Yong Chooi Cheng Mabel
Master Teacher (Physical Education), Academy of Singapore Teachers / Ministry of Education
Shang Thian Huat
Head of Department (Physical Education and Cocurricular Activities), Blangah Rise Primary School
15 November 2023 (Wednesday) - 07:00 AM - 08:00 AM (GMT+8) |RSVP Add to Apple Calendar Add to Google Calendar Add to Outlook
A common practice in the teaching and learning of Physical Education (PE) territorial invasion games is for teachers to design and conduct an end-of-unit culminating event to assess students’ competence and confidence in demonstrating skills and concepts learnt. Currently, culminating events typically take standardised one-size-fit-all formats with conventional equipment and rules specific to the games and sport taught. Teachers have observed that students often lacked specific games and sport skills which resulted in their incompetence to play in such events effectively, thereby causing students to lose interest and confidence in playing territorial invasion games. According to Chow et al., 2016, student-centred approach encourages students in exploratory learning and variability in practice. Hence, to close the learning gaps, the project focuses on enhancing students’ conceptual learning of territorial invasion games using the student-centred approach.
The project consists of the implementation of a series of teacher-designed learning experiences for 10 to 12-year-old students in two Singapore primary schools. The learning experiences based on the student-centred approach provided continuous exploratory opportunities for students to discover, develop and apply their understanding of concepts related to territorial invasion games and play the games effectively. Students were guided to assess own learning and performance, make sound choices, and solve authentic problems to design and play territorial invasion games. Teachers acted as facilitators to guide students to build strong conceptual understanding of territorial invasion games by increasing students’ active participation and ownership in co-constructing knowledge and concepts as team games. The findings of ongoing assessments showed that students displayed the ability to achieve the intended outcomes which included deepening and application of concepts related to territorial invasion games and play in the culminating event more effectively. In addition, students were observed to be more adaptive in their thinking and better able to respond to complex game situations by exploring a wider range of solutions.
At the end of the presentation, participants will be able to gain insights into the intent, teaching processes and assessments of students’ learning outcomes using student-centred approach for conceptual teaching in Physical Education lessons. The presentation includes sharing of lesson plans, video recordings of lessons implemented, students’ artefacts such as game design plans and personal learning reflections.
Job Role Applicability:
- Action Research
- Curriculum Planning
- Game Sense
- Upper Elementary [Age 8 - 10]
- Middle School [Age 11 - 13]