Winning Module Game Play Overview
The Introductory Module
This is the introductory unit that all schools begin with. It helps to introduce 3 key sporting concepts and ideas and relates them to life. It also provides a strong connection with the Inquiry based pedagogy for teaching PE through Experiential Learning and Co-construction with the students. It is the only unit that does not have a direct link to any of the Game Play categories.
Game Play Activities
This is a tag game that is co-constructed with the children and uses the experiential learning approach. Skills include dodging which is connected into game play through defensive and offensive skills required to run and stop quickly while remaining balanced and to change direction quickly through dodging, evading and faking. Chasing and being chased is connected to offense and defense required to successfully play games, thus introducing children to a basic concept of games
When teams are introduced into the game, groups work together and participate and contribute to strategies and tactics in order to make their team successful. The children can be given multiple opportunities to reflect on their plans, make changes through the decision making process to better the opportunity for their team to win.
Rob the Nest
This game connects well to the theme of remaining focused as often the children lose focus when others do not follow the rules. It also develops strategic thinking as different balls are given different values as a more complex points system is introduced. It also gives the children the opportunity to further develop running skills, speed and quick turning movements.
This game is included in Level 3 and as well as including movement skills through dodging and quick movements, it also includes catching and receiving balls at different heights and angles and at different speeds. It also requires throwing at both stationary and moving targets. This connects the game to transferable skills from both the Striking and Fielding and Target game play categories.
Rules and Boundaries
This game begins with no rules or boundaries and takes the children into the experience of what a game would be like without any rules and boundaries. This opens up the opportunity to co-construct a game and build in rules that highlight that rules in games serve 2 purposes. These being safety and fairness. Basic concepts required to play an invasion game are reinforced during the development of the game. These include
- Maintaining possession
- Defending a goal
- Avoiding defense
- Creating space and moving into space to receive or make a pass
- Defending space
- Attacking a goal
There are also a number of transferable skills including:
- Sending and receiving an object
- Change of direction
- Moving in multiple directions
- Speed and agility
- Spatial Awareness
- Change of direction
It also offers the opportunity to develop tactical awareness for both offensive and defensive strategies.
Winning Module Character Overview
The character themes for the “Winning” module are :
This redefines the idea of winning as being the best that you can be and that a winner is someone who continually strives to be “Better than Before” in everything that they do. This is something that the children themselves can learn to control.
Rules and Boundaries
In games and in life the purpose of rules is to provide the participants with safety and fairness. This idea is connected to rules and boundaries in life, why they exist and the fact that referees blow their whistles when a rule is broken.
Many people act as “referees” in our lives including parents, care-givers, teachers, coach and others. For the older children it is a chance to explore some values and virtues, thus giving them a framework in which they can begin to live a purposeful life, one designed to enable them to reach their potential.
Going for Goal by Remaining Focused
This section gives the children a goal setting tool and also talks about how others can sometimes “bust our dreams”. In order to achieve goals we must remain focused and work towards them.
After this first introductory unit, schools can then choose the units they would like to continue with. This may be based on a particular game play focus, or chosen in relation to some already existing character focus within the school. An example of this is where one school has a school wide theme called “The Art of Giving”. The Influence unit was chosen as the unit with the connection being made around the word influence, and that the children can not only be influenced but can also influence others, as a learning intention around the “Art of Giving”.