Development throughout the group since the first session has been incredible with basic rules like: only using the green side of the stick, passing, dribbling and tackling being achieved by all. The sessions had dramatically improved with all session cards being completed by the end of the session showing great development. Teaching Games for Understanding (TGfU) literature has a key link to the way ‘Quicksticks’ is coached. With many rules being adapted for certain tasks to help aid learning.

In Teaching Games for Understanding pedagogy (TGfU) as a means of providing a holistic learning experience for students and a platform from which to reposition physical education among institutional forces that define boundaries between academic disciplines in the school curriculum. (Light R, Fawns R. 2003)

Punishment for doing something wrong in the PE lesson is treated in the same way as in the classroom, using the whole school approach from week one, fully integrated within the sessions. This has linked well with managing behaviour within the session. As a result in the groups positive behaviour the result is finishing with a game. Using the game as an extrinsic reward for good behaviour acted as a good incentive for the pupils to behave well throughout the session. Finishing with games also inherits the scheme of work we created prior to the placement. Games are also a perfect platform for each member of the group to  display the skills they have develoepd whilst we have been coaching, which not only shows the interest of the participants to learn but also filled me, as a coach with satisfaction that the participants are learning and enjoying doing so.

Reference

Light R, Fawns R (2003) Knowing the Game: Integrating Speech and Action in Games Teaching Through TGfU Quest Vol. 55, Iss. 2,