Singapore physical education is moving away from skills-based approach where pupils are placed in rote learning situations like drills and skill practices where execution are done without understanding the rationale and link to actual games. To resolve the pupil 's perceived impression of skill learning for games as tiresome and boring, games concept approach (GCA) is identified as the preferred pedagogical approach. GCA aims to see improvement in the pupils ' ability to learn and play games as they are able to relate tactics and skills applied in the actual games and going through proper skill development (Tan, Wright, McNeill, Fry & Tan, 2002). This paper aims to review three GCA game categories namely territorial-invasion, …show more content…
Similarly, the defending team needs strategy to gain possession of ball, defend their space and goal, anticipate opponent 's move, decide their defensive positioning and cover the play area (Mitchell, Oslin & Griffin, 2013). In ACSJ, the pupils are get into 2v1 game, two offenders and one defender. Using modified basketball rules, a defined mini court is used with clear mark our boundaries with cones or court lines. Off the court offender is supposed to pass the ball to the court offender through dribbling on the designate boundary line and with pivoting while the defender is supposed to delay and deny the offender. This activity helps to reduce physical contact usually happened in movements like running and dribbling down the court (Mitchell, Oslin & Griffin, 2013). For beginners, this is helpful to reduce injuries and learning of skills like faking pass and denying space are explored. Restarting the game if there is violation rules helps the pupils to be aware of rules for actual games in the future. A 2v2 possession game introduces the pupils to pass ball to partner who run into space. Teacher is able to monitor and teach the pupils by questioning how to effectively pass the ball especially to beginners who tend to stand and watch, …show more content…
A probable activity is to pair up competent players, usually school players for badminton and tennis, with beginning players and instruct them to return the shutters such that their partners learn to receive by with underhand and overhand skills. The advantage of this activity is that the teacher able to monitor the groups and give feedback on executing good shutter control and footwork to achieve a proper rally like where to establish the best a position to direct a shot. This increase the rate of hitting the shutter and rally with a partner over a net rather than picking the shutter. There are pupils having difficulty transferring FMS learned into badminton. A plausible alternative is drill the pupils by hitting a soft and easy bounce ball against the wall to practice ball control and footwork to achieve continuous stroking against the wall. Conclusion
In a study, it was found that GCA found supports from pupils who have FMS for the reason that they are motivated to use critical thinking skills (Tan, Wright, McNeill, Fry & Tan, 2002). With modified rules and play areas, game play is perceived to get better when pupils learn skills like problem solving and decision-making, and the same time able to find interest and enjoyment in the