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University of Wollongong

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Faculty of Education - Papers (Archive) Faculty of Social Sciences 2004

Critical inquiry and problem-solving in physical education

Jan Wright

University of Wollongong, jwright@uow.edu.au

Research Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library: research-pubs@uow.edu.au

Publication Details

Tiis book chapter was originally published as Wright, J, Critical inquiry and problem-solving in physical education, in Wright, J, Macdonald, D and Burrows, L (eds) Critical Inquiry and Problem-solving in Physical Education, Routledge, London, 2004. Original book available here.

1 From Wright, J., Macdonald, D. and Burrows, L. (2004) (Eds) Critical Inquiry and Problem-solving in physical education. London: Routledge CHAPTER 1 CRITICAL INQUIRY AND PROBLEM-SOLVING IN PHYSICAL EDUCATION JAN WRIGHT SCHOOLING FOR NEW TIMES Whether they agree that we are now in a period of postmodernity, late modernity or high modernity (Kirk 1997), social commentators do agree that we live in times characterised by profound social and cultural changes which are recognisable globally but reach into the everyday lives of individual. The nature of these changes is in large part attributed to enormous advances in technology which have allowed for the rapid processing and transmission of information within and across countries and cultures. On one hand, the greater accessibility of information from a larger range of sources has exposed different points of view and thus provided more spaces for the challenging of taken-for-granted truths. At the same time, however, the ubiquitous presence of television and other forms of electronic media have provided a context in which populations can be persuaded to particular points of view, which include ways of understanding health and the values and meanings associated with physical activity and sport. For individuals the information explosion, rapid changes in values across and between generations and social groups, and exposure to a wide range of values, produces a world in which knowledge is less certain and in which identities are no longer experienced as fixed and constant (Fernandez-Balboa 1997). These uncertainties extend to work, health, livelihoods, relationships and so. Living in such times has effects on how young people think about and do

• schooling. In Britain, Furlong and Cartmel (1997) have linked these changes to the concept of

the risk society (Beck 1992), in which traditional and institutional forms of social and economic relationships have become fragmented and individuals bear the responsibility and cost of shaping their lives. Rather than follow a predetermined linear trajectory, young people are now called on to balance their multiple involvements in study, employment, relationships and leisure; they are active in constructing their own lives. Wyn and Dwyer (1999) and others (Du Bois-Reymond 1998) call this a 'choice biography', emphasising the extent to which

2 young people are making choices and following complex life patterns, rather than experiencing their pathways through youth as linear or preset. The shifts in young people's life circumstances, and in their responses to these, which have been noted in the youth studies research, have significant implications for the provision of education programs and curricula that meet young people's needs. In the area of physical education, as in many other areas of education, there is a need to rethink the nature, type and content of a curriculum that has undergone little change since the advent of mass schooling in the 1950s. If schools ignore the contexts in which students live and their experiences, knowledge, capacities and concerns, they run the risk of being increasingly irrelevant, for many young people. Young people in Western countries today also live in pluralist societies formed by the increased migration of peoples from a multitude of countries and cultures. Boundaries between cultures both within and across countries are more permeable; the mixing of cultures is not seamless but produces struggles which are inextricably linked with both structural power and the power of particular discourses or meanings to define how particular cultural groups might be thought about and acted upon. According to Carson (Carson and Friedman 1995: ix), taking up the challenge of living in such pluralist societies requires an active engagement with the 'diverse ethnic, racial and national issues' which they present. In this context, The New London Group argue for a new notion of citizenship. Speaking primarily, but not only, of literacy the Group argues for a 'civic pluralism', where differences are actively recognised, where these differences are negotiated in such a way that they complement each other, and where people have the chance to expand their cultural and linguistic repertoires so that they can access a broad range

• f cultural and institutional resources

(The New London Group 1996: 69) This may seem beyond the remit of physical education. However physical education cannot and should not pretend that is can remain isolated from the social and cultural world from which children and teachers, nor from the broader social context which both shapes and is shaped by what happens in the name of education. Burrows' chapter in this book provides the example of how physical education has been radically reviewed to incorporate the world view

3

• f the Maori people in New Zealand. This model challenges other governments and physical

educators to think radically about the role physical education plays in both reproducing and challenging the power of the dominant ways of thinking about and doing physical education. EDUCATION IN A POSTMODERN WORLD Tom Bentley a social policy analyst and Director of DEMOS, UK (2002), points to four key 'structural and cultural changes' of the last two decades which have affected and will continue to affect education. The first and last of these are particularly relevant to teaching and learning in school contexts:

• an economic shift towards service-based and knowledge-intensive industries;
• the creation of societies and communities characterised by social diversity, fluidity

and networks where 'traditional forms of authority and social identity exert less influence;

• major demographic changes and changes in the kinds of working lives that young

people of today can expect as compared to those of their parents; and

• advances in information and communication technologies (ICTs).

(Bentley 2002: 2) According to Bentley (2002: 2), service-based and knowledge-intensive industries depend on innovation and creativity which, in turn, require workers who have 'a new set of generic skills and qualities, centred on teamwork, communication and the ability to manage one's own learning, alongside specialist and technical knowledge'. Like many other writers (e.g. Hinkson 1991; Kenway and Bullen 2001), Bentley also argues that ICTs will have a profound impact

• n the nature of teaching and learning. As learners have greater access to proliferating

information channels and sources, 'alternative ways to sort, combine and evaluate knowledge in a sea of information' are required (Bentley 2002: 2). The New London Group (1996) warns, however, that schools should not simply be about producing compliant docile workers. While not underestimating the necessity for schools to provide students with the opportunities to develop the skills necessary for access to new forms of work, The Group (1996: 67) argues that schools should also provide the means for critical engagement – that is, 'the capacity to speak up, to negotiate, and to be able to critically

4 engage with the conditions of their working lives'. As Thomson and Comber (2002) point out, many curriculum and policy documents do include goals and outcomes pointing to social learning, active citizenship and student participation. The full realisation of these outcomes for all students, however, has often been constrained by the competing agendas of accountability, performance management and standardised testing. This is not to say that

• pportunities do not exist in school education for active student participation and the

inclusion of students traditionally locked out from responsibility, decision-making and relevant learning. Thomson and Comber describe a number of approaches, and point to the potential of health education and health promotion as sites which are specifically given an imprimatur to 'engage' students, to work with meaningful knowledge, to value their contributions and to engage in advocacy. Other characteristics of the approaches they describe, which are relevant to this book, are 'the importance of working in groups, (and) engaging in cooperative work on team-based action oriented curriculum' (Thomson and Comber 2002: 2). It is clear from the arguments above that it is the responsibility of schooling to assist the student in developing skills and qualities and particular forms of learning practices, that will enable them to participate in a changing workplace, where specialist and technical knowledge will be rapidly superseded, and to participate in a changing and complex social world, where they will be constantly confronted with enormous amounts of information which may be contradictory and confusing. What are the generic skills they will require to do this and how are they acquired? In the literature there are frequently repeated references to 'deep learning', 'access to deeper, more enduring forms of understanding', 'the need to sort, combine and evaluate knowledge', 'the ability to manage one's own learning', 'communication and teamwork', (Bentley 2002), rich conversations that built on children's life world experiences and 'funds of knowledge' (Thomson 2002), the ability to critically engage with social meanings and so on. Implicit in all of these concepts is an understanding that learning is not simply about the transmission of a relatively fixed body of knowledge but about meanings as constructed through the activities of learners as they engage/interact with their environment. A second assumption is that the process of learning and knowing is more important than particular facts

• r even technical skills since knowledge is not fixed and specialist skills may rapidly be come
• ut of date. A third assumption is that to be active participants in a world characterised by

5 social and cultural diversity people need to be able to critically engage with that world - with socially produced knowledge, with workplace expectations and from the point of view of the authors of this book with the values and social practices associated with physical activity and physical culture (Kirk 1997). They also need to be able to deal with the uncertainty of conflicting and changing knowledge and to make sense of such knowledge so that they can make choices about how they will act. DEFINING TERMS We would argue that critical thinking, critical inquiry and problem-solving together with related concepts such as critical reflection, critical engagement are some of the main abilities/capacities needed by young people in these 'new times'. The meanings ascribed to each of these terms in the academic literature and in general use in education contexts are not always shared by those who use them and in some cases are the subject of considerable

• debate. Critical thinking and critical inquiry, in particular, seems to be used almost

interchangeably by two rather different groups. There are however discernable differences between those who tend to espouse the development of critical thinking as one of the main responsibilities of schooling and those who use the term 'critical' or 'social inquiry' Proponents of 'critical thinking' tend to draw on a philosophical tradition of 'logical reasoning', attention is directed to problem-solving, reasoning and higher order thinking

• skills. According to McPeck (1981: 7), for example, critical thinking involves a 'judicious use
• f scepticism'. He suggests that '(l)earning to think critically is in large measure learning to

know when to question something, and what sorts of questions to ask'. Critical thinking can engage a social dimension. For Rudinow and Barry (1994) and Brookfield (1987), for example, it involves 'unsettling deeply held beliefs' through the examination of one's own and

• thers' beliefs, through challenging assumptions and claims to universal truths. Rudinow and

Barry (1994: 20) argue that 'critical thinking is necessary if we are to make sense of what we hear and read, gain insight into the information and claims that bombard us, make discussions more illuminating, and develop and evaluate our positions on issues.' The emphasis, however, remains on the process, that is the teaching and learning of thinking skills, rather than on what kind of knowledge is questioned. In the context of physical education, Drewe and Daniel (1998) argue that critical thinking can be learned through the teaching of games, specifically where a movement education approach is adopted. They also suggest that critical thinking can contribute to improved performance and to the acquisition of the 'practical knowledge' which

6 is at the core of physical education. In this volume the work of Bell and Penney provides an example of how the tenets of critical thinking have been used in the development of the PlaySMART programme in the UK. In contrast to a focus on specific skills of reasoning, but still with an interest in students as enquirers, is another approach to critical inquiry which draws on critical and social theory for its rationale. Proponents of this approach are primarily interested in assisting students to examine and challenge the status quo, the dominant constructions of reality and the power relations that produce inequalities, in ways that can lead to advocacy and community action. This approach has influenced the most recent developments in physical education syllabi in Australia and New Zealand. The syllabi for both junior and senior secondary students in these countries have an explicit commitment to a 'socio-cultural' perspective, achieved through engaging students in critical inquiry. The various interpretations available around the term 'critical inquiry', however, have left considerable spaces for the way in which 'socio-cultural' is interpreted in practice. In this volume, the chapters by Burrows and Gard draw on this approach to explore how different forms of movement can challenge both traditional ways of thinking about, and of doing physical activity. They also propose that physical activity, as a site for the production of knowledge and social values, can be a fruitful context in and through which to examine those values and to recognise the means of their production. This theme is taken further in Wright's chapter where media sports texts are examined for the ways in which they can both (re)produce and challenge dominant social and cultural constructions

• f race, gender and generation.

Related to both of these approaches to critical thinking and critical inquiry and in some ways underpinning them, is an approach to teaching and learning in physical education that draws directly and explicitly on learning theory, and most notably the various forms of constructivist learning theory. For those drawing on constructivism, there is usually a specific interest in

• ne or more of the following concepts: 'problem-solving', 'reflection', 'critical reflection',

'student-centred learning' and/or 'critical engagement'. Specific attention is paid to how students make meaning, how they construct knowledge and how this can best be 'scaffolded'. This approach is discussed in detail by Macdonald in chapter two of this volume. Many of the authors in the volume (e.g. Fitzgerald and Jobling; Griffin and Sheehy; Hastie; Mallett) draw specifically on a constructivist framework to explain their purpose and the specific strategies they engage to assist students' learning.

7 IN THE CONTEXT OF PHYSICAL EDUCATION As Thomson (2002) and others point out (Tinning et al. 2001), schooling is about developing particular kinds of citizens, both explicitly – for instance, the 'active citizenship' described in many policy and educational documents and implicitly – individuals who conform to social values and contribute to society. Physical education has historically legitimised its existence because of its contribution to this enterprise and as the notion of the 'citizen' has changed so too has physical education (Tinning et al. 2001). For instance in Victorian England, physical training was instituted in elementary schools to produce a healthy and docile workforce (Kirk 1999). In the twentieth century, physical education in the English speaking world has continued to be concerned with the health of young people; but in practice until recently has primarily been a site where the learning of physical skills and knowledge about games, dance, gymnastics has taken place. Its concern has been the development of physical competence and/or the necessity of physical activity/exercise to good health. While this clearly remains a central concern of physical education, there are increasing calls for a physical education which is responsive to contemporary societies and cultures and a physical education that is also able to address broader cross curriculum goals (in the UK) or curriculum frameworks (in Australia); and which is able to make a contribution to imperatives generated by these new times. In addition those areas of social life which are the concern of physical education are themselves radically changing. As the nature of work changes so does the nature of leisure. The forms and practice of sport and physical activity are increasingly influenced by commodification and consumerism and the shift away from team sports to individual recreational activities pursued in many different ways. It is argued (Tinning and Fitzclarence 1992) that if physical education ignores these changes it will become increasingly irrelevant not only to children and young people but to those making decisions about what should be included in the curriculum and what not. What contributions does physical education have, then, in the making of citizens in new times? Tinning and Fitzclarence and others (e.g. Fernandez-Balboa 1997; Kirk 1997; Laker 2002), argue for a new approach to physical education which takes account of new times and the experiences and interests of young people who live in worlds often vastly different from those who have framed traditional forms of physical education. Kirk (1997: 58), for instance,

8 argues that physical education programs must 'start to both reflect and contribute more directly to popular physical culture'. He challenges the dominance of team sports sport in physical education and argues for radical changes to ways of thinking about the organization

• f physical education, the kinds of physical activities that count and forms of pedagogy
• employed. He goes on to argue that together with new ways of engaging students in physical

activity, physical education should also assist students in becoming critical of the practices associated with popular physical culture. He quotes George Sage to exemplify such an approach: Critical social thought applied to sport is not critical simply in the sense of expressing disapproval of contemporary sport forms and practices; instead its intent is to emphasize that the role of sport scientists needs to be expanded beyond understanding, predicting and controlling to consider the ways in which the social formations of sport can be improved, made more democratic, socially just and humane. (Sage 1992, quoted in Kirk 1997: 59) Over the last five years or so, syllabus writers have not been unresponsive to the challenges posed by changing social and cultural contexts. In the remaking of physical education syllabi in the late 1990s and 2000s syllabus 'goals', 'statements' and 'standards' have usually included references to the concepts of understanding diversity, problem-solving, critical thinking and critical inquiry. There has been a shift of emphasis to the student as learner, not only of particular forms of physical practices (e.g. motor skills) but as one who can engage in problem solving, collaborative learning and perhaps to a lesser extent critical inquiry. There has been an expectation that physical education will also contribute to the wider educational goals of providing opportunities for students to learn how to engage with knowledge – that is, that physical education will engage students in activities which require critical thinking, critical enquiry, problem-solving and collaboration with others in the process of learning. However the ways in which these concepts have been taken up differ considerably both between and within countries and have very much depended on local political, economic and cultural circumstances. For instance, in the UK, the policy document, Sport: Raising the Game was produced by the Department of National Heritage (which no longer exists) in a context where concerns about the apparent decline in participation and the lack of success of UK athletes in international competition generated a set of imperatives which saw a focus on

9 sport resurrected in syllabus documents. In Australia and New Zealand, the integration of health education with physical education has produced a different set of expectations that influence what it is possible and not possible to do in physical education. In the USA, the absence of national curriculum makes it difficult to talk about commonalities in practices across states, although the National Standards for Physical Education (NASPE 1995) provides some guidance on current understandings of the physically educated individual from the North American position. Despite these different contexts, there has, however been a discernible shift in most physical education syllabi over recent years. This shift seems to reflect two key influences on curriculum planning and the kinds of practices that can constitute the physical education

• lesson. The first influence can be understood as an increasing emphasis on the social or the

socio-cultural aspects of physical education; the second the influence of cognitive theories of learning which have come to dominate learning theory in education more widely. Neither of these are new; in particular a socio-cultural perspective has been argued for by those espousing a critical pedagogical position in physical education for some time (e.g. Crum 1993; McKay et al. 1990; Wright 1996). What has changed is that these approaches have moved into the mainstream of physical education and been incorporated formally into curriculum aims and goals and into ways of teaching physical education. In Australia and New Zealand, a socio-cultural perspective now underpins most syllabi particularly in the senior years. This has been particularly promoted and facilitated by the joining of health or health education with physical education (HPE). The socio-cultural perspective has been interpreted in a number of ways, none of which are mutually exclusive, ranging from a knowledge of social determinants (e.g. participation in physical activity) to advocacy for social justice as promoted in the Ottawa Charter. In Australia and New Zealand the integration of HPE has also meant that physical education for junior as well as senior students may include classroom based lessons where students explicitly learn about physical activity, exercise and sport. In both the UK and Australia, national curriculum goals and curriculum frameworks which describe the goals or aims of schooling more widely have also provided an impetus for different ways of writing syllabuses and in the UK spaces for subverting physical education syllabuses (Penney and Evans 1999). For instance, the learning

• utcomes of the Queensland years 1 to 10 Syllabus (Queensland School Curriculum Council

1999) are designed to assist students become lifelong learners. The kind of attributes

10 articulated in this document link closely with those described above in relation to critical thinking, critical inquiry and problem-solving. They are specified as follows:

• a knowledgeable person with deep understanding (decision-making)
• a complex thinker (solve problems, make judgments about accuracy of information,

engage in what later defined as elements of critical inquiry)

• a creative person (problem-solving – 'explore options and consequences of their

choices .. think laterally'

• an active investigator ('pose problems, develop hypotheses, initiate and answer

questions'

• an effective communicator (… use individual and group performances to express

ideas)

• a participant in an interdependent world
• a reflective and self-directed learner (can critically reflect on ways in which socio-

cultural factors…; critically evaluate assumptions and viewpoints and give reasons to justify conclusion and assertion ..). (Queensland School Curriculum Council 1999: 2-3) The contribution of the Health and Physical Eduction Key Learning Area (HPE KLA) is specified in relation to each of these attributes. One example will provide an indication of how these are elaborated in relation to the learning opportunities designated for years 1-10 HPE. Reflective and self-directed learner Learners critically reflect on ways in which sociocultural factors shape personal identity, relationships and participation in physical activity, and consider ways to manage these influences. Learners investigating issues of health, physical activity and personal development reflect on:

• what they have learned;
• how they have learned;
• how they can transfer what they have learned to new situations;
• the impact of their actions on themselves, others and the environment.

11 They critically evaluate assumptions and viewpoints, and give reasons to justify conclusions and assertions. They plan, monitor the effectiveness of their plans, and use these conclusions as a basis for further action towards the promotion of health and personal development and participation in physical activity. (Queensland School Curriculum Council 1999: 3) In the UK and the USA, physical education remains quite separate from health education and at least for most of high school, physical activity remains the primary medium for learning in, through and about the physical (Kirk 1997). Social justice perspectives are more likely to be incorporated into notions of appropriate behaviour towards others and sensitivity to difference and diversity. For instance, the document Moving into the Future: A guide for content and assessment produced by the National Association of Sport and Physical Education (NASPE 1995) includes in its content standards competencies which relate to the social and interpersonal as well as to movement and motor skills. For instance, numbers 5-7 of the competencies of a physically educated person are as follows:

• 5. Demonstrates responsible personal and social behavior in physical activity

settings

• 6. Demonstrates understanding and respect for differences among people in

physical activity settings.

• 7. Understands that physical activity provides opportunities for enjoyment,

challenge, self-expression, and social interaction. (NASPE 1995: 1) The influential American physical educator Darryl Siedentop was more specific concerning the contribution physical education can make and should make to living in contemporary

• societies. He argued that students need to be 'involved critically in the sport, fitness and

leisure cultures of their nations' (in Tinning, 2002: 338) and that physical education teachers need to produce activity enhancing environments to facilitate the development of physically educated citizens:

• To be adaptable and live with uncertainty;
• An interest in the meaning of activity to young people;

12

• Skills in working with people across institutional boundaries;
• To be competent leaders
• To know how to engage children and youth in critical ways with the subject

matter. (Tinning 2002: 388) In the UK the emphasis on social justice issues is also less obvious until the senior years. However, physical education in the UK has a long tradition of learning through movement and the most recent iterations of this tradition are approaches such as teaching games for understanding (TGFU) and games sense (ref Thorpe and see Griffin in this book). At the same time these are underpinned by a notion of equity and social justice – so much so that there has been something of a backlash from traditional sport advocates who see such approaches as undermining and diluting the competitive team sport ethos and the capacity of the UK to compete in international competition. Nevertheless the UK A-level Physical Education (Kirk et al. 2002) does provide spaces for a more critical examination of physical activity. It is underpinned by four principles: interaction of knowledge, making knowledge personal, equity and inclusion, and synopsis. These each provide opportunities for a critically reflective approach to physical education. For instance, in relation to the principle, 'equity and inclusion', students are advised that it is about valuing and celebrating 'diversity and difference between societies and cultures in relation to sporting interests, traditions and behaviours' (Kirk et al. 2002: 11). Applying the principle of 'making knowledge personal' involves:

• discovering the links between what you already know or can do and the new

information and challenges that you encounter;

• working out which pieces of information within a whole range of new knowledge

you should attend to;

• becoming more aware of how you learn and being better able to learn from

experience; seeing the relationships between the local, national and global contexts in which you live; and

• learning through critical reflection on your experience and the experiences of
• thers.

13 (Kirk et al. 2002: 10) Penney and Evans (1999) suggest that the National Curriculum cross curricular competencies also provide spaces for ways of doing physical education which go beyond the apparently limited scope of the sport dominated National Curriculum in Physical Education. They draw

• n Mawer (1995) to argue that to meet the National Curriculum objectives 'a variety of

teaching styes and strategies' are required. In relation to physical education this would mean 'addressing the development of 'decision-making, problem-solving and person and social skills'; this would in turn require that students take greater responsibility for their own learning and teachers take on 'a more facilitatory and mentoring role' (Penney and Evans 1999: 133). CRITICAL INQUIRY AND PROBLEM-SOLVING IN PRACTICE The following chapters in this volume are designed to locate specific examples of critical inquiry and problem-solving in physical education in their theoretical contexts. As has already been pointed out there is no one way of understanding the concepts of critical inquiry and problem-solving and no attempt has been made in this collection to privilege one interpretation above any other. Rather what has been important is that the frameworks on which each author are made explicit at the beginning of each chapter. Part one of the book is completed by Macdonald's chapter on learning in physical education which discusses in detail the pedagogical frameworks that underpin many of the following chapters. In part two of the volume, the chapters are primarily, although not only, concerned with the practice of physical education as it directly involves students engaging in physical activity. In some school systems, this will parallel physical education in the early and middle years of secondary schooling, in others it will have relevance across all years and we would argue to physical education as it is practised in tertiary education contexts. The first of the chapters in this section are concerned with the way students can be engaged in problem-solving through physical activity. For Griffin and Sheehy this is through teaching games for understanding, for Hastie, through the medium of sport education and for Bell and Penney through the

• PlaySMART. Gard also examines the potential for dance as a site for problem-solving but

goes further to ask how dance might also be a site for challenging dominant social and cultural meanings. The chapters by Fitzgerald and Jobling and Macdonald both look to the possibilities of student centred learning and in Macdonald's chapter the potential of physical

14 education contexts for the implementation of an integrated approach to curriculum and

• pedagogy. Burrows uses the example of Maori models of health and physical education to

examine the potential of physical education to incorporate and explore diverse cultural perspectives. Part three reflects recent developments in physical education, particular in senior secondary contexts, whereby physical activity has come to be understood as a personal and social practice about which information can be collected and examined for a range of educational

• purposes. This section of the book provides a number of examples of how this might happen,

ranging from those which focus of possibilities of learning particular forms of knowledge within the field using a critical inquiry/problem-solving approach (see for example the chapters by Mallett and by Sanders) to those which question the knowledge and social relations associated with sport and physical activity (i.e. the chapters by Gard and by Wright). As a final example of practice, Glasby and Macdonald's chapter raises the issue of what forms

• f relations between teachers and students are needed if problem-solving and cirtical inquiry

are to take place effectively. They argue for a negotiated curriculum where students are actively involved in decision-making about what they do and how they do it. In the final chapter Kirk locates the earlier chapters historically and in relation to contemporary social theory in education. He argues the need for such an approach but points

• ut the challenges which face those who would be innovative in the ways proposed by authors

in this book. Each of the writers however demonstrate through their examples of their own involvement in secondary and tertiary physical education contexts that it is possible to think and do physical education differently and we invite readers to think themselves into the possibilities provided here to create enjoyable and challenging physical education experiences for their students. REFERENCES Beck, U. (1992) Risk Society: Towards a New Modernity. London: Sage. Bentley, T. (2002) What learning needs, towards educational transformation: A challenge of nations, communities and learners. A keynote paper presented at the Curriculum Corporation Conference, 27 May, Canberra, Australia. Brookfield, S.D. (1987) Developing Critical Thinkers: Challenging Adults to Explore Alternative Ways of Thinking and Acting, London: Open University Press.

15 Carson, D. and Freidman, L.D. (1995) Shared Differences: Multicultural Media and Practical Pedagogy, Urbana and Chicago: University of Illinois Press. Crum, B. (1993) 'Conventional thought and practice in physical education: problems of teaching and implications for change', Quest 45: 339-56. Du Bois-Reymond, M. (1998) 'I don't want to commit myself yet: young people's life concepts', Journal of Youth Studies 1: 63-79. Fernandez-Balboa, J-M. (ed.) (1997) Critical Postmodernism in Human Movement, Physical Education and Sport, Albany: SUNY Press. Furlong, A. and Cartmel, F. (1997) Young People and Social Change, Buckingham: Open University Press. Hinkson, J. (1991) Postmodernity: State and Education, Geelong, Australia: Deakin University Press. Kenway, J. and Bullen, E. (2001) Consuming Children: Education-entertainment-advertising, Buckingham UK: Open University Press. Kirk, D. (1997) 'Schooling bodies for new times: The reform of school physical education in high modernity', in J-M. Fernandez-Balboa (ed.) Critical Aspects in Human Movement: Rethinking the Profession in the Postmodern Era, Albany: SUNY Press. Kirk, D. (1999) 'Embodying the school/ schooling bodies: physical education as disciplinary technology', in C. Symes and D. Meadmore (eds) The Extra-Ordinary School: Parergonality and Pedagogy, New York: Peter Lang. Kirk, D., Penney, D., Burgess-Limerick, R., Gorely, T. and Maynard, C. (2002) A-Level Physical Education: The Reflective Performer, Champaign, IL.: Human Kinetics. Laker, A. (2002) Beyond the Boundaries of Physical Education, London: Routledge Falmer. McKay, J., Gore, J. and Kirk, D. (1990) 'Beyond the limits of technocratic physical education', Quest 42, 1: 52-75. McPeck, J. (1981) Critical Thinking and Education, Oxford: Martin Robertson. National Association of Sport and Physical Education (NASPE) (1995) Moving Into the Future: National PE Standards: A Guide to Content and Assessment, Boston MA: McGraw-Hill Education. Penney, D. and Evans, J. (1999) Politics, Policy and Practice in Physical Education, London: (E&FN Spon) Routledge. Queensland School Curriculum Council (1999) Health and Physical Education: Years 1 to 10 Syllabus, Brisbane: Queensland Publishing Services.

16 Rudinow, J. and Barry, V.E. (1994) An Invitation to Critical Thinking, Florida: Harcourt Brace. The New Learning Group (1996) 'A pedagogy of multiliteracies: designing social futures', Harvard Educational Review 66, 1: 60-92. Thomson, P. (2002) 'Going to ground: stories of work, play and educational change', A paper presented at the Curriculum Corporation Conference, 27 May, Canberra, Australia. Thomson, P. and Comber, B. (2002) 'Options within the regulation and containment of student 'voice' and/or students researching and acting for change: Australian experiences'. A paper presented at the Annual Meeting of the American Educational Research Association http://www.unisa.edu.au/csipic/publications/publications_Thomson3.html (Jan 24, 2003) Tinning R. (2002) 'Engaging Siedentopian perspectives on content knowledge in physical education', Journal of Teaching in Physical Education 21, 4: 378-91. Tinning, R. and Fitzclarence, L. (1992) 'Postmodern youth culture and the crisis in Australian high school physical education', Quest 44: 287-303. Tinning, R., Macdonald, D., Wright, J. and Hickey, C. (2001) Becoming a Physical Education Teacher, Sydney: Prentice Hall. Wright, J. (1996) 'Mapping the discourses in physical education', Journal of Curriculum Studies 28, 3: 331-51. Wyn, J. and White, R. (1997) Rethinking Youth, Sydney: Allen & Unwin. Wyn J. and Dwyer, P. (1999) 'New directions in research on youth in transition', Journal of Youth Studies 2, 1: 5-21 Daniel, M-F. and Bergman-Drewe, S. (1998) 'Higher-order thinking, philosophy, and teacher education in physical education', Quest 50,1: 33-58.

1

Critical Thinking in Physical Education

Critical Thinking in PE - Definitions

McBride (1992) defined ’critical thinking’ in physical education as “reflective thinking that is used to make reasonable and defensible decisions about movement” (p.115). Critical thinking has also been defined as the process of estimating, evaluating, noting similarities and differences, or offering opinions with reasons (Lipman, 1988). He also defined critical thinking as “skillful, responsible thinking that facilitates good judgement because it  Relies upon criteria  Is self-correcting and  Is sensitive to context” Critical thinking therefore is a form of cognitive accountability based on concept formation in which the learner notes relationships and makes conscious decisions based on established criteria. The constant knowledge explosion in which today’s children are immersed demands that they become critical thinkers in order to bring personal meaning and clarity to what is happening around them. McBride (1992) developed a four-phase schema (see next page) to represent the process of critical thinking in physical education. The four phases:  Cognitive organizing  Cognitive action  Cognitive outcomes and  Psychomotor outcomes provide a template for teachers to address critical thinking within physical education activities.

• P. 663 Gallahue, D.L. & Cleland Donnelly, F., Developmental physical education for all

children, 4th edition, Human Kinetics, 2003

Critical Thinking or Critical Inquiry

Critical thinking and critical inquiry, in particular, seems to be used almost interchangeably by two rather different groups. There are however discernable differences between those who tend to espouse the development of critical thinking as one of the main responsibilities of schooling and those who use the term 'critical'

• r 'social inquiry'.

Proponents of 'critical thinking' tend to draw on a philosophical tradition of 'logical reasoning', attention is directed to problem-solving, reasoning and higher order thinking skills. According to McPeck (1981: 7), for example, critical thinking involves a 'judicious use of scepticism'. He suggests that '(l)earning to think critically is in large measure learning to know when to question something, and what sorts of questions to ask'. Critical thinking can engage a social dimension. For Rudinow and Barry (1994) and Brookfield (1987), for example, it involves 'unsettling deeply held beliefs' through the examination of one's own and others' beliefs, through challenging assumptions and claims to universal truths. Rudinow and Barry (1994: 20) argue that 'critical thinking is necessary if we are to make sense of what we hear and read, gain insight into the information and claims that bombard us, make discussions more illuminating, and develop and evaluate our positions on issues.' The emphasis,

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however, remains on the process, that is the teaching and learning of thinking skills, rather than on what kind of knowledge is questioned. In the context of physical education, Drewe and Daniel (1998) argue that critical thinking can be learned through the teaching of games, specifically where a movement education approach is adopted. They also suggest that critical thinking can contribute to improved performance and to the acquisition of the 'practical knowledge' which is at the core of physical education. In contrast to a focus on specific skills of reasoning, but still with an interest in students as enquirers, is another approach to critical inquiry which draws on critical and social theory for its rationale. Proponents of this approach are primarily interested in assisting students to examine and challenge the status quo, the dominant constructions of reality and the power relations that produce inequalities, in ways that can lead to advocacy and community action.

• P. 5 From Wright, J., Macdonald, D. and Burrows, L. (2004) (Eds) Critical Inquiry and

Problem-solving in physical education. London: Routledge 2004.

• P. 663 Gallahue, D.L. & Cleland Donnelly, F., Developmental physical education for all

children, 4th edition, Human Kinetics, 2003

Critical Thinking Dispositions

Gallahue & Cleland (2003) list the following dispositions or habitual ways of behaving that are conducive to engaging in critical thinking activities:  Trying to be well informed  Being open minded  Being sensitive to other’s ideas  Being patient and  Being willing to share ideas Gallahue and Cleland Donnelly note that, “teachers …. must be sensitive to children’s overall development and, after assessing their students’ dispositions,

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determine how much, for how long, and when to integrate thinking within physical education activities.” (P. 663)

Selecting appropriate teaching styles

Teachers are the catalysts or facilitators of critical thinking in physical education. “…. to become an effective catalyst, teachers must shift their role from controller of information to facilitator of information. In physical education, this means we must rely less on traditional demonstration/replication (direct) mode of instruction and use

• ther modes of indirect instruction associated with fostering critical thinking.”

(McBride & Cleland, p. 42)

Spectrum of Teaching Styles

The Spectrum of Teaching Styles as summarized below is attributable to Muska

• Mosston. For more information, refer to: Mosston, M. & Ashworth, S. (2002).

Teaching physical education (5th ed.). San Francisco: Benjamin Cummings.

REPRODUCTION CLUSTER: “Teacher-centered” wherein the teacher makes all or

most of the decisions concerning what, how, where and when to perform. The reproduction styles are efficient and focused and leave little chance for

• misunderstanding. The structured learning environment associated with reproduction

styles is conducive to good classroom management. Styles within this cluster engage students in thinking processes such as memory, recall, identification, and sort or cognitive operations that deal with past and present knowledge.

Command Style A:

To learn to do tasks accurately and within a short period of time and reproduce teacher model of skill performance. All decisions (e.g., how long to practice, where to stand, when to stop and start practice.) are made by the teacher.

Practice Style B:

To offer students time to work privately and individually, to give the teacher time to

• ffer the student private and individual feedback.

Reciprocal Style C:

To work with a partner and learn to assess their performance as well as offer feedback to the partner or small group.

Self-Check Style D:

For students to learn to do a task and assess it on their own, according to criteria provided by the teacher.

Inclusion Style E:

For students to learn to select a level of a task they can perform and to check their

• wn work.

PRODUCTION CLUSTER: “Student-centered” styles based on the philosophy that

learning is more than reproducing or modeling of correct movement behaviors. The production styles facilitate the discovery of concepts as well as the development of alternatives and new concepts.

Guided Discovery Style F:

Teacher asks a series of questions which stimulates a student’s set of corresponding responses; each question or problem posed by the teacher elicits a single, correct movement response or answer that is discovered by the student.

4 Convergent Discovery Style G:

Engages students in a logical procedure of finding a single solution to a question or problem.

Divergent Production Style H:

Engages students in discovering multiple responses to a given problem or question.

From: Impacting Learners through Enriched Physical Education Environments: A Developmental Perspective, Dr Frances Cleland, West Chester University, USA ACHPER Active & Healthy Vol 18 No 2, 2011

What are the major teaching pedagogies/approaches/models in PE?

 Fundamental Movement Skills

• Whole method
• Whole/part method

 Teaching Games for Understanding

• Game Sense
• Play with Purpose

 Cooperative Learning  Teaching Personal & Social Responsibility through Physical Activity  Sport Education

Teacher Questions for Reflecting on Phys Ed Understandings

05/01/2013

The questions we ask our students and the answers they give play an important role in assessing student understanding and learning in our #PhysEd programs. Good teacher questions enable us to assess prior and changing student knowledge, give students the ability to demonstrate complex strategic understanding in a games

• r how they can transfer their knowledge and skills across sports.

In my eyes, and the eyes of many, Kath Murdoch (@kjinquiry) has been the authoritative figure in inquiry based education for some time now. The best thing about Kath is her emergence on Twitter as not only a source of invaluable information, but someone who is openly willing to share her knowledge and experience with teachers all around the world. Through connecting with her in a #pypchat recently I was able to collaborate with her in adapting her "Phases of Inquiry" for physical educators.

From: Inquiry & Technology in #PhysEd found at: http://www.iphys- ed.com/4/post/2013/05/teacher-questionsfor-reectingon-physedunderstandings.html 16 July 2013

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Ready to go Resources to support your learning program

Pill, S. Play with Purpose, Game Sense to Sport Literacy 3rd Edition. ACHPER 2012 Baldock, R., Hewitt, M. McDonald, R. & Pill, S. Tennis For Primary Schools, Tennis Australia 2017

Further Readings on Critical Thinking in PE

Cleland, F.E. & Pearse, C. (1195). Critical thinking in elementary physical education: Reflections on a yearlong study. JOPERD, 66, 31-38 Gallahue, D.L. & Cleland Donnelly, F., Developmental physical education for all children, 4th edition, Human Kinetics, 2003 Lipman, M. (1988). Critical thinking – What can it be? Educational Leadership, 46 (1), 38-43. McBride, R. (1992). Critical thinking – an overview with implications for physical

• education. JTPE, 11, 112-125.

McBride, R., & Cleland, F.E. (1998). Critical thinking in physical education. Putting theory where it belongs: In the gymnasium. JOPERD, 69, 42-46. “Revised Australian Curriculum: Health and Physical Education curriculum for viewing – July 2013” at: http://www.acara.edu.au/verve/_resources/Revised_HPE_curriculum_for_publication _on_ACARA_website_-_FINAL.pdf Wright, J., Macdonald, D. and Burrows, L. (2004) (Eds) Critical Inquiry and Problem- solving in physical education. London: Routledge 2004. This chapter can also be found at: http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1013&context=edupapers&sei- redir=1&referer=http%3A%2F%2Fscholar.google.com.au%2Fscholar%3Fq%3DCritic al%2Bthinking%2Band%2Bcritical%2Binquiry%2Bin%2Bphysical%2Beducation%26 btnG%3D%26hl%3Den%26as_sdt%3D0%252C5%26as_vis%3D1#search=%22Criti cal%20thinking%20critical%20inquiry%20physical%20education%22

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TENNIS FOR PRIMARY SCHOOLS

i 1 3 5 6 8 8 9 10 11 13 14 14 16 18 20 21 22 25 26 71 115 160 204 248 251 252 253 254 Acknowledgements Introduction - Growing Tennis Participation Statement of support Tennis for Schools A Game Sense Approach (GSA) Progressing and or regressing an activity Net/court/wall games The building blocks A modified tennis environment Playing area and equipment About this resource Australian Curriculum Key ideas: Health and Physical Education propositions Key ideas: Health and Physical Education propositions as adapted for the Tennis for Primary Schools resource General capabilities Providing an engaging learning environment Managing large classes Approaches to assessment Adoption and interpretation on an international scale Purple Stage – Foundation Blue Stage Y – ears and 1 2 Red Stage Y – ears and 3 4 Orange Stage – Years 5 and 6 Green Stage – Years 7 and 8 Glossary/references/appendices References Appendix 1: Professional learning and events Appendix 2: School competitions Appendix 3: Links Appendix 4: Assessment tools 255

CONTENTS

GREEN STAGE

YEARS 7 AND 8

Tennis for Primary Schools | Green Stage - Years 7 and 8 204

CURRICULUM BAND SUMMARY

YEARS 7 AND 8 BAND DESCRIPTION

e Year 7 and 8 rrilm eands stdents noledge nderstanding and sills to el tem aieve sessl otomes in lassroom leisre soial movement and online sitations Stdents learn o to tae ositive ation to enane teir on and oters ealt saet and elleing e do tis as te eamine te natre o teir relationsis and oter ators tat inene eoles elies attitdes oortnities deisions eaviors and ations Stdents demonstrate a range

• elseeing strategies tat sort tem to aess and evalate ealt and sial ativit

inormation and servies e rrilm or Years 7 and 8 sorts stdents to rene a range o seialised noledge nderstanding and sills in relation to teir ealt saet elleing and movement ometene and

• ndene Stdents develo seialised movement sills and nderstanding in a range o sial

ativit settings e analse o od ontrol and oordination inene movement omosition and erormane and learn to transer movement sills and onets to a variet o sial ativities Stdents elore te role tat games and sorts otdoor rereation lielong sial ativities and rtmi and eressive movement ativities la in saing ltres and identities e reet on and rene ersonal and soial sills as te artiiate in a range o sial ativities

• s areas to e addressed in Years 7 and 8 inlde

Alcohol and other drugs (AD) Food and nutrition (FN) ealt enets o sial ativit PA ental ealt and elleing Relationships and sexuality (RS) Safety (S) Challenge and adventure activities (CA) Games and sports (GS) Lifelong physical activities (LLPA) tmi and eressive movement ativities

YEARS 7 AND 8 ACHIEVEMENT STANDARDS

te end o Year 8 stdents evalate strategies and resores to manage anges and transitions and investigate teir imat on identities Stdents evalate te imat on elleing o relationsis and valing diversit e analse ators tat inene emotional resonses e investigate strategies and raties tat enane teir on oters and ommnit ealt saet and elleing e investigate and al movement onets and selet strategies to aieve movement and tness otomes e eamine te ltral and istorial signiane o sial ativities and eamine o

• nneting to te environment an enane ealt and elleing Stdents al ersonal and

soial sills to estalis and maintain resetl relationsis and romote saet air la and inlsivit e demonstrate sills to mae inormed deisions and roose and imlement ations tat romote teir on and oters ealt saet and elleing Stdents demonstrate

• ntrol and ara en erorming seialised movement seenes and sills e al

movement onets and rene strategies to sit dierent movement sitations e al te elements o movement to omose and erorm movement seenes

205 Tennis for Primary Schools | Green Stage - Years 7 and 8 LESSON LEARNING INTENTION GAME PROGRESSION 1 emonstrate ontrol and ara en erorming te oreand grondstroe ilding los Hit the target Forehand elimination 2 emonstrate ontrol and ara en erorming te aand grondstroe 4 10 irst to 50 aand elimination 3 emonstrate ontrol and ara en integrating te oreand and aand grondstroe Shoot out Ready or not Sa so 4 emonstrate ontrol and ara en performing the approach shot and smash Three point play The invitation

• los alloed

5 emonstrate ontrol and ara en erorming te assing sot and lo ings ransom ring it on ission imossile 6 emonstrate ontrol and ara en performing the serve ree stries

Advantage server 7 emonstrate ontrol and ara en performing the return Single service Life line rea and old 8 emonstrate ontrol and ara en creating space The strategist Court shapes te ort don te ort 9 Demonstrate control and accuracy in a

• metitive sitation doles

nited States doles allenge 10 Demonstrate control and accuracy in a competitive situation (singles) End game United States singles challenge

YEARS 7 AND 8 (GREEN STAGE)

Tennis for Primary Schools | Green Stage - Years 7 and 8 206

IMPORTANT INFORMATION

COURT AREA

At tis stage teaers an dene a laing area it a green ort area i is 82m in idt singles or 107m doles 278m in lengt Alternativel stdents an dene teir on

• rt maring ot an area it sot ones or

dro don lines tere is limited sae availale stdents an participate in the activities on a Red Stage

• rt i is 55m in idt 11m in lengt

EQUIPMENT

e green lo omression tennis all 75 o a ello tennis all is te e iee o eiment

• r tis stage e green tennis all ones

loer and sloer or te stdent to mae ontat it Stdents ill se 25 in tennis raets

END GAME

At te omletion o te Green Stage ever stdent ill ave develoed te ondene and

• metene to artiiate in te end game

nited States singles allenge United States singles challenge is a competitive game laed eteen airs on a green tennis

• rt 82m ide 278m lengt Stdents

serve retrn and rall te all ntil one stdent ins te oint

TAKE A FLEXIBLE VIEW OF LESSONS

t ma e aroriate to revisit or reeat lessons more than once to provide additional ratie oortnities or stdents Similarl teaers are not oligated to adere to te lessons in ea stage in a seential asion e order in i te lessons are resented ma e varied ased on a nmer o otential ators or instane time o te lesson stdent engagement and stdent ailit

OTHER FEATURES OF THE LESSON

FOCUS QUESTIONS

• s estions are designed to gide te

stdents learning and enorage tem to araise and reet on te tenial or tatial asets o te game

VARIATIONS

A series of suggested variations are provided in ea lesson e are designed to rovide teaers it additional otions or ea ativit ariations in a lesson are ased on te CHANGE IT ormla Semri 2005 ere teaers and students are encouraged to vary different asets o te game inlding teaing stle soring laing area nmer o stdents game rles eiment inlsion and time

BASIC TECHNICAL TIPS FOR TEACHERS

Tips are provided to emphasise a technical point i ill assist teaers in imroving stdents erormane and learning

FUN FACTS

n ats rovide sei inormation on a ne stroe or interesting at aot tennis e also ma relate to a artilar Grand Slam e n facts for the Green Stage are related to the end game Grand Slam S Oen

STUDENT REFLECTION

At te omletion o a lesson stdents an e ased to reet on at te ave artiiated in and also at te ave learnt dring te ativities is ill el ailitate teir learning and nderstanding o te game eaers ma also se te stdent reetion roess as an assessment tool or stdents

NOTES FOR THIS LESSON

Please review the following information, as you guide students through this lesson's activities: 207 Tennis for Primary Schools | Green Stage - Years 7 and 8

LESSON 1

2 racquets per pair 8 green tennis balls per pair 2 drop down lines per pair 2 soft cones per pair

AREA

A large sae at laing area it te aroriate nmer o green orts 82m 278m or te nmer o stdent artiiating

EQUIPMENT TIME

40 mintes

LEARNING INTENTION

emonstrate ontrol and ara en erorming te oreand grondstroe

CONTENT DESCRIPTION

se eeda to imrove od ontrol and

• ordination en erorming seialised

movement sills in a variet o sitations APP080 Pratise al and transer movement

• nets and strategies it and itot

eiment APP082

FOCUS QUESTIONS

• do o maintain ara on te
• reand dring te ometitive rall eg

at tenial and tatial asets do o focus on?)

• do o maintain onsisten on te
• reand dring te rall eg at tenial

and tactical aspects do you focus on?) What tactics do you employ in attempting to in te oint

BASIC TECHNICAL TIPS FOR TEACHERS

Perorm a lo to ig irlar sing – over te ridge trog te tnnel ae ontat it te all in ront and to te side o or od

FUN FACTS

e S Oen is te ort and nal maor tornament Grand Slam o te ear e tournament is played on hard court and hosted at te SA illie ean ing ational ennis enter at lsing eados in eens e Yor

STUDENT REFLECTION

id o se sei tatis dring te

• metitive ativities at ere te and ere

they effective?

Tennis for Primary Schools | Green Stage - Years 7 and 8 208

ACTIVITY 1 BUILDING BLOCKS

10 minutes

Stdent 2 ontines te rall it a oreand to stdent 1 o retrns te all to stdent 2 o ten tras te all is is non as a four shot rally Students alternate the server after each ilding lo aiming to ild rom to to four to six and so on The teacher indicates an appropriate amount

• time or a nmer o oints te stdents are

to achieve

VARIATIONS

Students choose a serving action of their choice Increase or decrease the playing area

INSTRUCTION

Students form pairs and are positioned cross court opposite each other in a green playing area it one tennis all to raets and to dro don lines ro don lines are ositioned in te middle

• n eiter side o te net dividing te ort

into to alves Stdent 1 ommenes te rall roeting te all it an overarm serving ation ross

• rt to stdent 2

Stdent 2 tras te movement o te all alloing it to one one eore retrning te all it a oreand ation ross ort to stdent 1 o tras te all is is non as a to sot rall Stdent 2 reommenes te rall it an

• verarm serve ross ort to stdent 1

Stdent 1 tras te movement o te all alloing it to one one eore retrning te all it a oreand ation ross ort to stdent 2

209 Tennis for Primary Schools | Green Stage - Years 7 and 8

INSTRUCTION

Students form pairs and are positioned cross court opposite each other in a green playing area it one tennis all to raets to dro don lines and to ones ro don lines are ositioned in te middle

• n eiter side o te net dividing te ort

into to alves eams are ormed stdents it one side

• f the courts team A and the other side of the
• rts team

Students place a cone in a cross court

• sitioned near te aseline o teir ort

Stdent 1 ommenes te rall roeting te all it a ooerative overarm serving ation ross ort to stdent 2 Stdent 2 tras te movement o te all alloing it to one one eore retrning te all it a oreand aiming to land te retrn at te one o stdent 1 e rall ontines it stdents aiming to hit the cone of their partner and score points If either student hits the cone of their partner they score one point eiter stdent maes ontat it teir on

• ne teir artner is to sore one oint

Students alternate the server after each rally The teacher indicates an appropriate amount

• time or a nmer o oints te teams are

to achieve

VARIATIONS

The cones are placed in a different position Students serve from a position inside te aseline

ACTIVITY 2 HIT THE TARGET

15 minutes

Tennis for Primary Schools | Green Stage - Years 7 and 8 210

Stdents are aiming to e te rst to remove all alls rom teir end Students are only permitted one serve each and mst se te same all ntil te serve is made a stdent as sed all alls and serves or te nal time te annot in te mat ntil te in one nal oint The teacher indicates an appropriate amount

• time or a nmer o oints te stdents are

to achieve

VARIATIONS

nrease or derease te nmer o alls ea stdent ommenes it Students must perform three cooperative rallies eore te oint eomes ometitive

INSTRUCTION

Students form pairs and are positioned cross court opposite each other in a green playing area it eigt tennis alls to raets and to dro don lines ro don lines are ositioned in te middle

• n eiter side o te net dividing te ort

into to alves a stdent is to lae or tennis alls eind teir aseline at a sae distane Stdent 1 ommenes te rall roeting te all it a ooerative overarm serving ation ross ort to stdent 2 Stdent 2 tras te movement o te all alloing it to one one eore retrning te all it a oreand or aand to stdent 1 e rall ontines it stdents aiming to in te oint sing oreands onl e stdent o ins te oint is to ollet

• ne o teir tennis alls and ommene te

ne rall

ACTIVITY 3 FOREHAND ELIMINATION

15 minutes

NOTES FOR THIS LESSON

Please review the following information, as you guide students through this lesson's activities: 211 Tennis for Primary Schools | Green Stage - Years 7 and 8

AREA

A large sae at laing area it te aroriate nmer o green orts 82m 278m or te nmer o stdent artiiating

EQUIPMENT TIME

40 mintes

LEARNING INTENTION

emonstrate ontrol and ara en erorming te aand grondstroe

CONTENT DESCRIPTION

se eeda to imrove od ontrol and

• ordination en erorming seialised

movement sills in a variet o sitations APP080 Pratise al and transer movement

• nets and strategies it and itot

eiment APP082

FUN FACTS

n 2016 te total rie mone or te S Oen as 46 million S e mens and omens singles amion too ome 5 million S ea o lost in te rst rond o te singles main dra o ere aarded 400 S e S Oen as te rst o te or Grand Slams to introde eal rie mone or men and omen

STUDENT REFLECTION

Did you notice any particular tactics that your

• onent as attemting dring te ometitive

ativities at ere te and o did o respond to these tactics?

FOCUS QUESTIONS

• do o maintain ara on te

aand dring te ometitive rall eg at tenial and tatial asets do you focus on?)

• do o maintain onsisten on te

aand dring te rall eg at tenial and tactical aspects do you focus on?) What tactics do you employ in attempting to in te oint

BASIC TECHNICAL TIPS FOR TEACHERS

Perorm a lo to ig irlar sing – over te ridge trog te tnnel it no sae eteen and ae ontat it te all in ront and to te side o or od 4 soft cones per pair 2 raets per pair 8 green tennis alls er air 2 dro don lines per pair

LESSON 2

Tennis for Primary Schools | Green Stage - Years 7 and 8 212

ACTIVITY 1 4 BY 10

10 minutes

INSTRUCTION

Students form pairs and are positioned cross court opposite each other in a green playing area it one tennis all to raets to dro don lines and or sot ones ro don lines are ositioned in te middle

• n eiter side o te net dividing te ort

into to alves Stdents osition or ones near te ottom

• f the net in the centre

Stdent 1 ommenes te rall roeting te all it a ooerative overarm serving ation ross ort to stdent 2 Stdent 2 tras te movement o te all alloing it to one one eore retrning te all it a oreand or aand to stdent 1 e rall ontines ooerativel it stdents aiming to aieve 10 rallies sing aands onl ater te serve and retrn airs aieve 10 rallies stdents rn to te net and turn one of their four cones over Pairs reommene te ativit aiming to trn all of their cones over Students alternate the server after each rally and are only permitted one serve each The teacher indicates an appropriate amount

• time or a nmer o oints te stdents are

to achieve

VARIATIONS

nrease or derease te nmer o rallies reired to trn a one over nrease or derease te nmer o ones

213 Tennis for Primary Schools | Green Stage - Years 7 and 8

INSTRUCTION

Students form pairs and are positioned cross court opposite each other in a green playing area it one tennis all to raets and to dro don lines ro don lines are ositioned in te middle

• n eiter side o te net dividing te ort

into to alves Stdent 1 ommenes te rall roeting te all it a ooerative overarm serving ation ross ort to stdent 2 Stdent 2 tras te movement o te all alloing it to one one eore retrning te all it a oreand or aand to stdent 1 e rall ontines ooerativel it students aiming to achieve as many rallies as ossile sing aands ater te serve and return) Students score one point each time a rally is made and ill amlate tose oints to teir total eg i 15 rallies sing a aand over te net are aieved te team starts on 15 or the next rally) Stdents are ermitted to it a oreand

• ever te do not sore a oint

eams are aiming to ooerativel get to 50 rallies eore te oter teams Students alternate the server after each rally and are only permitted one serve each The teacher indicates an appropriate amount

• time or a nmer o oints te stdents are

to achieve

VARIATIONS

nrease or derease te nmer o rallies reired Allocate some pairs to start on a certain nmer o rallies ilst oters start on ero

ACTIVITY 2 FIRST TO 50

15 minutes

Tennis for Primary Schools | Green Stage - Years 7 and 8 214

INSTRUCTION

Students form pairs and are positioned cross court opposite each other in a green playing area it eigt tennis alls to raets and to dro don lines ro don lines are ositioned in te middle

• n eiter side o te net dividing te ort

into to alves a stdent is to lae or tennis alls eind teir aseline at a sae distane Stdent 1 ommenes te rall roeting te all it a ooerative overarm serving ation ross ort to stdent 2 Stdent 2 tras te movement o te all alloing it to one one eore retrning te all it a oreand or aand to stdent 1 e rall ontines it stdents aiming to in te oint sing aands onl e stdent o ins te oint is to ollet

• ne o teir tennis alls and ommene te

ne rall Stdents are aiming to e te rst to remove all alls rom teir end Students are only permitted one serve each and mst se te same all ntil te serve is made a stdent as sed all alls and serves or te nal time te annot in te mat ntil te in one nal oint The teacher indicates an appropriate amount

• time or a nmer o oints te stdents are

to achieve

VARIATIONS

Stronger stdents ommene it additional tennis alls omared to teir artner Increase or decrease the playing area

ACTIVITY 3 BACKHAND ELIMINATION

15 minutes