Download Creative physical education : integrating curriculum through by John Quay PDF

It may also play a part in the team names that are developed. Not all the equipment provided needs to be used, and, since teams know what equipment is available for each team, they can access the other team’s equipment as well as their own. This reduces the complexity of the task for both students and teacher and enables easier sharing and management of equipment. Throwing is a skill that contributes to success in many types of games. 19 20 ◀ creative physical education The equipment should be selected based on the skills being developed.

If the next physical education lesson is simply another game, then the competitive aspect is exacerbated as the losing team will most likely lose again, and so on. The one-game season only works to reduce competition because the team is less meaningful. The team lasts for only one game. So while the teacher has achieved a reduction in competition, this is done by reducing the meaning of the event for the students. They have no need to get competitive over something that means very little. Additionally, in this circumstance, emphasis usually shifts away from the team to talented individuals.

It can and should involve a more thoughtful approach that requires some form of analysis and then practice targeted at improvements in the necessary areas. There is much room ▶ 41 42 ◀ creative physical education here for the teacher to structure this analysis and facilitate the development of activities that support team practice in areas where it is needed. Supported by analysis, there are three main areas targeted for improvement via practice: game tactics, game skills and game fitness. These three areas and their connection to practice can be investigated by students.