Here is an example of what one of my junior PE lessons will look like Volleyball lesson (defensive positioning)

Prior to this lesson, the students will have already learned the fundamental skills (e.g. bumping, setting, serving, etc.) and concepts of the game of volleyball (e.g. aiming for open space, taking away open space by blocking or covering as much of the court as possible, etc.).

As you can see in this lesson, for the main lesson I am asking students to come up with drills, activities, or games focusing on defensive aspects of volleyball.  They will draw from the knowledge that I have already given them and use their creativity to make a new activity to teach to the rest of their peers.

For my senior PE class, I will be doing something similar to this.  However, for them they will actually create a whole new game (instead of an aspect of an already existing game), with their own rules, concepts, scoring system, etc.

Practicum implementation expectations/potential limitations:

I expect that my classes will either respond very positively or very negatively.  I think that they will be intrigued by the TGFU model and they may decide to fully participate willingly.  I believe this because students always like to know that they have knowledge that they can transfer and apply to the lesson.  However, on the flip side, the amount of critical thinking involved may deter students from wanting to participate.  Other potential limitations are confrontation from veteran teachers, language barriers, lack of sport experience, and lack of time (in the sense that students may get confused/overwhelmed with the information given and I have to extend a unit or elaborate on lessons).