For this session we used the session structure that was planned in Session Review – 9th January 2013.

Play.
Learning – Small mixed ability groups.
Share Learning – Whole Group.
Play.
Performance – Self-referenced goal setting.
Acknowledge improvement/effort privately.
Play.

Review:

Play – The Basketball Relay Game went well as the teams were evenly matched and the competition was good. It did highlight in many of the children that they lacked power when performing the chest push towards the basket.
Learning – For more power: Rotate the shoulders and trunk; bend knees, move down and push to drive-up; fully straighten arms in a diagonal direction. So good discoveries by the children, we can focus on some of these for the next throwing session.

More learning may have taken place or the learning may have taken place more quickly if:

- The groups had been smaller with maybe 3 to 4 children per group and perhaps randomised as opposed to peer groups.
- For our first guided discovery session it didn’t involve the use of balls, as this was just another challenge to manage that didn’t need to be there until the children get used to this style of delivery and learning. Perhaps doing a guided discovery session around a run task may have been a better choice for this first time.
- Have some planned tasks to use where appropriate if particular small groups were unable to set-up their own practice to experiment and be quicker to help them set-up a practice task if they were struggling.
- Be clearer about what we want them to practice and experiment with, i.e. task the small groups with setting-up a task to practice being more powerful.

Next session where we use guided discovery: Ensure small practicing groups, with 3 to 4 children.

Tag game (10 minutes). Outcomes that can be gained from this game are:

Teamwork, tactics, (movement) agility, balance and coordination. It is always an enjoyable game but how to apply the Target Model with an aim of achieving Purposeful Play?

Task: Self-referenced goals, multi-dimensional, varied & differentiated.
Authority: Participants given leadership roles & involved in decision making.
Recognition: Private recognition of improvement, effort and accomplishments.
Grouping: Small mixed ability & co-operative groups.
Evaluation: Self-referenced. Private consultations with teacher based on improvement & effort.
Time: Flexible time for task completion and maximum time to learn.

Plan:
• 5-10 minutes, observe and see what I notice about, movement, teamwork or tactics. Let the children play.
• 5 minutes – Ask what they notice about their individual or team performances? Depending on answers go with one of the things they were aware of or mention something I have noticed.
○ Keep in their teams or split into smaller, randomly mixed groups, set a task to explore one of the points mentioned. i.e. set a course that would challenge your agility. Observe to see who in each group leads this activity. Observe that use of space is safe.
• 5-10 minutes – Facilitate learning…What are you learning about yourself and this course that you have set-up? What are you learning about your agility?
• 5 minutes -Bring groups together and share learning.
• 5-10 minutes – play tag game.
• 5-10 minutes – Back in their smaller groups continue their self-designed tasks, facilitating self-referenced goals. “I want to complete the course in 12 seconds”. Notice whether these goals are performance or process. Where appropriate guide to process goal. Practice.
○ Idividually find out how they are progressing with their goals, privately recognising effort/improvement.
• 5-10 minutes – play tag game.

Summary of session structure:

Play.
Learning – Small mixed ability groups.
Share Learning – Whole Group.
Play.
Performance – Self-referenced goal setting.
Acknowledge improvement/effort privately.
Play.

Term Goal: To continue to develop the motivation within the group; in particular, Mastery Orientated Motivation; structuring our sessions and coaching interventions, using the TARGET model.

TARGET Model:

Task: Self-referenced goals, multi-dimensional, varied & differentiated.

Authority: Participants given leadership roles & involved in decision making.

Recognition: Private recognition of improvement, effort and accomplishments.

Grouping: Small mixed ability & co-operative groups.

Evaluation: Self-referenced. Private consultations with teacher based on improvement & effort.

Time: Flexible time for task completion and maximum time to learn. » » » Read more