Transcript Key Slides

Historical Perspective - 6 stage model
Bunker, B., & Thorpe, R. (1986). The curriculum model. In R. Thorpe,
Bunker, D., & Almond, L (Ed.), Rethinking games teaching (pp. 7-10).
Loughborough: University of Technology, Loughborough.
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When play a game? Why? 3 stage model
Game Form
(Representation, Exaggeration)
Tactical Awareness
Skill Execution
Griffin, L. L., Mitchell, S. A., & Oslin, J. L. (1997). Teaching sport concepts and skills
: A tactical games approach. Champaign, IL: Human Kinetics.
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Pedagogical Principles
Modification – Representation
Mini games are developed that contain the same tactical problems of
the adult game but are played with adaptations to suit the learner’s
size, age and ability. For example - 3 on 3 soccer, mini-court
tennis.
Modification - Exaggeration
Tactical problems may be too difficult to solve in mini games.
Secondary rules can be used to exaggerate tactical problems. Long
narrow court in badminton leaves space for drop shot. Scoring
system focuses on the use of a certain skill or play –i.e, high
scoring target spaces in fielding game.
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Game performance becomes…
•
•
•
•
•
•
Decision making
Supporting
Marking or guarding
Covering teammates
Adjusting position as game play unfolds
Ensuring adequate court or field coverage
by a base position (p. 12)
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Games frameworks - Key questions
Griffin et al. framework
1. What problems does this game present for
scoring, preventing scoring, and restarting
play?
2. What off-the-ball movements and on-theball skills are necessary to solve these
problems?
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Defining games
• Target – propel an object, with a high degree of
accuracy, at a target.
• Batting/fielding or run scoring - strike a ball so it
eludes defenders
• Net/Wall – propelling an object into space so an
opponent is unable to make a return.
• Invasion or Territory – to invade an opponent’s
territory to score.
Griffin et. al. (1997, p.9)
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Fundamental Skills
• Body Management (BM) skills
– ie. Running, stopping, balance, guarding...
• Equipment Handling (EH) skills
– Sending or propelling, ie. throw, strike…
– Receiving, ie. catching, trapping…
– Retaining, ie. carrying, dribbling…
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A Framework for Categorizing Physical Activity Games
That Use an Object
Key
BM - Body
management. Also
referred to as
locomotion or
non-locomotion skills.
EH - Equipment
handling. Also
referred to as
manipulative
skills.
BM - Stability and good
balance as deliver object
EH - Sending away and
aiming
For example,
curling, bowling and
golf
TARGET
characteristics
PRIMARY RULE
(I) score by getting your object(s) closer to a
target than your opponent(s).
EH - Sending-away and
receiving skills
BATTING/
FIELDING
PHYSICAL
ACTIVITY
GAMES
THAT USE
AN OBJECT
For example,
baseball, softball,
and cricket
Physical
characteristics
OVAL
OPEN END
TARGET (LINE)
UNOPPOSED
BM - Running, covering,
stopping, sliding and
guarding
For example,
soccer, hockey,
basketball, rugby
and football
TERRITORY
Physical
Physical
characteristics
OPPOSED
EH - Sending, receiving and
retaining (especially as traveling)
BM - Running, dodging,
guarding, stopping and
intercepting
FAN
PRIMARY RULES:
(i) score by striking object and running between
safe areas; stop scoring by catching ball in the air
or getting it to a safe area before the batter.
FOCUSED
TARGET(NET)
PRIMARY RULE
(i) score by getting object into opponents' goal;
opponents try to stop scoring.
BM - Changing direction quickly,
moving in all directions,
stopping, guarding and covering
EH - Sending
(striking) and
preparing to receive
NET/WALL
For example,tennis,
volleyball, squash
and racquetball
Physical
characteristics
DIVIDED
SHARED
PRIMARY RULE
(I) score by getting the object into your opponent's
areas of play more often than they can return
the object back into your area .
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Progressive principles play
GAME CATEGORIES
TARGET
1.
AIM
to target
NET/WALL
1.
CONSISTENTLY
return the object
STRIKING/FIELDING
Batting
Fielding
1.
SCORE RUNS
STOP
SCORING
RUNS
TERRITORY/INVASION
With object
Without object
1.
SCORE
2.
2.
2.
2.
ACCURACY
PLACEMENT PLACEMENT of
MAKE
INVADE
AND
in relation to
object and
HITTING THE
DISTANCE
target and other
POSITIONING
BALL
obstacles
based on placement OF BALL HIT
DIFFICULT
3.
SPIN and/or
TURN
3.
3.
SPIN and POWER
AVOID
GETTING
OUT
STOP
SCORING
STOP
INVADING
3.
GET BATTER
OUT
KEEP
POSSESSION
GET
POSSESSION
Hopper, T. (1998). Teaching games for understanding using progressive principles of play.
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CAHPERD, 64(3), 4-7.
Tactical Awareness Components
SPACE
(a) where an object should be placed in the area of play, and
(b) where a player should go in the area of play based on the placement of
the object.
TIME
(a) when to execute a skill within a game,
(b) when to create time to play a shot, and
(c) when to reduce opponent’s time.
FORCE
(a) how much force to apply on an object for height, directional control
and distance.
(b) how to apply force on an object for height, directional control and
distance
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Basic Task Model
Task
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Tactic-skill Progressions
• Key ideas.
1. Off-the-ball movements.
2. Awareness of space, time and force
components.
3. Modified game that all students can play.
4. Progressive and recursive development of
principles.
5. Concepts transfer across games.
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Game Performance Assessment Components*
Base - appropriate return of performer to a home or recovery position
between skill attempts.
Decision making - making appropriate choices about what to do with the
object or when defending space.
Cover - defensive movement in relation to object being played by an
opponent (cover space) or provide defensive help for player making a
play on the ball.
Adjust - movement of player, offensively or defensively, as required by
the play of the object in the game.
Skill execution - efficient performance of selected skills.
Support (pass used) - off-the-ball movement to a position to receive a
pass when player’s team has possession.
Guard or mark - defending against an opponent who may or may not
have the ball.
*Griffin, L. L., Mitchell, S. A., & Oslin, J. L. (1997). Teaching sport concepts and skills :
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A tactical games approach. Champaign, IL: Human Kinetics.
4 R’s for Territory/Invasion
Team does not have ball
Base
Base
READ
READ
Decision Making
Team has the ball
Decision Making
Ball played
RECOVER
RESPOND
RESPOND
Cover
Mark
RECOVER
Ball received or
kept by player
Guard
Support
REACT
Adjust Skill
Execution
RECOVER
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Anatomy of a game performance for Net/Wall
games
Tactical Awareness
Player decision making
Cover
On-the ball
skill selection
then skill execution
Base
READ
Decision Making
RESPOND
REACT
RECOVER
Off-the ball movement
skill selection
then skill execution
Adjust
Off-the ball movement
skill selection
then skill execution
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Review for Mid-term
• Reading play - 4 Rs
• Tactical Components - Space, force and time
• Three phases to game play Co-op, Compete and To Win
• GPAI - Game Performance Assessment Instrument
Reading
Hopper. (2002). Four R's for tactical awareness:
http://www.educ.uvic.ca/Faculty/thopper/WEB/articles
Bell, R., & Hopper, T. (2003). Space the first frontier: Tactical
awareness in teaching games for understanding. Physical
and Health Education Journal, 69(1), 4-7.
Chapter 2 and 10 from Griffin text - GPAI.
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Summary - Lesson Plan Has…
• Phases of a lesson - intro, skill/concept, culminating.
Movement tasks.
Task progressions - game, skill cues, refinements, questions.
Management tasks.
• Management tasks - grouping, roles, routines.
• Organization of equipment and space (diagram).
• Administration - register, jewelry, announcements.
Learning intents.
• Objectives (TSWBA) - CAPS learning domains.
• Evaluation (outcomes) - closure, closing questions.
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Content Focus
Teacher Intent
Student Adaptation
Learning Context
Learning Context
Modified game
designed to
emphasize skill
and tactical use
by the learners
Strategic Play
Co-op play
between
learners based on
game structure
Technique
Practice BM skills
to enable off-theball movements,
or EH skills to use
object in game.
Decision Making
Movement
behaviour in
relation to the
game environment
(space, object,
rules & opponent)
Tactic
Play competitive
game using
space, force &
time components,
selecting and
executing skills.
Culminating
Competitive game
based on adult
game structure. In
time GPAI assess
with peer observer
Game
Learner
Teacher sets tasks based on an application game
Students play in a co-operative game structure.
Teacher assesses skill ability and game understanding
of the students extending or simplifying tasks as
needed.
Strategic Play
“Why need it?”
Technique
“How to do it?”
Teacherin-situation
decides
Decision
“What to do?”
Tactical
“Player-in-situation”
Game performance
assessment
Teacher starts lesson with a body management focus.
A game is developed that emphasizes student’s offthe-ball movement. The game should serve as review
of tactical ideas or lead to a strategic focus to develop
tactical ideas.
Modify game adapting object, space, no. of players,
rules and equipment to students abilities. Then use
game to work on strategic focus.
Culminating
Game
Based on students’ play teacher focuses students’
awareness on, (1) need to practice technique, (2)
make decisions about how to use skills to play the
game, or (3) how to play tactically to challenge
opponent(s).
Students then work on technique or play a game with
a co-operative then competitive focus. If able
students can choose to play a game with a scoring
system.
Teacher can then develop game structure, introduce
new modified game or play culminating game.
Culminating game designed to progress students
towards the adult game structure. Culminating game
develops from tactical and skills taught in the
modified games.
When students able to play the game use the GPAI
form to assess game performance..