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Games Classification System

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

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Games Classification System

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

  2. Defining Invasion Games • Those activities in which the goal is to invade the opponents territory in order to score • Most complex of the four game classifications

  3. Q&A • You are planning a 7th grade basketball unit, what will be the lesson focus for each day? Be sure to include days for game play. • 1. • 2. • 3. • 4. • 5. • 6. • 7. • 8.

  4. Tactical Games Model

  5. Tactical Games In a Nutshell • “As a middle school student once said, ‘So we play a game, figure out what we need to do, practice it, then play again to see if we can do it. Right?’” • EXACTLY

  6. Why Use Tactical Games • Interest & excitement • Learning through games not about games • Avoid questions like: “When can we play the game?” and “Why are we doing this” • Knowledge as empowerment • Students learn the context of the skills (see big picture) • Transfer of understanding & performance across games

  7. Foundations • The major learning objective in the tactical model is for the students to make  and carry out tactical decisions in games and game like situations. It is a combination of knowing what to do and how to correctly execute skills in a game context • Tactical Games model evolved from a conceptualization of games called Teaching for understanding or Teaching Games for Understanding (Bunker &Thorpe, 1982)

  8. Sequence of Steps in a Tactical Lesson • Starting class (teachers responsibility) • Management and warm up (not run and stretch) • Initiation • Introductory activity (game form) designed to introduce or highlight a tactic (teachers responsibility) • Teacher questioning that identifies the need for skill and/or tactical practice (teachers responsibility) • Solving the tactical problem (students come up with their solution/s) • Practice (teachers responsibility) • Activity or game reinforcing tactical problem (teacher) • Closure Assessment – at some point during lesson

  9. Tactical Games Model(Griffin, Mitchell & Oslin, 1997) Tactical Problems Scoring Preventing Scoring Restarting Play Solutions of Tactical Problems Decisions Skills Movements

  10. Games Teaching Continuum

  11. Scope and Sequence • Each activity unit can be subdivided into three categories, each containing several lesson topics • Discrete skills and basic tactics • Combination of skills and intermediate tactics • Advanced skills and tactics

  12. Tactical Transfer • Games share the same tactical problems within a classification • Soccer, basketball, lacrosse • What are some examples?

  13. Tactical Problems, Movements and Skills

  14. Level of Tactical Complexity

  15. Alternative Format • Combining tactical problems table and level of tactical complexity table • Scope and sequence example for basketball

  16. 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

  17. Example Lesson Initial Game • 3 v 3 • Goals: • 5 consecutive passes • Conditions: • 30 by 20 playing area • possession game

  18. Possession Game A BA 0 BB A

  19. Example Lesson Q&A • What is the goal here? • How can your team keep the ball?

  20. Example Lesson Situated 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

  21. 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

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

  23. 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

  24. Game-like PracticeVolleyball TriadForearm Pass

  25. Griffin • http://ksa.sports.re.kr/common/download.php

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