The document discusses the Game Sense approach to teaching physical education. Game Sense uses modified games as a way to develop students' tactical, strategic and skills-based learning. It encourages students to make decisions and solve problems within game scenarios. The approach integrates physical, intellectual and social skills development. Teachers can address numerous curriculum outcomes through Game Sense by engaging students in modified games.
ilmu untuk semua
Banyak lagi info disini...
http://cheguabbas.blogspot.com/
nak nota sila click sini
http://cheguabbas.blogspot.com/p/nota_29.html
ada masalah mendownload???
Senarai semak berlandaskan aktiviti yang dilaksanakan, contohnya Sukan Tahunan Sekolah. Taklimat kepada ahli atau peserta yang terlibat dalam aktiviti tersebut.
ilmu untuk semua
Banyak lagi info disini...
http://cheguabbas.blogspot.com/
nak nota sila click sini
http://cheguabbas.blogspot.com/p/nota_29.html
ada masalah mendownload???
Senarai semak berlandaskan aktiviti yang dilaksanakan, contohnya Sukan Tahunan Sekolah. Taklimat kepada ahli atau peserta yang terlibat dalam aktiviti tersebut.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. Why PDHPE in Schools?
Personal Development Health and Physical Education
(PDHPE) is one of the six key learning areas (KLA’s)
within the NSW Primary School Curriculum.
3. When teaching physical education lessons, teachers
use a variety of approaches to meet students needs
and learning abilities.
One new approach that teachers are finding useful is
Teaching Games for Understanding Approach (TGfU)
also known as ‘Game Sense’.
Game Sense
Come along with me and my friends to find out
about ‘Game Sense’; what it is, how we engage in
‘Game Sense’ activities, the skills we learn from
these activities and why ‘Game Sense’ is the best
approach when teaching PE.
4. What is Game Sense?
"Game Sense"
uses games as a learning tool to
increase motivation of players
develop tactical and strategic
thinking
improve skills for further game
participation
5. The Game Sense approach is a variation of
Bunker and Thorpe’s Teaching Games for
Understanding (TGfU) model. The Game Sense
approach became prominent in Australia
following a visit by Rod Thorpe to Australia in
1996.
Game Sense Approach
A ‘Game Sense Approach’ provides an ideal
means through which teachers can address the
Quality Teaching Framework in the teaching of
games and sport.
6. The Games Sense approach is a student-centred
and inquiry-based approach that
allows students to develop and enhance their
skills and understandings while being actively
involved in the game.
Game Sense Approach
All games and sports have tactics, strategies and
techniques which players need to master before they can
effectively participate in particular games and sports.
Through game sense approaches such as participation in
modified games students can learn these skills they than
can transfer to the specific sports.
7. Game Sense
Approach
Game Sense encourages problem solving
through the use of physical activity. Through
‘Games Sense’ approaches students are placed
in situations where decision making and
problem solving are essential for successful
performance.
Game Sense approaches focus on strategies such as
questioning to stimulate thinking about the game instead
of using a more direct teaching or coaching approach.
The teacher prompts cues throughout student
participation. Students further learn skill development.
8. Game Sense
Approach
Game Sense integrates physical, intellectual
and social learning. Children can learn and
understand similarities between games and
explore common principles.
If you would like to know more about ‘Teaching Games
for Understanding (TGfU) - Game Sense Approaches,
you can visit this ‘youtube’ link:
http://www.youtube.com/watch?v=RKzAbB2Lg6U
9. Game Categories
The ‘Game Sense’ approach categorises team games
into four groups. The division of these games into the
four categories is based on the physical characteristics
of the game, the fundamental skills required and the
tactical problems or primary rules of the game.
These are identified in the PDHPE syllabus as invasion
games such as soccer, touch football and netball;
target games such as golf, archery and bowls; court
and net games such as volleyball, tennis and
badminton; and striking and fielding games such as
cricket and softball.
10. Game Sense in Action
Yesterday Miss Vangarden took 3V out
on the field to play an invasion game
called “snag-a-tag”.
The concept of the game was for student’s
to defend their goal, and strike, work together
to ‘defeat’ the opposing team by snatching the
tags ‘snag-the-tag’ off the opposing team and
kicking the soccer ball into their try line.
The game was a modified version
of soccer, netball and oz-tag. We used a range of
game tactics from each. The game tactics and skills
increased in complexity as the game progressed and
new rules and game changes were made. This
required us to collaborate, make decisions and use
existing and learning new skills.
11. Outcomes We Achieved
Interacting
INS2.3 - Makes positive contributions in group
activities.
Communicating
COS2.1 - Uses a variety of ways to
communicate with and within groups.
Games and Sports
GSS2.8 - Participates and uses equipment in a
variety of games and modified sports.
practises and refines movement skills in a variety of games
demonstrates efficient ways of using equipment while
working cooperatively with others
demonstrates a range of skills in practices and modified
games, eg throwing and catching in moving and
stationary positions
12. Skills Developed
in Game Sense Fundamental Movement Skills
1) Locomotor skills, such as running,
jumping, hopping, galloping and
skipping.
2) Balance, this is where the body
remains in the same place though
moves around its horizontal and
vertical axes.
3) Ball skills, such as catching,
throwing, kicking and striking
13. Links to Syllabus
Active Lifestyle
Ways to be Active
- skill development activities
- skill practice in minor games
- minor games with high level of participation
- regular participation in daily activity
Decision Making
School and Play Safety
14. Links to Syllabus
Games and Sports
Non-locomotor Skills - stretch/bend/twist, dodging,
swinging and balancing
Locomotor Skills - running/sprinting, dodging – side stepping and
jumping/landing
Manipulative Skills – throwing, pitching, fielding/catching, dribbling, change
direction, striking/hitting, kicking and passing.
Games - spatial awareness, creating space and positional awareness
Minor games - chasing games, ball games/relays, territorial games and
modified games
Playing the Game - safety considerations, fair play, teamwork, benefits of
and influences on participation, roles/responsibilities,
effort and practice, competition,
rules/tactics/strategies
15. Teachers Note Why Game Sense?
These outcomes include my students
gaining an understanding of :
- the aim of the game.
- the skills and tactics needed for success.
- the skills and tactics they learn are
transferable to other games and sports.
16. Teachers Note
The strengths of teaching a Game Sense
approach is students participate in decision
making, tactics, problem solving and
students skill development are consistently
developing throughout the game.
Through a Game Sense approach
students also have the opportunity to develop self-expression,
socialisation skills and their conflict
resolution skills, whilst incorporating the knowledge
essential for a healthy lifestyle.
18. References
Australian Government Australian Sports commission (n.d). Sports coach: Teaching games for understanding (TGfU). Retrieved 23rd September
from http://www.ausport.gov.au/sportscoachmag/coaching_processes/teaching_games_for_understanding
Australian Sports Commission. Youtube link. Coaching - Game Sense - Part 2. retrieved 23rd September from
http://www.youtube.com/watch?v=RKzAbB2Lg6U
Brookes, L. (n.d). How game sense approach in physical education can develop cognitive thinking. Physical education. Somerville House.
Curry, C. (2011). Using the game sense approach to deliver quality teaching in physical education. Engaging learning. Retrieved 23rd
September 2014 from http://learning21c.wordpress.com/2011/11/27/using-the-game-sense-approach-to-deliver-quality-teaching-in-physical-
education/
Curry, C. (2011a). Using the game sense approach in physical education. Engaging learning. Retrieved 23rd September 2014 from
http://learning21c.wordpress.com/2011/11/27/using-the-game-sense-approach-in-physical-education/
Google. (2014). Google images. Retrieved 23rd September from https://www.googleimages.com.au.
Light, J. (2012). Game Sense. Pedagogy for Performance, Participation and Enjoyment. Routledge studies in physical education and youth
sport. Routledge: UK.
Light, R. (2002). Engaging the body in learning: Promoting cognition in games through teaching games for understanding. ACHPER Healthy
Lifestyle Journal, 49(269-87).
19. References
Light, R. (2003). The joy of learning: Emotion and learning in games through teaching games for understanding. Journal of physical education
New Zealand. (p.93-99).
New Zealand Rugby Union. (2014). Coaching toolbox. Game development: Game sense. Retrieved 23rd September 2014 from
http://www.coachingtoolbox.co.nz/table/game-sense/
NSW Government. (n.d). PDHPE: Game sense to practical lessons. CS Feature Article. Retrieved 23rd September 2014 from
http://www.curriculumsupport.education.nsw.gov.au/secondary/pdhpe/assets/pdf/pa_002.pdf
NSW Government. (2011). New South Wales Department of Education and Communities. PDHPE: Rethinking the teaching of games and
sports. Games categories. Retrieved 23rd September 2014 from
http://www.curriculumsupport.education.nsw.gov.au/secondary/pdhpe/pdhpe7_10/physical_activity/games_002.htm
NSW Government. (2011a). New South Wales Department of Education and Communities. PDHPE: Rethinking the teaching of games and
sports. Retrieved 23rd September 2014 from
http://www.curriculumsupport.education.nsw.gov.au/secondary/pdhpe/pdhpe7_10/physical_activity/games.htm
Pearson, P., Webb, P., & McKeen, K. (2005). Linking Teaching Games for Understanding (TGfU) and Quality Teaching (QT). Game Sense youtube
clip: http://www.youtube.com/watch?v=RKzAbB2Lg6U