- Target games (e.g., curling)
- Net/Wall games (e.g., volleyball)
- Invasion/Territorial games (e.g., basketball, soccer, touch football, ultimate frisbee, lacrosse, double ball, street hockey)
- Striking/Fielding games (e.g., softball, slo-pitch, cricket).
| (a) |
Co-construct and apply, as group/team, a list of criteria that exemplifies a recreational experience in a group/team movement activity and supports a positive experience for all participants. |
| (b) |
Assess the sustainable wellness potential, for self and others, of participating in particular recreational group/team movement activities. |
| (c) |
Reflect on and express personal thoughts on the potential positive and negative impacts of participation in recreational group/team movement activities on overall wellness. |
| (d) |
Assess and explain personal level of confidence and competence in utilizing the required complex skills needed to participate in various recreational group/team movement activities. |
| (e) |
Analyze group/team members' performance of complex skills, utilizing technology (e.g., video motion analysis of self and others, pedometers, technological applications) and other means (e.g., checklists, rubrics). |
| (f) |
Develop and participate in practice opportunities that support all group/team members in enhanced utilization of complex skills. |
| (g) |
Assess and explain/demonstrate personal understanding of tactics (e.g., what fake to use prior to shooting or passing) and strategies (e.g., using a zone or one-on-one defence) required for confident and competent participation in selected recreational group/team movement activities. |
| (h) |
Locate, evaluate, and use resources (e.g., websites, people in the community, agencies in the province) to help support and build one's understanding of effective tactics and strategies to be used in selected team/group movement activities. |
| (i) |
Support others in understanding and applying the tactics and strategies that enhance potential for positive participation in selected recreational group/team movement activities. |
| (j) |
Co-develop and apply, group/team tactics and strategies to be used within the context of non-competitive participation in recreational group/team movement activities. |
| (k) |
Analyze and discuss the transferable skills, tactics, and strategies to be used while participating in all selected recreational group/team movement activities. |
| (l) |
Evaluate, revise, and continue to implement a Personal Plan for Wellness to include participation in recreational group/team movement activities that support sustainable wellness. |
This resource guides teachers at the secondary level to enable them to plan and deliver quality learning experiences. Part 1 of the resource explains the sports education model and the teaching games for understanding (TGFU) model.
Part 2 explains how to use the TGFU model and how to apply it to specific game situations that include skill development and fitness games, net and wall games, striking and fielding games and territorial games. Each of these areas have easy-to-follow plans for games that include all the preparation and procedures, and are followed by tactical talk for players to reflect upon their progress and goals.
The resource includes a table of contents, appendices and references.
Assessment approaches, a table of contents, a glossary, a reference list and an index are included.
A table of contents, an index and a biography of the authors are included.