Transcript Tactical games kin303
Games Classification System
Invasion Net/Wall
Handball Basketball Soccer Field Hockey Lacrosse Rugby Football Ultimate Badminton Tennis Pickle Ball Volleyball
Field/Run Score
Softball Baseball Rounders Cricket Kickball
Target
Golf Croquet Bowling Billiards
Defining Invasion Games Those activities in which the goal is to invade the opponents territory in order to score Most complex of the four game classifications
Q&A You are planning a 7 th grade basketball unit, what will be the lesson focus for each day? Be sure to include days for game play. 1.
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Tactical Games Model
Tactical Games In a Nutshell “As a middle school student once said, ‘So we play a game, figure out what we need to do, practice it, then play again to see if we can do it. Right?’” EXACTLY
Why Use Tactical Games
Interest & excitement
Learning through games not about games Avoid questions like: “When can we play the game?” and “Why are we doing this”
Knowledge as empowerment
Students learn the context of the skills (see big picture)
Transfer of understanding & performance across games
Foundations The major learning objective in the tactical model is for the students to make and carry out tactical decisions in games and game like situations. It is a combination of knowing what to do and how to correctly execute skills in a game context Tactical Games model evolved from a conceptualization of games called Teaching for understanding or Teaching Games for Understanding (Bunker &Thorpe, 1982)
Sequence of Steps in a Tactical Lesson 1.
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Starting class (teachers responsibility) 1.
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Management and warm up (not run and stretch) Initiation
Introductory activity (game form) designed to introduce or highlight a tactic (teachers responsibility) 3.
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Teacher questioning that identifies the need for skill and/or tactical practice (teachers responsibility) Solving the tactical problem (students come up with their solution/s) Practice (teachers responsibility) 5.
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Activity or game reinforcing tactical problem (teacher)
Closure Assessment – at some point during lesson
Tactical Games Model
(Griffin, Mitchell & Oslin, 1997)
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Tactical Awareness What to do?
1. Game or Game Form
Tactical Problems Scoring Preventing Scoring Restarting Play
3. Skill Selection & Execution How to do it?
Solutions of Tactical Problems Decisions Skills Movements
Games Teaching Continuum Skill-based Game-like Tactical Games
Scope and Sequence
Each activity unit can be subdivided into three categories, each containing several lesson topics 1.
Discrete skills and basic tactics 2.
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Combination of skills and intermediate tactics Advanced skills and tactics
Tactical Transfer
Games share the same tactical problems within a classification Soccer, basketball, lacrosse What are some examples?
Tactical Problems, Movements and Skills
Tactical Problem Scoring
1. 2. etc
Preventing Scoring
1. 2. etc
Restarting Play
1. 2. etc
Off the ball movements One the ball movements
Level of Tactical Complexity
Tactical Problem Scoring
1. Maintaining Possession 2. Attack the basket
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Triple threat Ball fake Jukes Appropriate passes Shooting (3 8 feet) Dribbling 3. Creating space
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Support Give and go
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Lay up
IV
Offensive Plays
Alternative Format
Combining tactical problems table and level of tactical complexity table
Scope and sequence example for basketball
Example Soccer Lesson
Tactical Problem
: Maintaining possession of the ball
Focus
: Passing & receiving balls on the ground with inside of foot
Objective
: Accurate & firm short passes Use one touch to control & set up for next move
Example Lesson Initial Game
3 v 3 Goals: 5 consecutive passes Conditions: 30 by 20 playing area possession game
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Possession Game
A 0 A B B A
Example Lesson Q&A
What is the goal here?
How can your team keep the ball?
Example Lesson Situated Practice
Partner (or triad) practice approximately 10’ apart pass & control (stationary & moving) Goals- One touch to control & set up for the next pass Firm & accurate passing with inside of both feet
Example Lesson Final Game 3 v 3 Goals: Quick control & setup Firm & accurate passing Keep heads up for vision Score in small goal Conditions 30 by 20 playing area narrow goal no goalkeeper
Teaching & Learning Considerations
Mixed teaching methods Questions matter Time Space Risk “When is the best time to . . . “Where is/can . . . “Which choice . . .
Getting Started
Check your beliefs about games teaching Pick sport with strong content knowledge Establish rules, routines & expectations for a tactical games approach Think game-like Change for you is change for your students Find company
Game-like Practice
Volleyball Triad Forearm Pass
1 P P T 2 S
Griffin http://ksa.sports.re.kr/common/download.php