The 4 lesson Block plan presented in this website is based on concepts taken from the instructional method Teaching Games for Understanding (TGfU). TGfU emphasize the development of Tactical Awareness above skill execution. Each game presented is focused on a certain tactical problem that requires the evaluation of the problem followed by the selection and execution of certain skills and techniques needed to solve the presented problem. The understanding of why you need a skill is questioned and solved before the acquisition and development of the skill is focused on. This characteristic of TGfU allows for students who are not particularly developed in a skill or technique to still actively participate in the games being taught as the focus is more on problem solving techniques.  Through the Questions and Cues developed for each game, students will be required to think critically and tactically. The games presented are often modified games that allow the focus to be on a certain tactical problem and the selection of related skills necessary to solve that problem. The games also allow for optional progressions and further modifications that help to adapt the game for students either experiencing difficulty or requiring a greater challenge.This feature allows for students to be actively involved in the lesson planning and self-assessment. It gives the students options for how to progress based on their self assessed level of performance. For the instances when a modified game is not being utilized, and a skill only task is practiced, the level of the skill needed to solve the tactical problem needs to be improved. This explains the passing and stick handling drills present in the skill/concept development stage of Lesson #2.

    Each day within the 4 lesson block plan has a different overall focus and outlines the tactical problems as well as the off-the-ball movements and on-the ball skills identified within each separate games page and  outlined in the Content Analyses. The content Analyses combines the Inventing Games Unit Outline for Teachers for territory/invasion games which draws upon the TGfU model, cooperative learning and peer teaching which supplies the Tactical Guidelines and the On-the-ball skills and Off-the-Ball movements are adapted from the Movements and Skills for soccer as outlined in Chapter 2 of Teaching Sport Concepts and Skills: A tactical Games approach.

    The Scope and Sequence is an outline of the entry and exit outcomes which are a reflection of the learning outcomes described in the BCIRP for grade 8-10 physical education combined with feedback received from an observational class instructed by Richard Primrose at St. Michael's University School.

    Overall, It is hoped that through the improvement in tactical awareness and skill, students will be encouraged to remain physically active throughout their life. This goal is directly linked to the aim of physical education as outlined in the BCIRP which is to enable all students to enhance their quality of life through active living.

References

Bunker, B., & Thorpe, R. (1986).  The curriculum model. In R. Thorpe, Bunker, D., & Almond, L (ED), Rethinking games teaching (pp. 7-10). Loughborough:       University of Technology, Loughborough.

Griffin, L. L., Mitchell, S. A., & Oslin, J. L. (1997). Teaching sport concepts and skills : A tactical games approach. Champaign, IL: Human Kinetics.

Hooper, T. (1998). Teaching games for understanding using progressive principles of play. CAHPER, 27(1), 1-5.  http://www.educ.uvic.ca/Faculty/thopper/WEB/articles/Cahperd/principle.pdf

Metzler, M. (2005). Instructional models for physical education. Scottsdale, AZ: Holcomb Hathaway Publishers.