So I've been applying my new-found interest, understanding and appreciation of 'Game Sense' in my teaching this year. I have been using the 'game' as the focus, starting sessions off with a game, rather than a stand alone warm up activity followed by a skill-drill. I can now see many sports and other physical activities can be categorised as 4 different game types - invasion games, target games, net/wall games and striking and fielding games. So far I have enjoyed the shift in emphasis and so have my students (see my previous blog: 7 Benefits of a 'Game Sense' approach.)
I attended the Game Sense conference organised by ACHPER WA in July which featured presenters Shane Pill (@pilly66) and Rick Baldock (@baldyr55), who are experienced practitioners in this field. While at the conference I asked myself "Where does athletics fit in with the 'Game Sense' approach?" How can the Game Sense approach be applied during the 'season' of athletics and carnival preparation? It is a time of year that all PE teachers go through. I don't know of any schools that don't run an athletics/sports carnival that features predominantly track and field events. I wanted to get away from the usual practice of putting carnival preparation before student's learning. I came to realise that for too long at this time of year I had become too focussed on getting the carnival ready that my students were most likely disengaged and missing the point about what they were doing in PE at this time and why.
I wanted to create lessons that continued on from the great learning experiences we had achieved so far this year, so I started looking deeper into what track and field could offer. Here are six lesson ideas I explored with different year groups at my school, Queen of Apostles (see also qoape.com)
Kindy and Pre-Primary - How can our arms help our legs go faster?
I wanted to illustrate the value of 'pumping the arms' for better running technique. Telling them isn't enough - I wanted these students to 'feel' why. Using a 25m stretch of track I asked them to run their fastest with their hands behind their back. Then they were asked to repeat this with their hands on their heads. Finally I had them sprint with their arms 'pumping' beside their bodies. When asked which did they 'feel' like they were running fastest, the pumping-the-arms method was unanimous (except for the cheeky one who wanted to fly in the face of public opinion).
Year 1/2 - What is a race?
With these classes I wanted to break down the 'anatomy' of a race. I began with an illustration they will never forget. I challenged a student to a race. I got her up and I simply said "ready, set, go!" She ran one way and I ran another. Of course I threw up my hands in victory but the rest of the class sided with the student. "You ran the wrong way!" they yelled. "You cheated!" An interesting discussion ensued regarding what is needed for a fair race, one in which we could really tell who was faster. The students came up with ideas like the racers had to start at the same line as each other, finish at the same line, run the same direction, move the same way (ie. skipping vs skipping, running backwards vs running backwards etc). Then the students were then set off in small groups and asked to create their own 'fair' races, making sure that the rules of the race were clear and enforced. More discussions followed as some groups had success while others need help with the concepts.
Yr 2 What is a field event?
Following the 'What is a race?' lesson the year 2 students were extended beyond this by exploring what is required for a field event - a competition to see who can propel an object the furthest. Similar to the previous lesson introduction I challenged a student to see who could throw a vortex the furthest. I did my best to bend the rules unfairly and again a discussion fleshed out about what was needed to make the competition fair. Suggestions such as throwing from the same line, throwing the same object, throwing with the same style were given. Three different throwing activities were set up for the students to try, paying attention to the 'rules' of the competition.
Yr 3/4 - Why a run up and why sideways?
These classes were given the chance to explore the effects of different body positions on sending an object for distance. With shotput, turbojav and vortex as the contexts, the students were first asked to throw these objects whilst only standing front on and only moving the throwing arm. I called this 'level 1'. Next the throws were repeated but the students could stand sideways and use their whole body to propel the object (level 2). Finally level 2 was repeated but this time with a run up (level 3). After 3-4 attempts at each level the students and I discussed what each level felt like using terms like balance, strength, force, momentum etc. The students agreed that although they had never thought about why they naturally turned their body side ways and used a run up, they now had an appreciation for it. I asked them to think about this when watching elite athletes of any sport in action on TV.
Yr 5/6 - Voice over of track and field events.
This idea was very simple and replaced the traditional 'athletics quiz' I used to administer. Students work in groups on track and field events, where they time, measure and record each others PBs. Each group had an iPad and the students took turns in recording a 'voice-over' for that event using the camera app. Students were asked to give a 60 second explanation of what type of event they were working at, what the rules of the event were, how the event is officiated, measured/timed etc, and what teaching points their were trying to include in their performances. As written tests rely on a student's literacy skills, this method allows all students to verbally demonstrate what they know and have learnt. Listening to a 60 second recording replaces marking a test and gives more insight into student understanding.
Yr 6 - Create a track and field event.
In this activity students worked in small groups to create a never-seen-before track/field event. They had full access to the sports shed (I know - I'm crazy right? The shed will never be the same). Their event needed to be original, however their invented activity needed to hold true to what track and field events were. We had to discuss the features of what made track and field unique to other sports - contestants had to compete at the exact same task and conditions as each other. Events were either a test of time or distance - who could propel an object the furthest, who could travel a course the fastest or who could repeat a set of tasks the quickest.
Again I tested students activities by finding loop holes in their instructions and rules - finding ways to cut corners or obtain an unfair advantage, and this would send the group back to redefining the parameters they placed on their contestants. It made for a very interesting and engaging series of lessons.
It also made me ask: Is 'Time and Distance' the 5th Game Category? Is this where athletics (track and field) cross country, orienteering, swimming, surf lifesaving, speed stacking etc can be contexts for teaching PE using the Game Sense approach? These are generally 'closed skill' type activities, but ask any swimming coach or marathon runner if there is any strategy involved in their sports and they'll reply with "how much time have you got?"
As an ongoing learner and practitioner to this approach to teaching PE I am happy for any comments and replies to help me with this question. It began as a desire to invigorate my PE lessons leading up to the school athletics carnivals, and the more I think about 'distance and time' activities the more I can see learning opportunities in PE.
Over to you.
