KI Hand out.

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22 October 2020 from 5:00pm to 6:30pm (Indian Standard Time)
Sports Authority of India
Lakshmibai National College of Physical Education
Training Program for
Physical Education Teachers and Community Coaches
in India
Naoki Suzuki, Ph.D.
Tokyo Gakugei University
Associate Professor
Bianca Aguiar, Ph.D.
Waseda University
JSPS Research Fellow
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INTRODUCTION
Dr.Naoki SuzukiI is currently Associate Professor of Tokyo Gakugei University in Tokyo (Japan). He
completed my Ph.D. in 2007 looking at the PE assessment at Tokyo Gakugei University in Japan.
He has an interest in teaching and researching about Physical Education and Teacher Training. He
used to be an elementary school teacher. He had taught elementary school students for 9 years.
Then, He transferred to professor job in 2004. He seeks to incorporate the ICT into PE based on
his previous research. He developed the distance learning and application for PE. He positively
implemented them on games curriculum. He was a chair of the Executive Committee of the 6th
International Game Sense Conference. He has successfully managed it (https://nmy-
252612treebell.wixsite.com/gamesense) in Japan. The number of participants reached a record in
the past 5 conferences. At that conference, he made a platform for sharing information related to
not only “Game Sense” but also a wide range of Game-centered approaches for teachers,
researchers, coaches and other practitioners. He contributed to the integration and development of
a derivative teaching approach that was born based on TGfU. Still now, he is trying to broaden the
concepts of game centered approaches. Moreover, he is organizing the seminar and lectures for
Game Centered approaches in Japan.
Dr. Bianca de Aguiar is a Research Fellow for the Japan Society for the
Promotion of Science (JSPS), and she is currently conducting her research on
the impact of mega sport events on undergraduate students' beliefs about
coaching at Waseda University (School of Sport Sciences), Japan. Bianca’s
research focus is on contemporary developments in Physical Education and
Sport-related pedagogy, and on teacher/coach development and practice,
having presented and published on these topics at international conferences.
As a beginning researcher Bianca is the author of a few book chapters and
has recently been invited to deliver a workshop on Game Sense and write a
book chapter on questioning in Soccer in Japan. In addition, Bianca has
experience as a Physical Education teacher in Portugal and as a tutor in the
Sport Coaching degree at the University of Canterbury, New Zealand. Bianca
has also an extensive background in gymnastics in Portugal where she
competed in artistics gymnastics and won several national titles, and for the
past eleven years, she has also coached acrobatic and artistic gymnastics
both in Portugal and New Zealand.
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Naoki Suzuki, Ph.D.
Tokyo Gakugei University
Associate Professor
Bianca Aguiar, Ph.D.
Waseda University
JSPS Research Fellow
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CONTENT LIST
1.Reasons for incorporating game-based approaches
into games teaching (Dr.Naoki Suzuki) _15 min.
2.Game-based approaches: Differences and
Commonalities (Dr.Bianca Aguiar)_40min.
3.Examples of lessons where game-based approaches
were implemented (Dr.Naoki Suzuki) _25 min.
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Naoki Suzuki, Ph.D.
Associate Professor
Tokyo Gakugei University(JPN)
nsuzuki@u-gakugei.ac.jp
E-mailHP
Reasons for Incorporating
Game-based Approaches
into Games Teaching
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Traditional games teaching in Japan
4th Grade Net / Wall_type_Game
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• Structuralism / Essentialism
• Learning Process
1) Drill (Individual Skills) Ex.) Dribble, Pass, Shoot…etc.
2) Drill (Group Skills) Ex.)Fast Break, Man to man defense, Zone defense
3) Team Meeting
4) Main Game
PE teacher taught students how to play the official games.
PE teacher approaches the lesson as professional coaching.
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Big Impact!!
Tactical Games Model (TGM; Mitchell, Oslin, and Griffin, 2013)
Play Practice (Launder, 2001)
Tactical-Decision Learning Model
(Grehaigne, Wallian, & Godbout, 2005)
Game Sense(Den Duyn, 1997)
Game Concept Approach
(McNeil, Fry, Wright, Tan, Tan, & Schempp, 2004)
Learner- and game- centered approaches to sport-related games learning
with strong ties to a constructivist approach to learning (Griffin & Patton, 2005).
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Contemporary developments in Japan
Drill Game
Teacher-centered Student-Centered
Technique & knowledge Tactics
Champion Sport Leisure Sport
MAIN
Traditional PE
CONTENTS
OUTCOME
Current PE
ACTIVITY
9
3-4 Grade
Basketball type Games
Soccer Football type Games
Baseball type Games
5-6 Grade
Basketball
Soccer Football
Softball or Soft Volleyball
3-4 / 5-6 Grade
Invasion Games
Net / Wall type Games
striking/fielding games
Reform the contents
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• Dissolving the differences between skilled players and
unskilled players.
• Learning Process
1) Skill practice (Personal skills or/ and Group skills)
2) Meeting for making a battle plan
3) Game
4) Meeting for reflection
and practice
Repeating 2)-4)
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9th Grade
Handball
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Goal for elementary school kids (2017 Course of Study)
To develop the qualities and abilities to maintain and improve physical and
mental health and enrich the sporting life throughout one's life by
understanding the body and mind as a whole, through the process of
learning to identify and solve problems and to use the perspectives on
physical education and health care as a whole, as described below.
(1) To understand the various ways of exercising in accordance with the characteristics of
the body and to understand health and safety in daily life, and to learn basic movements
and skills.
(2) Identify one's own problems in relation to exercise and health, and develop the ability to
think, judge and communicate them to others in order to solve them.
(3) Aim to maintain and improve their health and physical fitness while enjoying physical
activity, and cultivate an attitude of fun and cheerfulness.
*It was fully implemented in April,2020.
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Game-Based
Approaches:
Differences and
Commonalities
Game Sense Approach
Dr. Bianca C. de Aguiar (Waseda
University; JSPS Research Fellow)
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Game-based approaches
TGFU
Game
Sense
Play
Practice
Tactical
Games
Model
Games
Concept
Approach
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Common Aspects within GBAs
They all share the same goal
improve students’ tactical awareness,
decision-making and problem-solving skills
Enhance learning through participant
motivation and enjoyment.
Potential to enhance the ability to transfer tactical
knowledge.
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Use similar pedagogical strategies
other than direct instruction
Used for both teaching and coaching
They share a constructivist perspective
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Differences between Game-based approaches (GBA)
The way they are structured
Their origin (the main difference)
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Game Sense
• The first publication on GS was in 1997 by den
Duyn
• In 2013 by Richard Light
Light, R. L. (2013). Game Sense: Pedagogy for performance,
participation and enjoyment. London: Routledge.
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Four main pedagogical features
1. Design the learning environment
2. Emphasize questioning to
generate dialogue
3. Provide opportunities for collaborative
formulation of ideas/solutions that are later
tested and evaluated
4. Develop a supportive
socio-moral environment
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Transfer of concepts in Game Sense
If we think about invasion games, what do they have in
common?
Soccer
Rugby
Basketball
Futsal
Handball
Etc…
- Spacing and off ball
movement;
- On court progression;
- Scoring in the opposition
side.
- Communication
- Limit space;
- Stop on court
progression;
- Prevent scoring.
- Communication
Ofense Defense
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Planning a session using GS
Think small and build1.
Pick your favourite sport2.
Plan learning activities focused on small-sided ,
modified games
3.
Prepare possible questions (‘question
starters’)
4.
Harvey and Light (2015, p. 185)
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Basketball
Unit Plan
Activity 1 Tag Ball
Activity2 Keepings off/ ‘Piggy in the middle’
Activity 3 Tally Ball
Activity4 Dribbling knockout
Activity 5 Keyball
Activity 6 Modified half-court basketball
Activity 7 Modified basketball
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Activity 1: Tag Ball
Focus: Accurate passing and catching, communication, anticipation and leading the
receiver.
Players 4 equal teams of 6 players (for a class of 24 students)
Equipment
2 sets of coloured bibs
2 basketballs
Playing area
- Existing markings on a court (basketball, tennis, futsal, etc.)
- Mark a space out with soft marker cones
Aim
The team in possession (team using the bibs) to tag as many
opposition players as possible in, for example, 30 seconds.
Playing Rules
- No body contact
- Players cannot leave the playing space (if they do they are
counted as being tagged)
- The ball must be under control to complete a tag
- The tagging team cannot hold the opposition players
Sample
Questions
(see in the video)
Modifications
More challenging: Make the space larger or use two balls at once
Less challenging: use a smaller space or have more players in the
tagging team than in the opposition team.
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What tactic can you
use to tag opposition
players?
Where in the playing space is the best place to move the
opposition players (e.g. Corner or centre?), and why?
As you don’t have
much time, what
type of pass do you
think you should
throw?
How can the ball carrier know where teammates in a position
to tag are?
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Activity 2: Keepings off/ ‘Piggy-in the- middle’
Focus: Working off the ball, appropriate passing, communication and anticipation
Players
Groups of 3 (1 defender and 2 in possession) 2v1 game
Equipment
- A basketball for each group
- Coloured bibs (for the defenders)
Playing area
Any area with enough room for the players to move freely. The area
can also be marked with cones.
Aim
The two players in possession to make as many passes as possible
in, for example, 30 seconds.
Playing Rules
- No body contact
- The defender cannot attempt to dispossess the ball carrier.
- If the ball is intercepted the count ends and the 2 players in
possession restart
- Players in possession must be at least 2 metres apart.
Sample
Questions
(see in the video)
Modifications
More challenging: Allow the ball carrier to dribble or expand to a 3v2
game
Less challenging: Use a bigger space or play a 3v1 game.
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Where is the best place
that the player off the
ball can move to
receive a pass and to
exclude the defender?
If the defender is taller
than the 2 players in
possession what type
of pass might be best
to use?Which player should you pressure and
why?
What sort of body posture or stance can you use
to prevent the ball carrier from passing ?
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Activity 3: Tally Ball (10 pass game)
Focus: Accurate passing and catching, communication, anticipation, creating space.
Players 4 equal teams of 6 players (for a class of 24 students) 6v6
Equipment
2 sets of coloured bibs
2 basketballs
Playing area
- Play on half a basketball court
- Mark a space out with soft marker cones
Aim
The team in possession to complete 10 passes to score 1. If they
score a point they keep possession, if they cannot complete 10
passes the opposition gets possession.
Playing Rules
- No body contact
- The defender cannot attempt to dispossess the ball carrier.
- If the ball is intercepted the count ends and the opposition team
gets possession.
- Players in possession must be at least 2 metres apart.
Sample
Questions
(see in the video)
Modifications
More challenging: Introduce dribbling but with a limit on the number of
bounces; reduce the playing space.
Less challenging: Have fewer passes to score a point; have uneven
teams (more players attacking); enlarge the playing area.
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In what situations
would you use a lob
pass and a bounce
pass?
Which teammates
should you pass to,
and why?
Which player should you pressure and
why?
If the receiver is moving quickly, where should
the pass go ?
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Activity 4: Dribble Knockout
Focus: Ball handling and control, anticipation, use of space.
Players 2 groups of 12 (for a class of 24 students)
Equipment 1 basketball for each student
Playing area
- Use the basketball court lines to define the playing area
- Mark a space out with soft marker cones
Aim Keep the dribble under control while trying to intercept other players’ ball
Playing Rules
- If the ball is intercepted the player is out of the game.
- The players cannot push or pull other players in order to make them
loose control of the ball. (If they do so they are out of the game)
- Players cannot leave the playing space (if they do they are out of the
game)
- The interceptions can only be done with the hands (players are not
allowed to kick the ball)
Sample
Questions
(see in the video)
Modifications
More challenging: Have bigger groups; reduce the playing space.
Less challenging: Enlarge the playing area; do not allow interception
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What senses do you
use to know about or
be aware of spaces
and movement of
people around you?
When dribbling, what are you looking for?
When someone is coming to
intercept your ball, what
decisions do you need to
make?
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Activity 5: Keyball
Focus: Accurate passing and catching, communication, anticipation, movement off the ball
and decision-making.
Players 2 teams of 12 or 4 teams of 6 (for a class of 24 students)
Equipment
1 basketball
Bibs for one of the teams
Playing area - Use a full basketball court
Aim
The team in possession to make 4 passes then get the ball to the shooter
in the key, who aims to score a basket.
Playing Rules
- No body contact
- The defender cannot attempt to dispossess the ball carrier.
- Put a three-bounce limit on dribbling when it is introduced.
Sample
Questions
(see in the picture)
Modifications
More challenging: Introduce dribbling but with a limit on the number of
bounces; allow the defence to dispossess the ball carrier.
Less challenging: Have uneven teams (more players attacking)
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What defensive
strategies should you
use to stop the shooter
from getting the ball?
Which teammates
should you pass to,
and why?
Which player should you pressure and
why?
If the receiver is moving quickly, where should
the pass go ?
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Activity 6: Modified half-court basketball
Focus: Further developing decision-making and tactical understanding from previous
activities
Players 6 teams of 4 (for a class of 24 students) 4v4
Equipment
1 basketball
Bibs for one of the teams
Playing area - Use half a basketball court
Aim
To score more baskets than the opposition team
Playing Rules
Standard basketball rules, with the following differences:
- No body contact
- Put a three-bounce limit on dribbling when it is introduced.
- When there is an infringement, the team with the ball starts from the
halfway line.
Sample
Questions
(see in the video)
Modifications
Adjust the number of plyers to change the amount of pressure through
playing uneven teams, such as 5v3 or 4v2.
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When and why would
the ball carrier dribble?
What tactics can you
use to get past a tall
defender?
Once you have passed successfully what
should you do? Where should you move to?
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Game Sense (Summary)
• Flexible and open to interpretation
• There is no prior identification of
skills to be developed
• Student-centred and inquiry-based
• The teacher and/or coach acts as a facilitator
of learning rather than the person in charge
of it.
• Uses modified games to develop
problem-solving abilities
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Game-based approaches have more in
common than they have different from each
other.
Reflection
The fact that they are underpinned by theories of
learning that are very much alike, allows teachers and
coaches to fluctuate between approaches and use
transferable features to suit the learners’ needs.
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Recognising the similarities between the different
approaches is important for the ongoing
development of pedagogical content knowledge of
teachers and coaches.
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Naoki Suzuki, Ph.D.
Associate Professor
Tokyo Gakugei University(JPN)
nsuzuki@u-gakugei.ac.jp
E-mailHP
Examples of lessons where
game-based approaches
were implemented
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Warm-Up Game
（No more static stretching)
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Conclusion
1. Teachers need to teach games in and through playing games,
including warm-ups.
2. Teachers must design games to help students improve their
understanding and skills. It is important to tailor materials to fit the
game to students, not to fit students to the game.
3. Teaching is facilitating and mediating rather than instructing. This is
where frequent questions are asked to encourage students'
awareness and help them to engage in learning with needs.
4. Teachers devise assessment methods to promote students' learning
and make their learning sustainable.
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Lesson Study is a simple
idea: If you want to improve
instruction, what could be
more obvious than
collaborating with fellow
teachers to plan instruction
and examine its impact on
students? In Lesson Study,
teachers bring their own
questions to the table and
seek answers from one
another, from outside
specialists and research,
and from careful study of
students.
The Global Lesson Study (GLS) is a
professional development opportunity for
teachers from multiple countries. We come
together to improve our teaching. We focus
on physical education. In this year, teachers
from Japan, USA, Macau, and India will
participate in the GLS. I would like to invite a
few more people including college students
to join us. Please contact us at the following
address if you are interested in it.
Teachersineachcountrywill share
videotapedlessonsof thesameunit
online. Theywill watchthevideoand
consider their opinionsbeforethe
conference. At theconference, they
discusstheresultsof theviewingof
thevideostoimprovebetter physical
education.
Stage1
(November,2020)
We will follow the flow shown in the diagram
below for the Global Lesson Study. We will then
conduct a meeting to collaborate on the lesson
plan. We then observe the lesson-live online and
discuss them immediately afterwards. Finally,
we will reflect on ways to improve our physical
education lesson and teaching based on the
outcomes and challenges of our planed lesson.
Stage2
(Jan-Mar, 2021)
Contact Information
Naoki Suzuki, Ph.D.
Associate Professor at Tokyo Gakugei University
nsuzuki@u-gakugei.ac.jp
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