Thoughts on the two models

This semester was a great learning experience!!!! The group work was a bit difficult at times with everyone having such busy lives but we made it happen. It is not hard to see how to incorperate both the Social and Personal Responsibility Model and Teaching Games for Understanding – Teaching a Tactical Perspective models into the classroom. I liked the visual used from the Social and Personal Responsibility Model, I thouhgt that it was a great way to show young children what types on things teachers are looking for from their students in  a way that can visually be seen and used as a reminder to the children. During the group work for this model it was interesting because it made us think of games that we thought would best represented the model, making us think more outside the box then just assigning the same drills kids do each year before doing a game at the end of the P.E. unit. Teaching Games for Understanding – Teaching a Tactical Perspective was a great model to learn, I think this model was a great way to reallly make you think out side the box and focus on one/ two tacticle problems at a time. The games that the groups came up with were fun to play and really show how many mini games there are or could be for any particular game. It was alittle more difficult for the groups that got target (the mini golf course was awesome creativity) but they did a great job working with what they had. I will for sure bring both of these models into my future career in teaching. These models show how you can have fun and gain valuable skills and understanding of the game in a different approach then drills, game, repeat. These models will help myself and the children become a more well rounded at activities and hopefully give them a different aspect on how P.E. can be more then a competative enviroment, but one that focuses on the group as a whole not individually.

Tactical Problems in soccer

Tacticle problem: keeping possession of the ball.

Game:1 Pirates of the Pugg

Set up:
Build a circle approximately the size of the center circle with a Pugg Goal in the middle of the circle. The actual size of the circle will vary depending on the age and skill level of the players. With all players in the playing area, dedicate 9 players with the ball, and 3 players without a ball will be the "Pirates".

 

Instructions:
Instruct the "Pirates" without the ball to defend the players with the balls. Once the Pirate wins the ball, they attempt to score on the Pugg goal in the middle of the circle. If the Pirate scores the goal, that player too becomes a Pirate. Play continues until the last player with the ball wins. If the pirates have a hard time getting started, the coach can help the pirates at first.

Game 2: World Cup

Set up:

The game is played in the 18yard goltender box. Have a supply of balls just off of the playing area. Players can be split in to teams of 2 or 3 or this game can be played as individuals.

Instructions:

The coach should serve a ball into the grid. Each team plays at the same time against the other teams. The team to score sits out for the remainder of that round and advances to the next round. The last team to score in each round is out of the tournament.

Modifications:
Players or team member that go outside of the boundries are automatically out
Players or a team member is out if they shot over or wide of the net.

Tactical Problems in Basketball

Tactical Problem: controling the dribble during stops

Red Light, Green Light: This is a fun way to get students to work on dribbling and also to work on stopping with the ball in a controlled fashion. All players need a ball and will start at the same baseline. The coach will stand at the other baseline, calling red light or green light. When green light is called players must control their dripple as they make their way down the court. Once the coach yells RED LIGHT players must stop dribbling the ball and stop moving in a controlled fashion. Players that are caught still ,moving will have to start at the baseline over again. This is repeated untill all players have made it the other baseline. Once all players have made it to the other side, ask them to switch hands. (right hands use their left and lwft hands use their right).

This game can also be modified to make it the first one to the opposite baseline wins.


This next game works on multiple skills at once. The basic 2 offense vs 1 defense.

All players will be split into two seperate teams. Blues will go towards one basket while Reds will go towards another basket. Each team will have a volunteer to be the defender for the first round. Each team will form two equal lines in the middle of the gym. Each team will complete the same drill at the same time. 2 offensive players will head towards the basket from centre. Players must complete atleast one pass. A player must come to a complete stop to pass the ball to the second offensive player. The players are allowed to pivot and pump fakes to get the defender off balance. Players go until the defender has control of the ball or the offence has scored a basket. The player must be in the key to score in the basket. The player that shot and scored the ball will become the new defender. This drill can either go for a set time or till each player has been a defender.

the object of this drill is to work on being down a defender on the rush and for player to plant their feet, control the dribble, and work on faking the defender to increase your odds of scoring.

Game Performance Assessment Instrument

Game Performance Assessment Instrument

Game: 4 VS 4 Volleyball ______                             Class:__________________________

Evaluator:__________________                            Date(s):________________________

Levels of Performance:

4 – player shows an observable and  highly effective play.

3 -- player shows an observation most of the time with effective play.

2 -- player shows some observation and some effective play.

1 – player shows little observation and little effective play.

Game observation:

Skill execution: player is able to pass the ball accurately to the intended target (serving, the ball lands in the court).

Decision making: player uses proper techniques for bump, set, and spike at the appropriate allotted time.

Cover: off ball back row the player is in a low defensive stance ready to receive the ball, front row the player is ready to make a block near the front of the net. On ball the player is in a ready stance to receive a pass.

Evaluation Criteria: observe the player(s) for approximately 5 minutes.  Use the criteria above to evaluate the player. Rate the player according to the chart above (4 high, 1 low).

Players Names	Skill execution	Decision making	Off Ball movement	On Ball Movement

Comments:









This Assessment chart is my interpertation of an already created chart. I have made this chart to evaluate the players abilities, knowledge, and cogniative ability during game play. This chart would be great to track the improvement of players and also to give the coach/teacher an over view of the players abilities to pin point key areas that are in need of improvements. This chart can eassily be modified to assess specific abilities such as just wanting to evaluate the players movement on and off the ball, if you are wanting to assess only one tacticle problem at a time.

This guy is amazing

http://www.wimp.com/toogood/

Tactical Problems in Hockey

Hockey is a game with may components that all coninside with one another to make the game run smoothly and safely for the players.

An important tactical problem is the ability to have quick starts and fast and short stops. There is basicallly 3 ways to stop that are to my knowledge.

1. the forwards skate facing forward and the skate behind goes horizontal to the front foot. Stoping like this is like trying to stop in the winter with your crapy summer tires.

2. there is also the classic learning to stop by using the pie shap toes facing inward while your heels face outwards. This is like trying to stop with your all season, it works but you are still going to slide quit far.

3. and the final way to stop is bending your knees and shifting your body weight to quickly shift your skates horizontally for a quick and smooth stop. This is like having the king or winter tires slapped on your car.

To help gain the skill and confidence in your ability to have quick starts and short distant stops.

The point of this exercise is to slip your team into 2 groups (1 team orange, 1 team green). at the start line you have a ready position and when the whistle is blown you skate hard to the cone and practice proper stoping techniques then you take the starting position again and skate hard to the next cone. As the first person starts to skate to the second cone the next person in line starts to skate to the first cone and this continues till all members on the team have made it to the other side of the rink.

A second and more basic way to introduce the skill of start and stop is to have the players evenly spred out around the rink with space to fall or lose the edge with out hitting other players. Then get the players to take two strides then practice the power stop. make sure all players go in the same direction to avoid colisions.

Teaching Games For Understanging

Teaching Games For Understanding (TGFU)

This is an approach that is "a learner-centered model of teaching, the approach is intended to provide learners with an understanding of the technical and tactical skills necessary to be successful across a wide variety of games and the motivation to continue participation." (Butler, J., Hopper, T., and Mandigo J.). This model was develpoed to give children a whole understanding of the game making the children "physically literate" which implies that children have the knowledge and understanding the enables them to predict the patterns of play, possess technical and tactical skills to deploy appropriate and imaginative responses and they are able to experiance positive motivational states while helping to facilitate modivational states amongst others involved in the game.

There are 4 categories to this model: Target ganes, Striking games, Net/Wall games, and Invasion/ Territorial games.

A quick definition of these categories are.

Target: to avoid obstacles and get your object closer then the opponent's object to the target (ex. curling)

Striking: to place the ball away from the fielders in order to run the bases and score more runs then the opponent before getting out. (ex. baseball)

Net/Wall: to send a object over a net or against the wall so that it lands inbounds more frequently then when your opponent. (ex. soccer)

Invasion/ Territorial: to control an object, keep it away from the opponent, and to move the object into a scoring position to score. (ex. capture the flag)

Step 3: is the Tactical Awareness portion of the model and in this particular step the learners develope an understanding of the importance of of offenseive and defencive tactics to the games that will help them to gain the tools to have an advantage over their opponent. Some examples are

Target: in curling there is a technique to holding your rock in your hand to get the rock to curl around other rocks in the way of your tarbet the botton. If you are steady with your push off and hold the rock correctly you will have an advantage over your opponent.

Striking: In baseball if the batter is able to hit the ball past the 1st base man of the 3rd base man this give the runners more time to run the bases.

Net/Wall: In soccer hard and percise passing of the ball in the opponents zone will be the key to get the defensive players to move amongst their zone and open up a shooting path to the goaltender. the faster the passing the more likely you are to catch the goaltender out of position.

Ivasion/ Territorial: In capture the flag you need to devise plans with your team to decide on runners, gaurds, and jail breakers. to out smart your opponent.