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Developing effective questioning in teaching games for understanding (TGfU)

Conference Paper


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Abstract


  • The use of questioning is often used to enhance the teaching of games utilising the Teaching Games for Understanding (TGfU) approach. However, for questioning to be effective, it needs to be planned and specific to the outcomes that the teacher/coach requires from the participants. A process has been developed to assist teachers and coaches to construct effective questions. The process involves the teacher/coach analysing the categories of games-invasion, striking/fielding, net/court and target games and then choosing a sport from one of these categories. Following this the teacher/coach determines the elements to be an effective player using the subcategories: technical, tactical/strategic, cognitive and rules. Games are then designed around one of the subcategories or a combination. Questions are then designed in each of the subcategories listed above.

Publication Date


  • 2008

Citation


  • Pearson, P. J. & Webb, P. I. (2008). Developing effective questioning in teaching games for understanding (TGfU). Asia Pacific Sport in Education Conference Ngunyawaiendi Yerthoappendi Play to Educate (pp. 1-9). Adelaide: Flinders University.

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1054&context=edupapers

Ro Metadata Url


  • http://ro.uow.edu.au/edupapers/53

Start Page


  • 1

End Page


  • 9

Place Of Publication


  • http://caef.flinders.edu.au/sie2008/proc&pubs.html

Abstract


  • The use of questioning is often used to enhance the teaching of games utilising the Teaching Games for Understanding (TGfU) approach. However, for questioning to be effective, it needs to be planned and specific to the outcomes that the teacher/coach requires from the participants. A process has been developed to assist teachers and coaches to construct effective questions. The process involves the teacher/coach analysing the categories of games-invasion, striking/fielding, net/court and target games and then choosing a sport from one of these categories. Following this the teacher/coach determines the elements to be an effective player using the subcategories: technical, tactical/strategic, cognitive and rules. Games are then designed around one of the subcategories or a combination. Questions are then designed in each of the subcategories listed above.

Publication Date


  • 2008

Citation


  • Pearson, P. J. & Webb, P. I. (2008). Developing effective questioning in teaching games for understanding (TGfU). Asia Pacific Sport in Education Conference Ngunyawaiendi Yerthoappendi Play to Educate (pp. 1-9). Adelaide: Flinders University.

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1054&context=edupapers

Ro Metadata Url


  • http://ro.uow.edu.au/edupapers/53

Start Page


  • 1

End Page


  • 9

Place Of Publication


  • http://caef.flinders.edu.au/sie2008/proc&pubs.html