Bunker and Thorpe's article that has been very useful for myself to understand and explain why TGfU model works so well when teaching kids. This resources is important because I have referenced it often when responding to peer's questions. This source was posted on our google classroom by Tim Hopper.

Bunker and Thorpe’s (1986) article discusses how Physical Education classes today teach games with the emphasis on skill development. However, teaching games this way is not effective for their overall learning. They suggest that the learning of games should focus on “What to do” not “How to do”. Bunker and Thorpe (1986) stated, “approach starts with a game and its rules which set the scene for the development of tactical awareness and decision making, which, in their turn, always precede the response factors of skill execution and performance” (p.4). By learning “what to do” students develop an appreciation for the game. When teaching “what to do” it is important to stress that the rules of the game and give structure. Invisible ball tag allows for players to focus on the rules of the game without the pressure of skill execution (accuracy of throwing the ball). By understanding the rules thoroughly children can then start to manipulate the rules within the game but still obeying them thereby gaining a strong sense of tactical awareness. Having a strong sense of tactical awareness can transfer to all territory invasion games as discussed in class. 

When playing invisible ball tag in class, teams worked together to figure out how to score effectively by manipulating space (width or length). By using space effectively players were able to draw defenders away from the gates allowing the offensive team to score.

Reflect: 

• Assessment: In relation to this big idea, I think I am proficient.
• Evidence: I believe by referencing this article more than once on the google classroom I demonstrate a clear understanding for the associated competencies. 
• Personal growth: Based on this evidence I think I know I fully understand the TGfU model and feel confident I could implement it into my lesson plans.
• Goal: I want to work on including the sport education model (SEM) well also using the TFfU model in my lessons. 

Chapter 6 discusses the importance of teaching the whole child within a physical education class. I chose this article specifically because I think educators when teaching should think about the development of the "whole child" instead of one aspect of the child. Teaching physical education from a holistic perspective creates a correlation between the learner and their individual needs. More specifically, the new BC Curriculum focuses on this “whole child” approach through core competencies, which is why this chapter is so relevant. The information below provides my classmates on what holistic teaching within physical education can look like, how to implement a holistic teaching approach and resources available to them. 

Within a Physical education class, students should develop the understanding of physical literacy so that once outside the classroom they are able to maintain a healthy lifestyle. Physical literacy as defined by Whitehead (2008) is “the motivation, confidence, physical competence, understanding and knowledge to maintain physical activity at an individually level appropriate throughout life” (p.75). Mandiogo and Holt (2004) suggest, “the teaching of games literacy capture the meaning of physical literacy with direct focus on games knowledge and understanding” (p.76). Games literacy development allows for crossover between the physical, cognitive and affective domains contributing to teaching the whole child. 

Furthermore, games literacy also provides teachable moments regarding life skills. “Life skill learning is intended to create a more well-informed student with deeper understanding and attitudes towards leading a healthy life physically, cognitively and affectively (p.77). Through games, the TGfU model can be used by teachers to create the learning environment needed to meet the needs of the "whole child". A great resource discussed within this chapter is Playsport, which is a multigame resource embracing the TGfU and holistic approach to teaching games. 

An application of the TGfU model and holistic approach is the target Game: “21”. 21 focuses on understanding aim and accuracy using the skill of the underhand throw. Students actively compete against a partner in order to get to 21 first. Therefore, teaching the life skill of managing stress. To start teachers can ask questions such as “what are the important things to remember when trying to hit the target?” students can demonstrate and discuss ways in which they we were able to accurately throw at the target. Then additionally asking, “what parts of the game are stressful?” Teachers should first allow the opportunity for students to voice their answers within the game, before correlating ideas of stress to the student’s everyday lives.

Reflect: 

• Assessment: In relation to this big idea, I think I am proficient.
• Evidence: I have shown that I have used the idea of play sport by including it the ideas they propose in my lesson plan.
• Personal growth: Based on this evidence I think I know I fully understand the idea of developing the whole child through the ideas proposed by play sport. 
• Goal: I want to continue to include the ideas that play sports states when creating all my lessons/ units as a future teacher.