Developing effective questioning in TGfU

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Developing effective questioning in TGfU

• Phil Pearson
• Paul Webb
• Presentation for the 1st Asia Pacific Sport
  in Education Conference, Adelaide, 2008.

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Overview

• Questioning and TGfU
• Sport Analysis (Pre-service teachers)
• Proformas

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Questioning and TGfU

• The focus of TGfU is on the participant and
  problem solving
• Questioning skills and the ability to develop
  appropriate activities to allow the questions to
  be answered are critical to the success of TGfU
  (Light 2003)

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Questioning and TGfU

• Questions can be divided into four types,
  depending on the cognitive activity involved.
  They are
• Recall questions
• Convergent questions
• Divergent questions
• Value questions (Siedentop and Tannehill, 2000)

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Recall questions

• Those that require memory level answers
• eg. Where should your eyes be when you are
  dribbling the ball?

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Convergent questions

• Those that aid analysis and integration of
  previously learned material, requiring reasoning
  and problem solving
• eg. Why should you stay between your opponent and
  the basket?

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Divergent questions

• Those that require solutions to new situations
  through problem solving
• eg. What ways would you start a fast break off a
  steal?

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Value questions

• Those that require expressions of choice
• eg. How do you react?

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Constructing questions

• Technical (individual)
• Tactical/strategic
• Rules
• Psychological elements

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Sport Analysis (pre-service teachers)

• Elements to be an effective player
• How elements were determined
• Categorising the elements
• Games for outcomes, small-sided and full-sided
  games to develop elements
• Questions to develop greater participant
  understanding

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Proformas

• 1. List the elements required to be an effective
  player in a port. Pick a sport from either
  invasion, striking/fielding, net/court or target
  games.

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Proformas

• 2. How did you determine which elements were
  needed to play the game effectively.

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Proformas

• 3. Place each of the elements into one of the
  four subsets of games listed below

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Proformas

• 4. List some games for outcomes, small-sided and
  full-sided games you could us to develop the
  elements in each or in a combination of the
  subsets

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Proformas

• 5. Under each element, list some questions that
  would develop greater student understanding in
  the sport and the games developed by you

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Conclusions

• For questioning to be effective it needs to be
  planned and specific to the outcomes that the
  teacher/coach requires from the participants.
• The proformas that have been constructed have
  been beneficial in developing more effective
  questioning from beginning teachers/coaches.

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Questions