"Coach" in Games
The four game categories: target, striking, net/wall, and invasion/territorial requires specific skills in order to be successful. With the approach of Teaching Games for Understanding (TGFU) these skills are practiced and developed before the performance of the game (Mandigo, Butler, & Hopper, 2007). One skill that peaked my interest that is applicable to all game categories is working with teammates to decide on tactics to use to be successful in the game (OPHEA, 2017). This skill was practiced with the role of the coach. During the game, Can't Touch This, half of the class was on the sidelines looking for strategies and ways to effectively play the game. In my experience the students who sat on the sidelines did not actively think about game play and became unfocused in class. As a teacher, giving the students on the sidelines a purpose and building a supportive atmosphere is a more effective use of time and energy, instead of glazed eyes during physical education class. The sharing of knowledge and observation was helpful because while playing at you may not necessarily be thinking about the overall effect but as a critical thinker on the sideline you got to see how everyone was moving and playing together.
The focus of skills and of critical thinking and problem-solving was in place throughout the game itself. It dismantles the notion that physical education is mindless. Students need to put forth strategies and actually executing it. This does not usually occur during gameplay. The teaching strategy of the role of the coach in physical education encourages physical abilities, game strategy, and implementing it in context.
The development of open, respectful, and appropriate communication amongst peers is one that is integral to success in phys. Ed. and the academic settings. Even more, these transferable skills of critical thinking and problem-solving can be found in other settings beyond school. Physical education and it's problem solving and inquiry processes can be related to the 21st century competencies described by PISA. The collaboration and critical thinking are all part of one's ability to be an active and engaged citizens in of our world.
Mandigo, J., Butler, J., & Hopper, T. (2007). What is Teaching Games for Understanding? A Canadian perspective. Physical & Health Education Journal, 73(2).
