Historical Perspective - 6 stage model

1. 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.

2. 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.

3. 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.

4. 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)

5. Games frameworks - Key questions Griffin et al. framework • What problems does this game present for scoring, preventing scoring, and restarting play? • What off-the-ball movements and on-the-ball skills are necessary to solve these problems?

6. 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)

7. 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…

8. A Framework for Categorizing Physical Activity Games That Use an Object Key BM - Body management. Also referred to as locomotion or BM - Stability and good EH - Sending away and EH - Sending, receiving and BM - Running, dodging, non-locomotion skills. balance as deliver object aiming retaining (especially as traveling) guarding, stopping and EH - Equipment intercepting handling. Also referred to as For example, manipulative For example, TERRITORY soccer, hockey, TARGET skills. curling, bowling and basketball, rugby golf and football Physical Physical characteristics characteristics OPEN END FOCUSED TARGET (LINE) TARGET(NET) OPPOSED UNOPPOSED PRIMARY RULE PRIMARY RULE (I) score by getting your object(s) closer to a (i) score by getting object into opponents' goal; target than your opponent(s). opponents try to stop scori ng. PHYSICAL ACTIVITY GAMES THAT USE BM - Changing direction quickly, EH - Sending EH - Sending - away and AN OBJECT BM - Running, covering, moving in all directions, (striking) and receiving skills stopp ing, sliding and stopping, guarding and covering preparing to receive guarding BATTING/ For example, NET/WALL For example,tennis, FIELDING baseball, softball, volleyball, sq uash and cricket and racquetball Physical Physical characteristics characteris tics OVAL FAN DIVIDED SHAR ED PRIMARY RULES: i) score by striking object and running between PRIMARY RULE ( safe areas; stop scoring by catching ball in the air (I) score by getting the object into your opponent's or getting it to a safe area before the batter. areas of play more often than they can return the object back into your area .

9. Progressive principles play Hopper, T. (1998). Teaching games for understanding using progressive principles of play. CAHPERD, 64(3), 4-7.

10. 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

11. Basic Task Model Task

12. Tactic-skill Progressions • Key ideas. • Off-the-ball movements. • Awareness of space, time and force components. • Modified game that all students can play. • Progressive and recursive development of principles. • Concepts transfer across games.

13. 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 : A tactical games approach. Champaign, IL: Human Kinetics.

14. RECOVER Ball played Ball received or kept by player Skill Execution 4 R’s for Territory/Invasion Team does not have ball Team has the ball Base Base READ RESPOND REACT RECOVER READ RESPOND RECOVER Decision Making Decision Making Support Guard Mark Cover Adjust

15. Tactical Awareness Player decision making Off-the ball movement skill selection then skill execution On-the ball skill selection then skill execution Off-the ball movement skill selection then skill execution Anatomy of a game performance for Net/Wall games READ RESPOND REACT RECOVER Decision Making Cover Adjust Base

16. 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.

17. 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.

18. Content Focus Learning Context Game Learner Technique“How to do it?” Teacher-in-situation decides Decision“What to do?” Tactical“Player-in-situation” Game performanceassessment Culminating Game Student Adaptation Learning ContextModified gamedesigned to emphasize skilland tactical useby the learners Strategic Play Co-op play between learners based on game structure Strategic Play“Why need it?” Technique Practice BM skillsto enable off-the-ball movements, or EH skills to useobject in game. Decision Making Movementbehaviour in relation to the game environment(space, object, rules & opponent) Tactic Play competitive game usingspace, force & time components, selecting andexecuting skills. CulminatingCompetitive gamebased on adult game structure. In time GPAI assesswith peer observer