Three Different Models Of Teaching Games In Physical Education

Three Different Models Of Teaching Games In Physical Education

Table of Contents

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Instructions

Three Different Models Of Teaching Games In Physical Education

Topic: Appraise the use of three different models of teaching Games in Physical Education

Paper details: • Important: you are not required to compare and say which is best.

You can say how they are similar or different to each other.

Section 1 – Introduction

• This section should set the scene for the report
• Talk about the place of Games in the NCPE
• Talk about the concept of Models Based Practice
• Talk about how this concept grew out of traditional instruction of p.e Sections 2 – 4: Models Appraisal
• Outline the way each model is used
• Give some basic theoretical support and rationale
• Talk about some of the context / assumptions which help the model to work well
• Talk about the benefits / strengths of this model from Teaching and Learning perspective
• Talk about limitations / weaknesses of the model from the same perspectives
• No conclusions in these sections
• Around 750 words each (2250 in total) Section 5: Summary / Conclusion
• In this section you will sum up your findings
• You may contrast some aspects of each model in this section
• i.e. “this model is particularly good at meeting this aspect of the NCPE”
• “this model is the most challenging for the teacher because….”
• “this model is the most resource intensive because….”
• Around 350 – 400 words Things you MUST cover:
• “Appraise the use…”
• This means your report should cover the strengths and weakness in each model
• This should be done from both the Teaching (teacher) and Learning (pupils) perspective.
• What are the benefits and challenges for the teacher using each Model Things you MUST cover:
• “of teaching Games in Physical Education
• Make sure you limit your discussion to the teaching and learning of Games activities (don’t use Athletics like I did last week!)
• Limit your discussion to the NCPE, you shouldn’t go into the coaching of games activities at a high performance, or even a participation level.

Additional Information

• You should aim to use more references than just Metzler, but this will undoubtedly be your main one.

Can the three models be Teaching games for understanding Direct instructions Sport education (side top 1992) Also can the main reference be Instructional Models in Physical Education By Michael Metzler

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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