24 Questions
What is a limitation of the traditional model of teaching games, according to Critiques (Bunker y Thorpe, 1982)?
It produces players with inflexible techniques and poor decision-making capacity.
What is physical literacy, according to Mandigo et al. (2012)?
The ability to move with competence and confidence in a wide variety of physical activities.
What is the focus of the 'Games for Physical Literacy' approach?
Developing overall physical literacy.
What is a consequence of the traditional model of teaching games, according to Contreras, De la Torre y Velázquez (2001)?
A large percentage of children achieve little success.
What is a key aspect of the constructivist approach to physical education?
Student-centered learning.
What is a limitation of the traditional model of teaching games, according to Bunker y Thorpe (1982)?
It produces players with inflexible techniques and poor decision-making capacity.
What is an alternative approach to teaching games, mentioned in the text?
Games for Physical Literacy.
What is a benefit of the 'Games for Physical Literacy' approach?
Increased confidence in physical activities.
What is the purpose of the expanded classification system for games and sports?
To broaden the learning and participation possibilities for young people
Which of the following is NOT a category in the traditional sports classification system?
Travel
What is the primary focus of the Teaching Games for Understanding approach?
Improving cognitive understanding through questioning
What is a key component of the Constructivist Paradigm in physical education?
Cognitive stimulation and language relevance
What is the significance of the cycle 'Analyse – Planification – Evaluation' in Teaching Games for Understanding?
It enhances cognitive understanding through permanent stimulation
Why is it important to consider alternative sports in physical education?
To provide more opportunities for students to engage in physical activity
What is the primary concern for adapting physical education for students with disabilities?
To provide opportunities for students with disabilities to engage in alternative sports
What is the role of the teacher in the Teaching Games for Understanding approach?
To facilitate questioning and reflection to enhance cognitive understanding
What is the primary focus of the 'Comprehensive Development' approach in physical education?
Motor capacities development
According to the NASPE (2013) indicators, what is one of the key aspects of teaching games in physical education?
Meaningful content and student-centered approach
What is the primary goal of 'Teaching Games for Understanding' (TGfU) approach?
To develop cognitive knowledge and problem-solving skills
What is the underlying model of the educational approach that values formative assessment and student-centered learning?
Constructivist approach
What is the main focus of the 'SPECIFIC COGNITIVE KNOWLEDGE' concept in physical education?
Learning how to act and solve motor situations
What is the primary purpose of the 'DECISION MAKING' component in the cognitive knowledge framework?
To make informed decisions in real-game situations
What is the main emphasis of the 'EDUCATIVE THEORY' in physical education?
Formative, educative, and cultural value for PE
What is the ultimate goal of developing 'intelligent players' and 'educated spectators' in physical education?
To develop cognitive knowledge and problem-solving skills
Study Notes
Traditional Model for Teaching Games
- Critiques of the traditional model:
- A large percentage of children achieve little success due to emphasis on performance
- Majority of school leavers know little about games
- Production of supposedly "skillful" players with inflexible techniques and poor decision-making capacity
- Development of teacher/coach dependent performers
- Failure to develop "thinking" spectators and "knowing" administrators
What to Teach in, about, and through Games?
- VALUES and PHYSICAL ATTITUDES
- DECISION-MAKING and KNOWLEDGE (RULES and CULTURE)
- BASIC SKILLS (TECHNIQUES)
- MOTOR COMPETENCY and HEALTHY STYLES
- PHYSICAL LITERACY: the ability to move with competence and confidence in a wide variety of physical activities in multiple environments
Games for Physical Literacy
- UNDERSTANDING and ACHIEVE AND PERSONAL AND SOCIAL RESPONSIBILITY
- MOTOR SKILL COMPETENCE and MOVEMENT CONCEPTS
- HEALTHY LEVEL OF PA AND FITNESS
Sports Classification
- INVASION, COURT, STRICKING, TARGET, FIGHTING, and INDIVIDUAL
- EXPANDED CLASSIFICATION FOR GAMES AND SPORTS:
- Travel sports
- Action sports
- Rhythmic or aesthetic sports
Teaching Games for Understanding
- COGNITIVE PARADIGM: permanent cognitive stimulation, cycle of Analyse-Planification-Evaluation, autonomy, and learning rhythms
- CONSTRUCTIVIST PARADIGM: socio-emotional learning, relevance of language, and five capacities development
- Teaching Games for Understanding (TGfU) and other pedagogical models
Games within QPE Indicators
- LEARNING OPPORTUNITIES (DUA)
- MEANINGFUL CONTENT
- APPROPRIATE TEACHING (Pedagogical Models)
- STUDENT AND PROGRAM ASSESSMENT (Formative)
Educative Theory
- FORMATIVE, EDUCATIVE, and CULTURAL VALUE for PE, based on students' integral development
- PURPOSE: School general objectives
- PRIORITY CONTENTS: Curricular contents
- ASSESSMENT: Conceptual, Practical, and Attitudinal parameters
- UNDERLYING MODEL: Formative Teaching
Cognitive Knowledge
- SPECIFIC COGNITIVE KNOWLEDGE: Learning how to act, solve the motor situation, and capacity of solving new problems
- DECISION-MAKING: Real game, temporal and spatial constraints, teammates, opponents, and spectators
- DECLARATIVE and PROCEDURAL KNOWLEDGE: Theoretical, descriptive, and hypothetical knowledge
This quiz assesses the traditional model of teaching games, its criticisms and limitations. It covers the drawbacks of emphasizing performance over knowledge and the consequences of this approach.
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