Task Progression Model
"A task worded for the development ability of the students. For younger children the basic task usually involved each of the body, space, effort and relationship movement concepts. Task design elicits multiple responses from the students within the focus of the tactical problems and skill solutions set by the game." Hopper, EPHE 452
A task can be given to students after they have been put through a game situation and have the tactical awareness to learn a skill. This means that they recognize a skill that needs to be worked on and can understand the significance of the task given to them.
From there the task needs to be able to be simplified, refined, and extended to be able to help every student learn the task and work back to the larger goal.
Volleyball Block Plan
Line Game Explanation
The line game is an excellent starting point for many different sports units in PE!
The initial game starts with students catching the ball, throwing it so it bounces on their side of the line, and their partner moving to catch the ball before it bounces on their side. This gets the students doing two things; first, they are beginning to consider shot selection, and trying to put the ball to a place that will make their partner move to catch it. Secondly, their partner is starting to anticipate where the ball is going (READ) and begin to move accordingly (RESPOND, REACT). After playing the ball, players will start moving back to a 'base position' (RECOVER) to be ready for the next play.
The most simple version of this game begins with catching and throwing. Depending on what sport unit you are in progressions can be added accordingly. One extension of the game for volleyball, as demonstrated in the video, is to have students begin to forearm pass the ball over the line, their opponent lets it bounce once and tries to return it with a forearm pass. This is taking skills from the beginning form (moving behind the ball, reading their opponents movements) and adding a sport specific skill- the forearm pass.
Fukuhara Explanation
Fukuhara is another game that builds off many of the skills from the line game in a larger, more team oriented situation. It is a great way to have students put in place key volleyball skills without actually using advanced volleyball skills.
Teams of two, three or four are on each side of any net. The ball is played on the ground and each team member must touch the ball before it is sent to the other side. Points are scored by a team when the ball travels out of bounds on their opponents side.
The students are READING where the ball is being sent from the other team, REACTING to the ball direction and force, RESPONDING with the proper movement, communication and action, and RECOVERING back to a base stance in good positioning.
The game can be kept more basic by putting certain parameters on the game. An example would be saying there is no scoring on serves- the ball has to go under the net twice before the rally can be played out for a point. Another would be to make the only way to score by having the ball go out of bounds through the back line of the opposing teams court. Progressions can look like making the serve live, making the scoring boundaries include the sides, etc.
Fukuhara is a game where everyone can be successful, and allows the option for quick progression for experienced groups! Students will be simulating volleyball game play tactics in a fun and inclusive game!
Learning Experiences in EPHE 452
Bunker and Thorpe TGFU Model 1986
- EPHE 452 began the semester reading and considering Bunker and Thorpe's TGFU paper
- when teachers teach technique and skills (the "how") without the students understanding the "why" it leads to students "knowing" very little about games
- focus needs to be on "what to do" and "when to do it" instead of just "how it's done"
- using the curriculum model students begin to understand and appreciate the games they are playing, which leads to growth in tactical awareness and decision making
- then skill execution and performance can be added and developed later
- Using the games above at the beginning of a volleyball unit, instead of starting with passing, setting and serving, allows all the students to start to develop understanding around strategies and tactics of volleyball
- When they start using the 4 R's- READ, REACT, RESPOND and RECOVER they are developing tactical skills, such as off-the-ball movements, that will allow them to make correct decisions.
- This leads to the student appreciating the tactical necessity for improving technical skills in particular situations, which keeps them engaged, interested and enjoying the learning process
Reflection
Assessment: Developing
- this is a concept that I have never been formally introduced to, although I have had coaches and teachers that have implemented it in the past. I love the principles and will work to incorporate this thinking into all the lesson plans I will be writing.
Evidence:
- The 4 R's and the Basic Task model can be referred to when lesson planning in regards to planning with the "why" in mind before the "how" of a game.
- Having tasks that encourage the 4 R's and fit into the Basic Task Model by having simplifications and extensions encourage game understanding and engagement
- The two games shown in the video clips are games used to develop off-the-ball movements and tactical understanding
- both can be used before technical skills are taught to develop the "why"
Personal Growth:
- Continue to plan lessons using these TGFU strategies!
Goal:
- Develop a complete understanding of the Curriculum Model so as to always be able to be critical of my lessons and how they will be of the most benefit possible to my students going forward