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THE CURRICULUM MODEL by David
Bunker and Rod Thorpe(1982)
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Mempertikaikan bahawa, mengajarkemahiran individu sebelum mengajarpermainan TIDAK membawa kepada
kejayaan, pengetahuan atau keupayaankapasiti untuk membuat keputusan.
Mereka berpendapat bahawa pelajar PERLUmemahami kerelevanan kemahiran yangterkandung dalam sesuatu permainansebelum mereka belajar kemahiran spesifikyang berkaitan.
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Model Kurikulum ini memberikan:
Game Form: A simplified version
of the adult game in accordance
with age and experience.
Versi mudah permainan dewasayang disesuaikan mengikut umur
dan pengalaman
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Game Appreciation: The rules of the game
create the form "the shape" of the game.
Altering the rules will determine the "tacticsto be employed."
Peraturan permainan akan membentuk
gaya permainan tersebut dimainkan.
Perubahan yang d i laku kan dalam peraturan
akan menyebabkan taktik permainan
diubah
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Tactical Awareness: Learning how to usethe rules to gain advantage over opponents
or to limit advantage gained by opponents.
Belajar bagaimana peraturan boleh
digunakan demi memperolihi kelebihan ke
atas pihak lawan atau mengurangkan
kelebihan yang telah diperolihi oleh pihak
lawan
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Skill Execution: Now that the children
understand "what" and "when" they areready to work on "how" to perform the
individual skills.
Sekarang pelajar telah memahami apa
dan bila maka mereka bersedia untuk
bagaimana kemahiran individu dipamirkan
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Performance: Students should be
measured on appropriateness ofresponse as well as efficiency of
technique
Pelajar sekarang boleh dinilai
berdasarkan ketepatan respon serta
kecekapan teknik
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Significant Information: Teaching this
sequential manner will aid many morechildren experiencesome of the satisfactionof a skillful player.
Mengajar berdasarkan urutan ini akanmembantu ramai kanak-kanak merasakepuasan pemain berkemahiran tinggi.
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Conclusion: Bunker and Thorpe
Conclude that their Curriculum model
provides a "theoretical base" and"temporal sequences" for game teaching.
B&T membuat kesimpu lan bahawa modelku r ikulum mereka mampu menyediakan
asas teori dan urutanpemahaman
dalam pengajaran permainan
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1. GAME
The lesson always commences with a game. The students
are presented with a game which will probably involvesmall numbers of players, modified playing surface area
and modified equipment. It is important that the students
are capable, with guidance, of understanding the particular
game form and are capable of playing it. They are guidedto recognise the unique problems to be solved in playing
the game.
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2. GAME APPRECIATION
From the outset the students should understand the rules of the game being
played. The rules should be simplified to ensure this. The imposition ofcertain rules will regulate the skill level and the tactics to be employed.
3. TACTICAL AWARENESS
Students are introduced to the tactics of the game through the gradualintroduction of movement principles, based on simple ideas of space and
time. By investigating and experimenting with these ideas in simple games
the students are encouraged to progress to more advanced situations.
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4. MAKING APPROPRIATE DECISIONS
Proficient games players take only fractions of asecond to make decisions and they would see no valuein distinguishing between the what?and the how?. In
the understanding approach the teacher separates thequestions of whatto do?and howto do it?to enablethe student to recognise and attribute shortcomings indecision-making.
Whatto do?In deciding what to do each situation has
to be assessed and thus the ability to recognise cuesand predict possible outcomes is important. Howto doit?Having decided what to do the player then has tomake a decision as to what is the best way to do it.he/she has to make the most appropriate response.
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6. PERFORMANCE
This is the observed outcome of the previous processes measuredagainst criteria that are independent of the learner. It should be a
measure of appropriate response as well as efficiency of technique.
The teacher helps the student in deciding whether a performance is
correct or incorrect and in making decisions about how to improve it.
7. GAME
The sequential aspects of the model are critical. Satisfactory
completion of the stages as outlined will necessitate modification of
the game leading to a reappraisal of the requirements of the new
game. The cycle begins again.
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Model Bunker & Thorpe-Teaching Games for
Understanding
[TGfU]
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PENGENALAN
TGfU dihasilkan oleh Bunker and Thorpepada tahun
1982 untuk pelajar-pelajar sekolah menengah TGfU merupakan satu model pendidikan yang
menekankan:
Pemahaman yang menyeluruh pada setiap
permainan Meningkatkan tahap aktiviti fizikal
Menjadikan kelas pendidikan jasmani sebagai tempat
yang sesuai untuk persaingan, motivasi serta bersuka
ria Digunakan secara meluas dalam kejurulatihan dan
pendidikan jasmani sehingga masa kini
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FAKTOR-FAKTOR
Terdapat beberapa isu timbul di kalangan pelajar-pelajar
Britain pada 1980-an yang mendorong Bunker andThorpeuntuk mengkaji TGfU:
Pencapaian dalam permainan adalah sikit dan kurang
memuaskan
Kekurangan pengetahuan tentang permainan Lemah dalam kemahiran asas dan kurang berupaya
dalam membuat keputusan
Terlalu mengharapkan jurulatih atau guru untuk
membuat keputusan Kadar perkembangan dalam permainan adalah
lambat dan tidak menonjolkan
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MATLAMAT
Matlamat utama TGfU adalah untukmemperkembangkan kemahiran seseorang pelajar
dalam menyelesaikan masalah dan membuat keputusan
Menurut falsafah TGfU, pelajar atau pemain bukan
sahaja perlu tahu bagaimana untuk menjayakan sesuatupermainan tetapi adalah lebih penting untuk belajar
membuat keputusan yang sesuai ketika permainan
berjalan
Model TGfU juga menggalakkan pelajar untukmelibatkan diri dalam pelbagai permainan
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PERKEMBANGAN
Selepas kajian Bunker dan Thorpe, falsafah dan teori
dalam TGfU masih diubahsuai dan diperkembang darisemasa ke semasa
Secara mendalam dan tepat, TGfU adalah lebih pratikal
dan mudah diaplikasikan dalam permainan bola
Pada tahun 2004, Webb and Pearson telahmengkategorikan permainan kepada empat kategori
utama:
Target
Striking / Fielding Net / Wall
Invasion
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KATEGORI PERMAINAN
Target
Menempatkan objek pada sasaran atau mendekatisasaran untuk mendapat mata
Contoh: bowling, archery, golf
Striking / Fielding
Perlawanan yang melibatkan dua pihak: pasukan striking
dan pasukan fielding
Mengumpul mata melalui larian yang selamat dan berjaya
selepas pukulan dalam masa atau pusingan yang
ditetapkan
Contoh: baseball , softball, cricket
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Net / Wall
Permainan dimainkan antara jaring atau atas dinding Mengumpul mata melalui menghantar objek ke
gelanggang pihak lawan dengan syarat objek tersebut
tidak dapat dihantar balik dalam kawasan gelanggang
Contoh: badminton, squash, table tennis
Invasion/ Serangan
Permainan berpasukan
Dalam jangka masa yang tertentu, masuk ke dalam
kawasan pihak lawan dan mengumpul mata
Contoh: soccer, basketball, handball
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TUJUAN MENGKATEGORIKAN PERMAINAN
Setiap permainan dalam kategori yang tersebut
mempunyai sifat dan peraturan yang mirip atau seiras TGfU bertujuan untuk menggalakkan palajar-pelajar
melibatkan diri dalam pelbagai permainan
Setelah mempelajari salah satu permainan dalam satu
kategori, pelajar akan memperoleh pengetahuan asasatas peraturan, kemahiran dan taktik dalam kategori
tersebut
Oleh itu, pelajar akan bermampu untuk menyertai
permainan lain dalam kategori yang sama Contoh:
Pelajar yang telah belajar bola keranjang atau bola
sepak dapat main bola baling
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Meaning of Traditional
Play The traditional model of teaching games is based on the
acquisition of discrete sports skills and techniques whichare then developed in the context of specific games.
The teaching of skill and technique takes second placeto the development of tactical awareness through anexploration of principles of play.
We must recognize that the majority of students will nothave the capacity to become highly skilled players, butthey will all have the capacity to develop sufficient skill toplay games at an enjoyable level.
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Much of the pleasure involved in games playing lies in making
correct decisions in the light of tactical awareness (Thorpe and
Bunker, 1982).
The teacherstask is to create the situation where the student seeks
to develop skills which are required for him/her to perform in a given
situation. Skill acquisition is seen in the context of the learner and
the game situation - it arises from the game.
The main focus of the understanding approach to games teaching is
on tactical awareness and decision making rather than on the
development of skill and technique.
This provides the opportunity for all the students, irrespective ofphysical ability, to play a central role in the games lesson, thus
enhancing self-esteem and a sense of personal fulfillment.
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Students are encouraged to play the game at theirown technical levelensuring a level of success and
enjoyment for all.
Thorpe and Bunker (1989) explain how gamesteaching strategies of sampling, modification throughrepresentation (a simplified game), modification
through exaggeration (eg., a long and thin area ofplay in net/wall games) ) and games focused oncertain tactical complexity, allow children to becomeactive decision makers in their own learning.
In The Teaching Games For Understanding (TGFU),learners recursively evaluate and develop their ownperformance within game playing situations thatgradually, under the guidance of the teacher, evolvetowards the sophisticated adult games.
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Teaching Modified Games
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Modified Games
Are games that look l ike the
actual sport on which they arebased, but adapted to suit the
players age, size, ability, skill
and exper ience.
(Hillary Commission of New Zealand)
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Modifying Individual Sports
Examples:Track & Field:Expanded take-off board;
Lower hurdles; use line instead of
circle for shot/discus.
Swimming: Use of f ins; start race in water.
Gymnastics:Use long bench for balance
beam.
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Modifying Dual Sports
Racquet gamesexamples:
Move in serve lines.
Short-handled racquets.
Short wide / longer narrow cour t.
Different (i.e., slower moving) ballShorter-handled racquets
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Modifying Team SportsSample modif ications for Invasion Games
Equipment
Gaining
possession Progression Scoring
Use larger balls
Use slower
balls.
Use shorter
handles on
striking
implements
(e.g., hockey
sticks)
Do not allow
direct stealing
of a ball from
one player byanother.
Increase the
ways in which a
player can
actually gain
possession
Allow players some steps in
games where none is allowed
(e.g. Frisbee).
Increase the time an individual
player can have possession
without being penalized or in
which they must make a pass.
Reduce the pressure on a
player as she or he attempts toput the ball in play after an out-
of-bounds play or a penalty
(e.g. do not allow players to
stand too close to the sideline).
Make a goal larger.
Make a goal lower.
Consider including
the opportunity of
scoring by
progressing the ball
(or object) across an
end-line rather than
into a specific goal.
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Modifying Team Sports
Sample modif ications for Batting /Fielding Games
Equipment Batting Fielding Base
running
Use larger balls
Use shorter
handled bats
Hit from a tee rather than
a pitch
Allow the batter to receive
a pitch/bowl from his or
her own team
Have the duty team to
provide a pitcher, aiming
to present batter friendly
deliveries
Have larger
targets to hit(e.g. cricket)
Reduce the
size of the
sector **
Limit the
stealingoptions
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Including Students w. DisabilitiesModi fy ru les to equal ize com pet i t ionAllow a student to kick or hit a stationary ball where it might otherwise bepitched.
In volleyball allow them to catch the ball and throw it and/or allow the ball tobounce.
Allow certain length of time to get to base or the goal
Involved the disabled student in the decision making concerning rulemodifications.
Decrease distancesMove bases closer together
Allow students to be closer to the target/goal/net
In volleyball or badminton allow them to serve from mid court
Prov ide more chances to sco re3 foul shots instead of two; four strikes instead of three; ten arrows insteadof six etc
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Including Students w. Disabilities
Analyze positions according to the abil ities ofhandicapped studentsAllow them to be goalie, pitcher, or other position, which entails
limited mobility
A student with a heart problem may be goalie in soccer, or a
pitcher in softball
A one-leg amputee may be a pitcher or first baseman
Provide adapted equipment that makes performance easier
larger bat,
larger, lighter and/or softer balllarger, flat bases, goals, baskets etc.
Shorter racquet shaft or larger racquet face
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Strategies For Modifying Games
C H A N G E I T
C : Coaching Style (demo ? Discovery?)
H : How To Score
A : Area ( Large / Small )N : Number (eg. 3 on 4)
G : Game Rules
E : Equipment (types & size)
I : Inclusion
T : Time
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Thank you for your attention