Reflection
Assessment: To what level of competency do you feel you are performing the learning implied in this big idea?
I am within the "extending" section.
Evidence: How does the evidence show your developing competencies in relation to this big idea?
I am going out on my own time to create a tool that others are able to use. After hearing Dr. Hopper express his teaching in Singapore, it became evident that many students may not speak english who would be involved with the drill in question. Thus to bring them into the TGfU community I thought it best to make something that anyone could understand.
Personal growth: What can you now do based on this evidence?
I am able to elevate my fellow teachers and myself with this tool. It brings in students who may not speak english or are ESL, as well as disabled to join the drills. It also allows students to watch how the drill works, in slo-motion or rewind to understand it in an alternative method.
Goal: What is something you want to work on or improve on in relation to this big idea?
I would love to find a way to integrate blind people. Whether that's "buzz balls" or a guide, I think having a form of technology that helps motivate the blind to play would be a great idea!
Learning Experiences in EPHE 452
Learning Experiences in EPHE 452 in order to generate evidence of developing competence.
- Linking readings on learning processes to PE practices modeled in class and discussed in academic articles.
- Show with examples of materials created how to effectively plan for teaching in schools, assess student learning and use teaching approaches that address the needs of all students.
- Document and reflect on own experience learning within different pedagogical approaches such as TGfU and Sport Education and articulate how you might be able to implement in your future practice as a physical educator.
Basketball Drill
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This animation demonstrates Dr. Tim Hopper's basketball cutting drill that utilizes the TGfU approach of progression, while emphasizing the "4 R's" (Read, Respond, React, Recover).
As the drill progresses more and more variables are introduced. However, at the beginning both red (offensive) players and the blue (deffense) player should be utilizing the 4 R's (Read, Respond, React, Recover) to achieve success. Not only should all players be reading one anothers movements, in order to anticipate where the ball may go, and thus where their body should be. They are also reacting and recovering in calculated ways to increase the likeliness of success. Throughout the drill more modifications are made to increase variables, thus having each player access multiple levels of the 4 R's at any given moment. For instance in the final version of the drill a, offensive player who has possession of the ball now must read their fellow teammates movements to anticipate a cut along the perimeter of the play area. As well as also reading the deffense to respond to any pressure that they may be putting on a teammate. The ball handler must now chose their reaction by either driving into the "scoring pad" or passing to an open teammate. Once they decide, they now must recover to the centre of their zone in order to re-respond to a change in play.
By having only a few variables at the beginning of the drill, to many at the end, this drill seeks to add complexity through constant access to the 4 R's in order to process how to be most successful.