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The Hillgrove PE Experience

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Sports Education Unit

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In Hillgrove Secondary School, PE Teachers have adopted the Sports Education Model as one of the many approaches to teach our students. Through the Sports Education Unit, students get to take up roles and responsibilities to provide them a more holistic learning experience.

"As a team player, I have learnt that I should not be playing alone (be individualistic) or play with just another (preferred) player. Becoming a Captain is awesome for me as I could lead my team and instruct them where to stand to get the ball. Being a referee is challenging for me as we have to have great eyesight (be vigilant) and to be aware of our surroundings. Being a scorekeeper is difficult for some as we definitely do not want to get the scores wrong and cause an argument. These factors help me to become a better leader and player."

Rashidi, Sec 2-1 2016

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"This experience has taught me that in PE lessons, it's more than just a game. I have learnt a lot of (important) values through the roles such as being respectful towards the referee's decision, sportsmanship regardless whether you win or lose and playing by the rules. I have also learnt that in a team, you do not just leave people out (by) not letting them play because when you're in a team, you should play as a team. In the previous years, team games were mainly played as (such): the stronger team against the weaker team because teams were (formed) by the students. However this year, teams were formed randomly (by the teacher) and we learnt that whether or not we like each other as teammates, we still have to play together."

Giselle, Sec 2-1 2016

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"My team gave comfort  (encouraged each other) in each game to ensure that each player feels easy (at ease) while playing. To me, the strategy (these actions) made me had the will to participate. Why? As at night, i go for short jogs and i tend to get super lazy and tired the day after. So i sit around during the games because of being tired. Somewhat the comfort and encouragement from my members made me participate (more). Sometimes i feel uneasy of new groupings because the people are too much (difficult to get along with). But as i worked with my team for the games, they are way better than expected. For the games, in the previous year, games repeat a lot and it got less interesting. This year, even having the games repeated, the games are modified such that we have new challenges and more fun while playing."

Zuraidah, Sec 2-1 2016

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"The lessons have taught me that we must have good teamwork to score goals. Every player counts (and plays a part) to help the team score a point. Even if we do not win, what matters is that we improve (ourselves in) every game."

Jovan Cheong, Sec 2-1 2016

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"The lessons taught us to show care for other people so that they would not be hurt during the games. Referees are the judge and we must respect the referee's decision and not to argue with his or her decision. This year, we played a lot more games than the previous years, making the experience a more enjoyable one."

Jian Shan, Sec 2-1 2016

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"We must listen to our teacher in order to start the games on time. Teamwork is key in every game. We also must learn to pass the ball around (in order to play well as a team). Listen to the referee and not scold back (or argue). We must play fairly in every game."

Jonathan, Sec 2-1 2016

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Teaching Dance for Understanding (TDfU)

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The 6 Phases of TDfU

 

Dance as a Playful Experience - Students are led through a variety of dances where they learn simple moves, without worrying about the ‘rules’ of dance (choreography and technique).

 

Dance Appreciation - Students learn about the Elements of Dance and the historical context of different dance genres. Students share prior knowledge and express personal interests to guide their learning.

 

Developing Connections - Through listening, self-reflection and large group movement activities, students learn to connect to music, gain a sense of self-awareness and develop interpersonal skills.

 

Creative Exploration - Students explore various ways of expressing their thoughts, opinions, ideas and stories to different styles and genres of music by applying the creative process.

 

Skill Refinement - Students create short routines that apply their understanding of the Elements of Dance. They refine the techniques and movements that will be required to execute a dance performance as an individual or as a group.

 

Dance Performance - Students perform a dance routine as an individual or group using the Elements of Dance to communicate messages, thoughts and stories. Students apply strategies to learn and remember choreography.

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Games Concept Approach (GCA)

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In the past we have placed too much emphasis on learning skills and not enough on learning how to play skillfully—that is, learning how to use those skills in competition. The games approach, in contrast to the traditional approach, emphasises first learning what to do, then how to do it. Moreover, the games concept approach lets kids discover what to do in the game not by your telling them but by letting them experience it.

 

It is a guided discovery method of teaching that empowers students to solve the problems that arise in the game, which is a large part of the fun in learning. The games concept approach, in time, helps to develop a thinking player. This means that the student has an innate understanding of what is going on around him/her and has the talent to influence the game. The use of guided discovery by teachers will be a positive influence on this healthy PE experience.

On the surface, it seems to make sense to introduce sports using the traditional approach—by first teaching the basic skills of the sport and then the tactics of the game. This approach, however, has disadvantages. First, it teaches the skills of the sport out of the context of the game. Students may learn to control, shoot, pass, dribble, and head the ball. But they find it difficult to use these skills in the real game, because they do not yet understand the fundamental tactics of the game and do not appreciate how best to use their newfound skills. Second, learning skills by doing drills outside of the context of the game is downright boring. The single biggest turnoff in sports is overly organised instruction that deprives students of their intrinsic desire to play the game. 

The games concept approach is taught using a four-step process:

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  1. Play a modified game.

  2. Help the players discover what they need to do in order to play the game successfully.

  3. Teach the skills of the game.

  4. Practice the skills in another game.

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