Tuesday, February 28, 2012

EDU 355 Lab 16

Lab Sixteen: Lesson Planning Through the Four Stages of Game Play

1. Today I observed elementary students during class learning and playing floor hockey. When looking through the four stages of game play it was easy to determine what stage represented their level of play. The students we at Stage II: Combining Skills. They worked on moving with the puck, passing to others, aiming the puck toward the goal. Their skill level was right in the middle. There were a few students who made these combinations look very easy. However, some of the students have difficulty holding the hockey stick correctly and comfortably and the skills they worked on did not fall together that easy. Some recommendations for steps that could be taken to improve their level of play would be to size up the sticks. Rather than having each child go and grab a stick, have them laid out according to size already. Then have the students line themselves up according to height. There will always be someone to tall or short for the supplies that are there, but I think this could really help even it out. Once the students feel more comfortable with the size stick they have another thing they could work on would be walking with the puck in straight, curved, zig-zag lines while keeping their eyes up. Next they could try light jogging while keeping their eyes up. Although the students did work on moving with the puck, the emphasis was not on keeping their eyes up. Another recommendation could be having the students learn the basic rules during this stage. That way while they practice they are getting a feel to why they must perform in that certain way.

2. I would use the four stages of game play by Rink (1985) as a rubric with students in my own PE classes by creating each stage as its own rubric. While students are in the stage one for example, the rubric would have certain criteria that needs to be met before they may move on to stage two. Each criteria can be in a checklist format and once the student completes the checklist they are able to move on and continue working with their skills. Because all students learn and progress at different rates we could start with a pre-assessment of stage one to see who can start at a higher stage already. Another way is to have the four stages broken down all onto one sheet where the student checks his progression. Each stage can have multiple steps to complete. Once they complete all the steps for a stage, they must ask the teacher to come sign them off by performing a certain task allowing them to move on.

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