Promoting Lifelong Games Players: Teaching Sport Concepts & Skills via a Tactical Games Model

Promoting Lifelong Games Players: Teaching Sport Concepts & Skills via a Tactical Games Model Linda L. Griffin, Ph.D. University of Massachusetts Amherst, MA, USA Presentation prepared for the 2002 Busan Asian Games Sport Science Congress at Dong-A University, Busan, South Korea

Today I will present the . . . • Rationale for a tactical games model • Features of the model • Teaching and learning considerations • Major assumptions of the model • Guidelines to get started University of Massachusetts

Rationale for a Tactical Games Model • Interest & excitement • Learning through games not about games • Knowledge as empowerment • Uniqueness of games lies in decision making • Transfer of understanding & performance across games University of Massachusetts

Features of a Tactical Games Approach • Games classification system • Game frameworks • Levels of tactical (game) complexity • Game performance assessment • Tactical model University of Massachusetts

Invasion Net/Wall Field/Run Score Target Handball Basketball Soccer Field Hockey Lacrosse Rugby Football Ultimate Frisbee Badminton Tennis Pickle Ball Volleyball Softball Baseball Rounders Cricket Kickball Golf Croquet Bowling Billiards Games Classification System University of Massachusetts

Game Frameworks • Games share the same tactical problems within a classification • Soccer, basketball, lacrosse • Different on-the-ball skills • Different off-the-ball movements University of Massachusetts

Tactical Problems—Invasion Games • Scoring (offense) • Maintaining possession of the ball • Attacking the goal • Creating space to attack • Using space in attack University of Massachusetts

Tactical Problems—Invasion Games • Preventing scoring (defense) • Defending space • Defending the goal • Winning the ball University of Massachusetts

Tactical Problems—Invasion Games • Restarting play • Throw-in--attacking and defending • Corner kick--attacking and defending • Free Kick--attacking and defending University of Massachusetts

Tactical Problem Scoring (offense) Movements Skills Maintaining possession of the ball Supporting the ball carrier • Passing--short & long • Control--feet, thigh, chest Attacking the goal Using a target player • Shooting, shielding, turning Slice of the Soccer Framework University of Massachusetts

Levels of Tactical Complexity • Helps the teacher match tactical (game) complexity to the developmental level of the students • Progressions • Cooperative to competitive • Simple to complex • Individuals to large groups • Modifying secondary rules University of Massachusetts

Tactical Problem Scoring Level I Maintaining possession of the ball Attacking the goal • Pass and control--feet • Shooting Restarting Throw-in Corner kick • Throw-in • Short kick Tactical Complexity--Level ISoccer University of Massachusetts

Tactical Problem Scoring Level IV Creating space in attack Using space in attack • Crossover • Depth—timing of runs Restarting Corner kick Free kick • Far post • Defending Tactical Complexity--Level IVSoccer University of Massachusetts

Game Performance Assessment • Assessment should be . . . • Ongoing part of instruction • Authentic & align with instructional objectives • In all domains but specifically psychomotor University of Massachusetts

Game Performance Assessment • Game Performance Assessment Instrument (Griffin, Mitchell, & Oslin, 1997) • Team Sport Assessment Procedure (Grehaigne, Godbout, & Bouthier, 1997) University of Massachusetts

Teaching Games for Understanding Model(Bunker & Thorpe, 1986) 1. Game 2. Game Appreciation 6. Performance Learner 3. Tactical Awareness 5. Skill Execution 4. Making Appropriate Decisions What to do? How to do? University of Massachusetts

Tactical Games Model(Griffin, Mitchell & Oslin, 1997) University of Massachusetts

Tactical Problem Lesson Focus Objective Game Q-A segment Situated practice Game Lesson Sequence University of Massachusetts

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 University of Massachusetts

Example LessonInitial Game • 3 v 3 • Goals: • 5 consecutive passes • Conditions: • 30 by 20 playing area • possession game University of Massachusetts

Possession Game A BA 0 BB A University of Massachusetts

Example LessonQ&A • What is the goal here? • How can your team keep the ball? University of Massachusetts

Example LessonSituated 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 University of Massachusetts

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 University of Massachusetts

Teaching & Learning Considerations • Mixed teaching methods • Questions matter • Time “When is the best time to . . . • Space “Where is/can . . . • Risk “Which choice . . . University of Massachusetts

Games Classification Transfer of Learning TACTICAL PROBLEMS Scoring Preventing scoring Restarting play Solutions of Tactical Problems Decisions Skills Movements Assessment of Learning Psychomotor Cognitive Affective University of Massachusetts

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 University of Massachusetts

Games Teaching Continuum University of Massachusetts

Game-like PracticeVolleyball TriadForearm Pass University of Massachusetts

Questions or Comments

Promoting Lifelong Games Players: Teaching Sport Concepts & Skills via a Tactical Games Model