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Expanding TGfU to include sport education in physical education program

the need to develop and understand the questioning technique. (Webb, Pearson and McKeen, 2005). Finally the need to program is critical as integrating units within and across categories will involve more innovative and stimulating lessons.

TGfU involves four categories and subcategories. They are invasion, net/wall, target and striking/fielding. Invasion are team games where the purpose is to invade the opponents territory with the aim being to score more points within the time limit than the opposing team, while endeavouring to keep their score to a minimum. Subcategories include where the ball can be carried or caught across the line (eg. Rugby league, rugby union, touch), it can be thrown or shot into a target (eg netball, basketball, handball, lacrosse) or it can be struck with a stick or foot into a target area (eg hockey, soccer, Australian rules football) (Webb, Pearson & Forrest, 2006). The aim of net/wall games is for a player or team to send an object into an opponent‘s court so that it cannot be played or returned within the court boundaries. Tennis and volleyball are examples of net games while squash and racquetball are wall games. Striking/fielding games is a contest between the fielding and batting team where the aim is to score more runs than the other team using the number of innings and time allowed. The aim of target games is to, place a projectile near or in a target in order to have the best possible score. The subcategories are unopposed or opposed. In unopposed games the accuracy of the player in relation to the target determines an individuals success (eg golf, archery, tenpin bowling). In opposed games the players have an opportunity to interfere with the target or oppositions ball in order to create an advantage for themselves (Webb, Pearson and Forrest 2006).

There are also three different teaching approaches with TGfU. These approaches include the full sided (larger numbers), small sided (small numbers) and games for outcomes (setting outcomes for the game) (Webb, Pearson and Forrest 2006).

Sport Education and Physical Education Program (SEPEP)

SEPEP is a curriculum model that allows for the development of social, cognitive and sporting skills within students (Alexander, Taggart, Medland and Thorpe 1995). The SEPEP curriculum is defined by 6 primary features that create the sport context in physical education (Siedentop in Pill 2008).

  • 1.

    Seasons. Sport is played in seasons that contain both practice and competition.

  • 2.

    Affliation. Sport is played in teams and players connect with and usually belong to

the one team for the season.

  • 3.

    Formal competition. Sports seasons include a schedule of competitions between teams..

  • 4.

    Record keeping. Records of individual and team participation are kept to provide feedback and enable goal setting by participants and the teacher.

5.

Festivity. Individual and team performances are recognised and celebrated throughout the season and during a culminating end of season event.

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