Pembelajaran Pendekatan Event

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Pembelajaran Pendekatan Event PROGRAM PPKHB

Transcript of Pembelajaran Pendekatan Event

Page 1: Pembelajaran Pendekatan Event

Pembelajaran Pendekatan Event

PROGRAM PPKHB

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Herka Maya JatmikaPhone : 081578111982 (sms only)Email : [email protected] : GOR UNY Sayap Barat

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Tujuan mata kuliah

Menekankan pada pemahaman tentang model pembelajaran pendekatan event (sport education model) dalam pendidikan jasmani secara konsep dan teori sehingga dapat mengimplementasikannya dalam pembelajaran pendidikan jasmani di sekolah

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PENJAS

Pendidikan tubuh

atau

Pendidikan melalui tubuh

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SPORT EDUCATION

• Homo ludens?• Familiar dengan istilah liga olahraga?• Berpikir sejenak apa yang akan anda butuhkan

untuk memulai sebuah kompetisi olahraga yang kompetitif bagi siswa anda

STUDENT CENTERED

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TUJUAN SPORT EDUCATION UMUM

• A competent sportperson (psikomotor dengan dukungan kognisi)

• A literate sportperson (kognisi dan afeksi)• An enthusiastic sportperson (afeksi)

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A sport education program should aim to encourage students to:

1. develop fundamental skills into sport specific skills and apply them in games and sport both as individuals and with other people

2. understand the values and traditions of sport in the community

3. work co-operatively with team members in a variety of roles

4. apply fair play concepts 5. enjoy and be enthusiastic about participating in sport 6. understand the importance of rules 7. develop leadership qualities

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The Sport Education in Physical Education Program (SEPEP)

• A model used as a means to develop skills and interest of students in community sport is SEPEP

• This involves a holistic approach to sport and enables teachers to develop an outcomes-based education approach to Physical Education and Sport Education

• It is a curriculum-based model where students learn to plan, implement and play in a sporting competition as part of their Physical Education or Sport program

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SEPEP is a student centered program in which mixed ability groups teams are formed at the start of the season. Students and teachers work collaboratively in:

1. Facilitating 2. Planning 3. Managing 4. Selecting teams 5. Coaching teams 6. Organizing fixtures 7. Umpiring games 8. Scoring, 9. Recording, reporting results, 10. Coordinating finals competitions 11. Planning celebrations

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The SEPEP program is characterised by the following:

1. The program runs for a season and duplicates a community season of sport

2. Students demonstrate ownership of and responsibility for the implementation of the season

3. Students plan and implement a formal competition with a culminating event

4. Students decide on team sizes and rules modifications 5. Students publish results and write reports. 6. The teacher acts as a facilitator rather that the leader an

assists students where needed to implement the program

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The choice of approach varies with school context but all approaches can be implemented within the physical education program as well as:

1. lunchtime competitions 2. After school activities 3. House or Sport afternoons 4. Intra-school sport 5. Inter-school sport

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Suggested Development of a Sport Education Program Prep – Year 10

Stage Emphasis ExperiencesPLAY

(Prep – Year 3)fun and enjoyment

creative and spontaneous activities no/few formal rules

little or no equipment basic locomotor skills

no pressure, no winners or losers spirit of co-operation engendered

rhyming/singing games tag/chasing games

basic ball games creating games

GAMES (Year 2 – Year 6)

agreed upon organisation of time and space

bounded by formal rules: defining objective of activity restricting player

behaviour needing only minimum skill

developing manipulative and locomotor skills

minor games specific sport skills

lead up games modified games and sports

creating games basic strategies and tactics

health related fitness for games

SPORT (Year 5–Year10)

vigorous, physical, competitive activities enforceable, standardised rules and

playing conditions needing more complex skills and greater

practice and training tactics and strategies required for specific

sports transfer of learning between games of

similar construction

specialised sport skills major sports

modifying major sports to make them inclusive

apply skills and strategies developing codes of behaviour officiating and administering

physical training for specific sports