Group A – Movement Journal – Week 5

The invasion games and curriculum models lesson was very impactful last week. The group teach activities really inspired the kind of games I would want my own students to take part in. I most enjoyed the “prairie dog pick-off” game; what was most mind boggling was the notion that once you lose, you join the winning team, he who is your opponent becomes your team mate. We played this game only a few times, but I am confident that we could have easily continued to play this game for hours on end. This game was a prime example of the TGFU curriculum model. The carousel activity was great in that it was a effective way to look at all curriculum models and make educated decisions about which models best suit each individual’s teaching pedagogies. It was interesting to hear the opinions of my classmates, many of which influenced my own view on the curriculum models. Personally, I believe that an effective way to teach physical education is to mix and match the curriculum models. For example, if I was employing the “Sport Education Model” I would want to infuse that model with important “Fitness for Life” and “TPSR” components, such as to respect one another in and outside of the gym while understanding and valuing sport, with a conscious ownership of one’s lifelong physical health. I am a firm believer in the “TGfU” model in that the “skill and drill” is eliminated, games are not withheld until the end of class; children are able to begin exercising their physical skills immediately in a fun, non-competitive manner, while scaffolding the fundamentals of the sport or activity. The team teach group did an incredible job of demonstrating the TGfU model, and the benefits this model can provide for young students, and for their life long journey with physical health. Discovering personal strategies is of utmost importance, not only in P.E. but in life, and this curriculum mode exemplifies both. TGfU is a great approach to bringing a class closer together, to create a real sense of community in the classroom, with mutual respect for one another and a positive outlook on physical health, and learning.

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