glossary/TacticalKnowledge
Hopper, T., & Bell, R. (2001). Tactical Frameworks for teaching games.
18.
Quennerstedt, M., & Larsson, H. (2015). Learning movement cultures in
physical education practice. Sport, Education and Society, 20(5), 565–572.
https://doi.org/10.1080/13573322.2014.994490
TeachingGamesforUnderstandingTGfU2.pdf. (n.d.). Retrieved April 15,
2020, from
https://assets.sportstg.com/assets/console/document/documents/Teachi
ngGamesforUnderstandingTGfU2.pdf
The 4 Game Categories—Teaching Games for Understanding. (n.d.).
Retrieved April 15, 2020, from
http://tgfu.wikifoundry.com/page/The+4+Game+Categories
The TGfU Model—Teaching Games for Understanding. (n.d.). Retrieved
April 15, 2020, from https://tgfu.weebly.com/the-tgfu-model.html
What is the Sport Education Model (SEM)? | Wing Chan – Teacher
Candidate. (n.d.). Retrieved April 15, 2020, from
https://blogs.ubc.ca/wingerchan/what-is-the-sport-education-modelsem-2/