Standard Grade PE Activities: Creativity and Tactics
Learning Outcomes • To understand what CREATIVITY is • To be able to describe how performers can be creative in different activities • To understand what is a TACTIC • To be able to describe how tactics are used in different activities
Creativity What is Creativity? Creativity is the ability to create or react to a situation in a unique/unusual/unexpected way, using your own ideas to solve a problem. There are many different ways of being creative in team and individual activities
Benefits of being creative aesthetic/subjectively scored activities - • it scores high marks • it looks good • it looks different competitive team and individual activities - • you can do something unexpected • you can fool or outwit your opponent • you can get away from the defender • you can create a scoring opportunity
BEING CREATIVE Creativity can be used in most of the activities in your standard grade course. For example, in gymnastics if you are asked to create a short floor sequence, you need to be creative to ensure your sequence has flair, fluency, effective use of space and variety (simple and complex skills).
Creativity • How could the performer in this picture be creative when performing her headstand? Instead of simply performing a headstand, I did a handstand into straddle, this made my performance unique and different to my classmates.
How could you be creative in a team game? BEING CREATIVE http://www.bbc.co.uk/scotland/learning/bitesize/standard/pe/activities/nature_and_purpose_rev7.shtml
Creativity Continued You can also use creativity to create and deny space in team games…… Creating space for yourself: • In netball at centre pass I rolled over the back of the defender as I moved into the C third creating protected space to move into. Creating space for a team mate: • I moved wide in hockey to draw the defender with me. This created space for my team mate in attack to have a shot at goal under less pressure. Denying space for opposition: • In netball as a GK I waited on the shooter approaching the edge of the circle and man marked her keeping her their preventing her from driving into a new space closer to the net forcing a wide range shot.
Task one • In pairs, describe how you have been creative in an activity which is scored objectively. • Describe, how you have been creative in an activity which has been scored subjectively (judge).
Example answer….. • Subjective: In my floor routine, I had three different cartwheels. To begin with, they were all at the same speed, leading with my left hand on each one. I decided I could add to the quality my routine by varying the cartwheels. For a start, I performed one of them leading with the right hand. Then I varied the speed.
Example answer: • Objective: Our opponents were finding it straightforward to predict where our spike attacks were coming from. We decided that we could add more variety to our play by asking our setter to vary the set to unsettle the other team.
Tactics Players are often creative by devising tactics in order to beat their opponents. A tactic is a game plan or strategy, usually decided before the game in order to beat the opponent. The aims of a tactic are to play to your own strengths or exploit your opponents’ weaknesses
Tactics The choice of tactic could be influenced by • The weather conditions • Previous results • Time left in the game • Injuries • Goals/points for or against • Players dismissed from the game • Opponents strengths/ weaknesses/physical personal qualities • Own strengths/ weaknesses/ physical/personal qualities
TACTICS For example: In netball, your GS may be particularly tall, so you may decide to play a lob pass into the circle so that she can gain a position close to the net for a high percentage shot. A starting tactic in singles badminton is to use a high serve to the back of the court. This pushes your opponent to the back of the court making him play a defensive shot. If this shot is poor it means you can attack this weak shot with a smash.
It doesn’t always work……. • Sometimes in games, you may need to change your tactics! • For example…… • The most common tactic in volleyball is to use a three touch attack with the third touch an attacking shot (spike) hit powerfully into the opponents’ court. The 1st a shot dig/volley is played up accurately to the setter, this is important as he then has the time to set the ball up high above the net for the spiker to attack their opponents. • Opponents started to read this and had 2 blockers waiting for the spiker. • This could be altered in a game by playing the ball over the net on the 2nd touch to try and catch your opponents unaware. The spiker could also change his shot to a tip across the net. These would only work if the tactic was not used too often.
Task 2 In pairs, describe a starting tactic you could use in an activity of your choice. Describe a problem you had with this tactic Describe how you changed this tactic?
Homework!!!! • Use your notes! • Ask for help! • No late returns! • I expect credit level answers at all times!