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.



Games

MURDER BALL

This is the floor layout for Murderball. This game is for high school students. This games was extreamly popular in my high school, this was played occasionally in P.E. but mostly as a lunch time intermearl where you created teames with your friends and compeated against other students at your campus. At the end of the intermearal weeks and once the tournment is over the winning team from each campus (Jackson [9-11] and Sullivan [10-12] but we are one high school different campuses) competed against eachother. Teachers were also allowed to form teams and take part.

The Rules: Each team is of the same amount of people (one extra on a team is fine) all players must have their backs up against the wall to eliminate start line cheaters. The Rhino balls are placed on the fields centre line. You usually want to have enough balls that one of the two team could each have a ball. the neutral zones is territory of both teams, meaning that each team can hold and run with a ball for 3/4 of the gym. If you cross the line that is just the blue team or just the red teams you must drop your ball and sit on the bench. The rest of teh rules are like doge ball. NO HEAD SHOTS, men are not allowed to throw overhand, but females can. This is in an attempt to even out the trowing force. Watch out for people around you since half the gym is shared territory. If you are hit you sit on your teams bench until a team member catches a fly ball. If one team is eliminated the game is over or you restart and the winning team recieves 1 pt.

Equipment: Rhino balls, pinnies, 2 benches.

Skills: dodging, throwing, spacial awareness, hand eye coordination, team communication, idividual problem solving.

DIAGINAL FOOTBALL ULTIMATE

Our high school happened to be doing a frisbee unite and it was too windy outside that the frisbee became more or a safety hazord. A member of our class suggested that we use a football.

Rules Offence: The rules are a combination of football and ultimate. You start from your own goal line and work your way across the field to get to the opposite teams goal (hola hoop). There are 3 downs just like in the CFL. If a pass is not intercepted but the ball hits the groud that is 1 down. You can only takes 5 steps once you have caught the football. You must have passed to atleast 1 female and 1 male on the same team before scoring. The small circles (top left for red) and (bottom right for blue) the offencive team must pass the football to a team member standing in the hoop in order to score 6pt. To make the game more challanging you must alternate with the sex standing in the hoop. Example if a male was in the hoop for the first completed goal and female must be the one to catch the ball in order to get a second goal.

Rules Defence: you must be two steps back from your check at all times when they have the ball. If your check does not have the ball this rule does not apply, but you MUST NOT TOUCH the player.If your intercept the ball the play DOES NOT STOP! Your team automatically terms into offence and the former offence team becomes defence.

Equipment: Pinnies, 1 football, enough flat disk cones to make a diagonal line acroos the field, and 2 hola hoops.

Skills: team work, hand eye coordination, passing, jumping, spacial awareness, agility, stop and go, and piviting.


STAR WARS

This game is really quit simple to set up and is a great game to play. Star wars is probably a game that is appropriate from the age of 8 through to 18. This game is played in a gym with two teams. You place 3 wooden bowling pins evenly spaced apart on the basketball court boundry that is just behind the hoops, do this for the other side as well. This is all that is required to be set up.

Rules: The teacher throws to balls (Rhino or small dodge balls) at a time from the centre (1 to each team). Once the first balls are throewn the game has begun. Usually have about 10-20 balls in play at all times. There are no head shots, each pin is protected by 1 defender no other play is allowed within a 3 step radius of each pin. The defender can stand as close as they wish to the pin but they are not allowed to touch the pin. The defender is not out of the game till the pin he/she is protecting falls over. The defender then becomes a regular player. The object of the game is to get the opposing teams pins down first. Once a player is hit with the ball they take a seat on the bench until a fly ball is caught.

Equipment: 6 bowling pins, pinnies, 10-20 dodge/rhino balls.

Skills: team work, dodging, throwing, jumping, stop and go, communication, spacial awareness



FOUR WAY SOCCER

This game is from the very young to the high school student. This game is able to be played inside or outside. The red, blue, green, and yellow lines represent the bench that is laying down so the flat side is facing the centre of the gym or field. This game can be played with all players running and trying to score at the same time or by calling numbers. This game is ment to work on controlling the ball and controlled kicks. This game is great for the end of unit t=since it touches on all basic soccer techniques.

Rules: The rules are the same basic soccer rules that are used in the age group of 5-12yr. , no pushing or shoving, no tripping, no holding on to clothes. When a player gets control of a ball they are to dripple and pass the ball and with a controled kick they must hit their own teams bench for a point. Hitting the side of the bench or grasing the tops DO NOT count for a point it needs to be a direct hit to the flat faced part of the bench. If playing by number calling the rest of the team stands behind their goal (bench). The teacher keeps tracks of points on a clip board to keep the scoring fair.

Equipment: 4 benches (roughly 4ft.-6ft., 3 different pinnie colours, and 2 soccer balls, a clip board with a sheet of paper.

Skills: ball control, teamwork, drippling, passing, agility, control kicks, spacial awareness, and defencive play.