lesson plan: play with purpose: game sense · game sense: an overview game sense is a sport speci!c...

Lesson Plan: Play with Purpose: Game SenseTime:

Learning Intention:

Content Descriptor(s):

Play Area

Equipment:(Play equipment , sound, music etc)

Movement Skill Criteria(List of criteria and pictures cartoon drawings)

Basic Technical Tips

Fun Facts about the sport/ activities

Activity 1:

Focus Questions

Activity Variations•

Freeze Play: Skill Drill (If needed) and Tactical discussion between players

Replay activity:

Lesson Plan: Play with Purpose: Game SenseEither with or without variation.

Activity 2:

Focus Questions

Activity Variations

Freeze Play

Replay Activity

Activity 3:

Focus Questions

Activity Variations

Freeze Play

Replay Activity

Activity 4:

Focus Questions

Activity Variations

Freeze Play

Lesson Plan: Play with Purpose: Game SenseReplay Activity

Conclusion: Discussion

Student Reflection Question/Home work

McBride’s 4 Phase Schema for critical thinking in PE.

Dispositions for Critical Thinking

Gallahue & Cleland (2003) list the following dispositions or habitual ways of behaving thatare conducive to engaging in critical thinking activities:

Trying to be well informed Being open minded Being sensitive to other’s ideas Being patient and Being willing to share ideas

Teachers being sensitive to student’s needsGallahue and Cleland Donnelly note that, “teachers …. must be sensitive to children’soverall development and, after assessing their students’ dispositions, determine how much,for how long, and when to integrate thinking within physical education activities.” (P. 663)Gallahue, D.L. & Cleland Donnelly, F., Developmental physical education for all children, 4thedition, Human Kinetics, 2003

Selecting appropriate Teaching StylesTeachers are the catalysts or facilitators of critical thinking in physical education. “…. tobecome an effective catalyst, teachers must shift their role from controller of information tofacilitator of information. In physical education, this means we must rely less on traditionaldemonstration/replication (direct) mode of instruction and use other modes of indirectinstruction associated with fostering critical thinking.” (McBride & Cleland, p. 42)

Tactical Problems, Movements, and Skills for Elementary-Level Net and Wall Games

From: Teaching Sport Concepts and Skills, A Tactical Games Approach for Ages 7 to 18, Mitchell, S.A, Oslin, J.L. and Griffin, L.L.third edition, Human Kinetics, 2013

Tactical Problems Off-the-ball movements On-the-ball-skillsSCORING (OFFENCE)

Maintaining a rally Moving to catch Reading and anticipating

Underhand throw Underhand strike – forehand and backhand

Setting up an attack Seeing court space – long and short Opening up to teammates

Shots for depth – lob, drive and clear Approach shot Drop shot Serve Passing and setting

Winning a point Attacking spaces Making power versus accuracy decisions

PREVENTING SCORING (DEFENSE)Defending space Base positioning

Covering the court as a team Sliding

Defending againstattacks

Backing up teammates Shifting to cover

Blocking downward hits

RESTARTING PLAYInitiating play Receiving serve Serving

Levels of Tactical Complexity for Elementary-Level Net and Wall Games


Tactical problems Level IThrow-and-catch games with onebounce (throw tennis)

Level II Striking-with-hand games with

one bounce (hand tennis) Throw-and-catch or no-

bounce games with twocontacts deck tennis orvolleyball)

Level III Striking-with-implement

games with no or one bounce(Badminton or tennis)

Striking-with-hand games withtwo contacts (Volleyball)

Maintaining a rally Underhand throw Moving to catch Reading and anticipating

Underhand strike- forehand (handonly)

Underhand strike – forehand andbackhand (implement)

Setting up an attack Seeing court spaces – long andshort

Shots for depth – lob. Driveand clear

Opening up to teammates

Drop shot Serve Passing and setting Approach shot

Winning a point Attacking spaces Downward hitting – volley,smash and spike

Making power versusaccuracy decisions

PREVENTING SCORING (DEFENCE)Defending space Base positioning Covering the court as a team

SlidingDefending against attacks Blocking downward hits

Backing up teammates Shifting to cover

RESTARTING PLAYInitiating play Serve

Receiving serve

Play with Purpose i

Play with Purpose 3rd Edition

Game Sense to Sport LiteracyShane Pill

A resource to support

teachers and coaches in the

implementation of a game-centred

approach to sport teaching

Play with Purpose 7

Game Sense: An overviewGame Sense is a sport specific version of teaching games for understanding (TGfU) (Bunker & Thorpe, 1982) developed in Australia in the mid 1990’s through collaboration with Rod Thorpe and the Australian Sports Commission (Thorpe, 2006).Game Sense exists in three parts: r� knowing what to do in the context of play (decision

making)r� knowing how to do it (movement knowledge), and r� the ability to execute the response successfully

(movement capability).

A Game Sense approach to skill learning emphasises tactical learning and movement skill learning in context (play) and therefore, game intelligence. Game Sense can therefore be thought of as both the objective of games teaching (Charlesworth, 1993, 1994) and an approach to game skill learning by developing the tactical and technical sport competency of “thinking players” (den Duyn, 1997b).

Players with expert game sense are able to match mental action plans to game situations and execute the movement solutions. The development of this action-understanding coupling begins in the game play developed as a novice player learning the basics of a game.

Skill learning characteristics of a Game Sense approachGame Sense is not a roll-out-the-ball and play approach. It is an active and reflective learning approach that nuances whole-part-whole practice by including active reflection and problem solving by playing with purpose. r� Use small-sided games to maximise participation

for skill learning and to construct an environment for game understanding. Coyle (2009) explains how small-sided games accelerate skill learning by creating greater opportunity for game participation than full sided game versions. More involvement equals more opportunity to learn by doing.

r� Move your thinking from skills to concepts and determine what you want students to learn from the game. Learning will be developed through a game-question and reflect-practice-return to game cycle, as opposed to the traditional practice-instruct-practice-game cycle. Practice is not ignored; it is contexted by game play.

r� Construct representative learning environments that couple action and understanding through the manipulation of game constraints (task, environment and performer variables). For example, kicking at goal in Australian Rules football rarely occurs without a defensive action, such as a defender ‘standing the mark’. The practice environment should therefore couple the action of kicking at goal with a defensive action so that the

Game Sense: Developing sport skills 2PLAY WITH PURPOSE

What to do

DecisionMaking

How to do it

MovementKnowledge

Able to do it

Skill(Movement Capability)

Game Sense

8 Play with Purpose

practice environment includes the game context. The skill being practiced therefore reflects the skill that is used in the game.

r� Move from practice situations with low variability to high variability as retention (deep learning) is more likely. For example, move static or passive defenders to different types of defensive action and different types of goal kicking scenarios (Farrow, 2011).

r� Use guided discovery by being prepared to help players find answers to the problems experienced during play. Place players in situations where they solve problems within the parameters of play and/or respond to questions about the play, but don’t leave the game to be the teacher. Be clear about the purpose of the play by having a target concept (Mosston & Ashworth, 2002) in mind for the players to learn and plan questions to guide them towards understanding of the concept as well as planning game variations to consolidate, refine and extend understanding of the game concept in action.

Curriculum considerations of a Game Sense approach

Make use of game categoriesIt takes time to learn skill competency and a lot of time to reach expert performance. Farrow (2011) indicated that it takes more than 500,000 shots to become an expert netball goal shooter. Research also suggests that breadth of game playing experience before sport specialisation assists the development of sport expertise, especially experience with games similar in tactical sophistication (Farrow, 2011). What do those two propositions mean for sport teaching?

An alternative physical education planning approach that takes these two propositions into account is to adopt a thematic structure based upon game categories. Instead of selecting a specific sport and teaching students how to play it, games are selected to highlight similarities and differences in thinking about the play. Using the properties of the game, the teaching games for understanding (TGfU) (Bunker & Thorpe, 1982, 1983; Thorpe, Bunker & Almond, 1986) model proposed four game categories. In the Game Sense model they are Target, Net/Wall, Striking/Fielding, and Invasion games (Table 2). A curriculum structure based upon these game categories would teach game concepts, skills and tactics that are transferable between sports that are similar in nature before moving to sport specific specialisation. In other words, students are taught an operational theory and functional movement skills that can be applied to all games within a category.

Recent research into elite skill development factors acknowledges that the accumulation of deliberate play (Cote, Baker & Abernathy, 2003) in games similar in tactical nature during childhood and youth is a factor in becoming an elite decision maker in game play (Berry & Farrow, 2009).

Table 2: Game CategoriesInvasion Striking/Fielding Target Net/Wall

Players aim to control an object, keeping it away from opponents and moving it into a scoring position

The striking team tries to hit or strike an object into a specified open area then runs to designated areas, while the fielding team tries to catch the object or get it to a designated area

An object is propelled at a target

An object is sent over a net or against a wall

(Renshaw, Chow, Davids & Hammond, 2010)

Skill(Information

in action)

Task

Understanding(Perception and

Decision Making)

Environment Performer

Play with Purpose 9

Encourage thinking, decision-making and problem solving to learn in and from playA Game Sense approach encourages a broad understanding of sport and play through the development of student thinking by using problem-solving and guided-discovery. r� The focus is to place the participant in situations where decision-making and

problem-solving are central to successful game performance. r� The central instructional strategy is the use of questioning to stimulate

thinking about the game instead of using more didactic teaching approaches (Table 3).

r� Games are stopped at regular intervals and participants challenged to reflect on their participation in order to mature the play.

Table 3: Template for developing questions

Key Questions Who? Why ? What ? When ? Where ? How ?

Time

Space

Force

Flow/Tempo

Consistency/Control

Modify games by changing constraintsAn essential element of the Game Sense approach is the use of modifications to emphasise learning through guided-discovery and problem-solving. By modifying games, the essential characteristics of the game are retained while thinking about particular aspects of the play can be highlighted. This is especially important in sports teaching within physical education.

Games can be modified using the concepts of exaggeration and reduction (Thorpe, Bunker & Almond, 1986). An example of the reduction concept is the use of modified equipment so that it is age and developmentally appropriate.r� Exaggeration can be applied by making a target (eg

goal) bigger to make scoring easier while increasing demands on defensive players.

r� Reduction can be applied by making the goals smaller so that the game demands on attacking players are increased.Exaggeration and reduction allows the teacher to

manipulate the game elements of time, space, force and flow (Findlay, 1982) by changing the following:r� Dimensions and space of playing arear� Equipment

r� Number of passes allowedr� Type of passes allowedr� Type of technique usedr� Rules and scoring systemsr� Player movementr� Specific game roles for playersr� Length of time players can retain possessionr� Obstacles and obstructions usedr� Where players must pass/hit the ball

Change ItThe CHANGE IT formula (Schembri, 2005) helps understand the process of modifying constraints by eliminating, refining or adding to game rules and playing conditions (such as field size) to focus attention on specific tactical or technical game understanding:

C – coaching styleH – how scoring occurs or the scoring systemA – area or dimensions of the play spaceN – numbers of playersG – game rulesE – equipmentI – inclusion by modifying activities for learning needsT – time of the game or time allowed in possession

10 Play with Purpose

Start with deliberate play, but don’t ignore the need to practice The theory of deliberate practice (Ericsson, Krampe & Tesch-Romer, 1993) indicates that it is not simply practice of any type, but deliberate practice that is necessary to develop skill confidence and competence. Deliberate practice refers to activities done with the purpose of improving skill performance. Play with purpose is part of this deliberate practice accumulation as play is undertaken with the intention of improving game performance and understanding of specific target concepts.

There are plenty of resources available to support a technical understanding of movement and technique

practice, and so this resource does not delve into this area. This resource is designed to support a game-centred approach, however, it is emphasised that drill practice is not ignored in the need to develop game play. In a game-centred model, the use of this direct practice emerges from understanding game play and appreciating where skill performance improvement may be required. The ideas presented in Play with Purpose do however, challenge “progressive part-to-whole” training progressions that begin with narrowly focussed actions (a part) which is then progressed by adding complexity to be almost game-like. Play with purpose advocates starting with representative game play, illustrated in Table 4.

Table 4: Comparison of a Game Sense session vs a technical skill-and-drill session

Game Sense Session Plan Technical skill-and-drill Session Plan

Warm-Up: Multiple games of 3 v 3 soccerTactical Focus: Attempt to maintain possessionFreeze Play: Play analysis

Warm-up: Running laps around the pitch, stretching, pairs passing

Skill Focus: Passing

Drill 1: Lane passing

Drill 2: 1 vs 1. Receive pass from teacher/coach, attempt to return to teacher/coach under pressure from defender

Drill 3: 2 vs 1 “piggy in the middle”, “keep-ing off”

Drill 4: Shots on goal; coach pass – player control, sight, shoot

Concluding Activity: Game

Cool Down: Running laps around the pitch and stretching

Return to 3 vs 3 game

Game Sense Game 1: 3 vs 3 “go for goal”. Player who scores must jog back and around own goals and re-enter game from the defensive end of the pitch. This creates an offensive 3 vs 2 at the restart after the goal. Freeze Play: Play analysis, skill practice if necessary

Return to Game Sense Game 1

Game Sense Game 2: 3 vs 3 with through-pass attempts to a front runnerFreeze Play: Play analysis, skill practice if necessary

Return to Game Sense Game 2

End Game: 3 vs 3 soccer

Conclusion: Game Sense discussion

Play with Purpose 11

Choosing the right gamesIrrespective of the game category, both the choice of appropriate games and how they are used in a session will all determine the success of this teaching approach.

The following concepts underpin successful use of the games for sport skill learning (Thorpe, Bunker & Almond, 1986): r� Shaping play by the reinforcement of cues, feedback,

questions to get players thinking about the game, and modification of game rules to emphasise the need for technical development or tactical understanding.

r� Sampling by using small sided games that maximise game participation and, therefore, the potential for skill development. For example, futsal soccer/AFL 9’s football.

r� Complexity through the progression of game forms to accommodate task complexity for the level of the learner.

r� Representation by developing modified games with similar tactical structure to the ‘full rules’ game.

r� Exaggeration modified games retain the primary rules of the ‘full rules’ game, but secondary rules are adapted to exaggerate the need for a technique or tactical solution.

The importance of shaping strategies Shaping strategies are concerned with the development of specific behaviours that reinforce closer and closer approximations to a desired game behaviour. Rushall & Siedentop (1972) explained that the main reason shaping works is that as new approximations are reached and reinforced, aspects of earlier behaviours are extinguished or refined leading to a more capable player.

Pedagogically skilful shaping consists of selecting the right game responses to reinforce and knowing how long to reinforce each approximation before moving to the next sequenced step. The steps may be:r� A game progression by adding a new dimension to

the playr� A new game ruler� Moving to a skill drill, play practice or another Game

Sense game or related activity.

Rushall & Siedentop’s (1972) shaping strategy involves: 1. Knowing the desired game behaviour – the

end point by thinking back to the early information concerning the importance of knowing your purpose by identifying the target concept that is to be discovered.

2. Sequencing the steps that includes both sequencing the questions and sequencing the game progressions.

3. The use of primes eg. when introducing a new game behaviour, start players in a game that begins to model performance allied to the desired final game behaviour and use prompts such as questions, direct instructions, demonstrations and role plays to produce the performance variations desired.

4. Reinforcing game learning through sufficient engagement in play and practice.

Launder (2001) has also considered the value of shaping play as a pedagogical strategy to enhance game learning. The manipulation of specific game variables (constraints) to teach in the game is part of the process of creating play practices to improve specific elements of performance. Launder’s explanation of shaping assists a better understanding of the TGfU-Game Sense pedagogies - exaggerating game structures and representation of game forms (Thorpe, Bunker & Almond, 1984).


A Game Sense approach asks the teacher to emphasise an understanding of the game, and promote confidence in the student’s ability to participate in play. This will lead to greater levels of sustained involvement in physical activity compared to traditional skill and drill approaches.


Example Key Questionsr� What do you look at when you throw the ball?

r� What does your non-throwing arm do as you throw the ball?

r� Where do you aim to hit the rolling ball?

r� What difference does it make throwing side-on and face-on to the rolling ball?

r� How do you position your body to stop the ball coming at you?

Example Key Questionsr� What type of throw is required to move the ball?

r� Where is the best place to target on the ball to make it move?

r� From where on your side of the square is it best to throw the ball?

r� How do you maximise the number of throws you get at the target?

Target Games

BombardmentApplications: Cricket, softball, baseball

Problem-solving: Throwing accurately at a moving target.

Roll an exercise ball gently into the playing area from the side lines. Players, in teams of at least 4, throw tennis balls at the rolling ball to attempt to force it back towards the other team’s end-line. The game ends when the ball crosses one team’s end line.

Variations

r� Size, shape and weight of balls.

r� Dimensions of play area.

Safety

r� Do not allow players to collect balls inside the field of play while the game is in progress.

Bombardment 2Place an exercise ball inside a centre square within the playing area. Players, individually or in teams of 4, stand on one side of the playing area and throw tennis balls at the exercise ball to move it outside of the square. The team that forces the ball to cross the line opposite them first is the winner.

When played in teams, cooperation and tactics can be emphasised by having 2 less balls than players per team. Players will then be required to strategise who retrieves balls and who throws.

Variation

r� Use a kick instead of a throw, as practice for ball sports such as soccer.

Safety

r� Do not allow players to collect balls inside the field of play while the game is in progress.


Example Key Questionsr� What do you look at when you aim?

r� How is your body involved in making the shot accurate?

Target Games

Clock GolfApplication: Bowls, bocce, golf, croquet, any sport involving throwing/passing

Problem-solving: Hit the target.

Create a circle 10-12m in diameter. Around the circle place twelve targets at regular intervals. If using markers/witches hats, number each 1-12 and place around the circle in numerical order. Four players, each playing their own ball, attempt to hit their starting target (either 12 ~ 3 ~ 6 ~ 9) and then work their way clockwise around the ‘clock face’ by knocking down the targets in order, one at a time. After knocking down a target the player must collect their ball, return the target to its upright position (so other players can attempt to hit it when they get to this spot in the clock face) before they can attempt to knock down the next target.

Variations

r� Change the type of throw (under arm, over arm, side arm, overhead), kick, club, mallet.

r� The size/type of the ball.

r� The size, shape of the target.

r� Replace the targets with ‘gates’ that the ball must pass through.

r� Students accumulate as many points (hits) as possible with a set number of throws (eg. 12).

r� Students accumulate as many points (hits) as possible in a set time period.

Add a tee and players hit the ball off the tee. By making the circle larger and placing a fielder to partner each of the hitters striking and fielding skills can be practiced. Safety: In this type of practice restrict player movement to targets within their ‘quarter hour’ of the clock face.

Play with Purpose – Edition 1 Edits to create Edition 2

23

of practice restrict player movement to targets within their ‘quarter hour’ of the clock face).

Corner Shoot Out

Applications: Bowls, Boccie, Golf, Croquet, any sport involving throwing/passing

Problem-solving: Land the ball on/into the base

Lay out a rectangle course. In each corner create a base. Outside and alongside each base

designate a ‘tee-off’ area. The game is played by four players aiming to get the ball from the

tee-off position onto/into the base that is the target. When you get the ball onto/into the base

you can then move clockwise around the grid to the next tee. Players keep going until they get

back to the tee they started at.

Example Key Questions • How does the movement change if you want to get the ball into the base compared with

getting the ball to land and stay within the base?

• How does the change in distance from tee to target change your movement?

Which bases are easiest to aim at? Why?

• How does your thinking about the shot change if you are aiming for a pin within the base

rather than trying to land the ball onto/into the base?

Variations• Change the type of throw (under arm, over arm, side arm, overhead), kick, club, mallet, stick

used to strike the ball

• The size of the ball. • Place a pin or cup to aim at within the base. • Students accumulate as many points (hits) as possible with a set number of throws (eg. 12).


Net/Court/Wall Games

Two SquareApplications: Badminton, tennis, volleyball, squash, table tennis, racquetball

Problem-solving: Place the ball so that it cannot be returned.

This court game involves throwing, catching and moving to a space, played 1v1 or in pairs, on a court about the size of a badminton court. Play begins with the ball being thrown over the mid-way line into the opposition’s court. They catch the ball and return it. Play continues until the ball bounces on one side of the court or the ball lands outside the playing area.

Variations

r� Size or weight of ball.

r� Use tennis, squash, table tennis or badminton scoring.

r� Add a net.

r� Use a racquet.

r� Add another line to divide the court into quarters (b), requiring the serve to go diagonally across the court.

r� Emphasise particular aspects of playing net games, eg. bonus points for a rally won by a player close to the mid-way line.

r� Court size eg. long/thin (c) or short/fat zones with different point values.

r� For junior primary students, allow the ball to bounce once on their side of the court before catching.

Example Key Questionsr� When is it good to throw the ball to land just over

the mid-way line?

r� When is it good to throw the ball to land at the back of the court?

r� If a player is close to the mid-way line, what type of throw is needed to get the ball past them?

r� How can you reposition the other player so you can win the rally?

r� How can you deceive your opponent as to where you will place the ball?

r� What can you do to try and anticipate where the other player will land the ball?

r� Where can you stand to cover most space on your side of the court?

r� Is it easier to run forward or backward to the ball?

r� When is the best time to go for a 1 point play? (c)

r� When is it good to go for a 1 point play from the back of the court? (c)

r� When is the best time to attempt a 3 point play? (c)

r� When is the best time to attempt a 5 point play? (c)

r� When is it good to go for bonus points from close to the mid-way line? (c)

a

b

c


Net/Court/Wall Games

Example Key Questionsr� How do you give yourself room to hit the ball?

r� How do you hit the ball to make it easy for your team-mates?

r� Is it better to let the ball bounce first or hit it before it bounces?

r� How does your movement change if you let the ball bounce compared to hitting the ball before it bounces?

Four Square Paddle BallApplications: Tennis, badminton, table tennis

Problem-solving: Keep the ball from going out of bounds and bouncing twice in one square.

This cooperative hitting game can be played with paddle bats, racquets or by using hands. Set up 4 squares with one player in each square. One player begins with a cooperative ‘serve’ to another player. Players then combine to keep the ball ‘alive’ for as long as possible by hitting the ball to each other. The ball can only bounce once in a square before being hit and is not allowed to bounce outside the playing area (the 4 squares).

Variations

r� Size and weight of ball.

r� Type of bat/racquet.

r� Size of squares.

r� Change to Ball In The Air - the ball is not allowed to touch the ground.

Place a target, eg. hoop, in the centre of the 4 squares. A player serves the ball into the circle. Each player attempts to hit the ball back through the circle before it bounces twice in their square.

Substitute a hoop for a net. Use a bounce serve to begin the game. Rallies continue until a ball is miss-hit, does not go over the net, or bounces twice on one side before being hit.

Hand BadmintonApplications: Tennis, badminton, speedminton, squash, table tennis

Problem solving: Keep the shuttle off the floor.

Two players attempt to keep the shuttle off the floor, taking it in turns to hit the shuttle underhand and into the air. The player who fails to keep the shuttle in the air concedes the rally. From the serve (one player tosses the shuttle in the air and then hits it underarm and upwards into the air) players take it in turn to strike the shuttle upwards. The player winning the rally earns the right to serve.

Variations

r� Use a ball or hacky-sack.

r� Use a paddle bat instead of hitting from the hand.

r� Place a line on the ground as a ‘net’ to rally over.

Example Key Questionsr� How can you move your body to get down to a low

return?

r� When is the best time to hit the shot as high as you can?

r� What is the advantage of hitting the shuttle as high as you can?

r� What is the advantage of hitting the shuttle so that your playing partner has to move backwards to hit the next shot?


Example Key Questionsr� How do you hit the ball to beat the field and complete

a run?

r� How do you bowl the ball to prevent the batter hitting it, but get the ball over the batting plate?

r� How do you position yourself and move in the field to prevent the batter making a run?

r� If using hitting zones for bonus points - when do you go for a 1 point play? Two point play? Three point play?

Example Key Questionsr� Where is the best place to hit the ball?

r� Where is the best place to stand to field the ball?

r� How do you position your body as a fielder to stop the ball getting past you?

r� How does the swing of the bat differ if you wish to hit it short or long?

Beat the VApplications: Cricket, tennis, softball, baseball

Problem-solving: Place the ball to provide maximum time to run the bases. Pass the ball quickly and effectively.

This striking and fielding game is similar to Continuous Cricket, played by teams of 4 in a V-shaped playing area. The bowler bowls from the bowling plate. The batter stands on the hitting plate and attempts to hit an underarm bowled ball into the ‘V’ playing area, past the fielders, then runs around the bowler’s plate and back to the batting plate. They can only run around the base if they hit the ball. Fielders attempt to get the ball back to the bowler before the batter returns from running around the bases. The batter can be caught out, or bowled out if the ball passes over the hitting plate but is not hit.

Variations

r� Use wickets as a target for the bowler.

r� Batters can be bowled out.

r� Use scoring zones - 1 point close to the batting plate in the inner V, 2 points past the inner V, 3 points into the outer V past the fielders.

Safety

r� Batters must place the bat on the ground, not drop or throw it before running.

r� Fielders must not block a runner.

Beat the BallApplications: Cricket, hockey, softball, baseball, soccer, Australian Rules football, lacrosse

Problem-solving: Hit the ball to place it to provide maximum opportunity to run the bases. Pass the ball quickly and effectively.

Fielders stand outside the ‘diamond’ playing area. A batter hits the ball off a batting tee to a space inside the ‘V’ and runs (clockwise) around the bases (run to 1st base first) while fielders retrieve the ball and pass it around the bases (throw to 3rd base first) in the opposite direction (anti-clockwise) in a race to see who completes their circuit and gets to home base first.

Variations

r� Shape of the playing area.

r� Kick from a kicking tee.

r� Fielders move/do not move with the ball.

r� Emphasise a hitting direction - set up a target for bonus points if the ball goes through/lands on the target.

r� Use Grip Ball and mits or softball gloves.

r� For a fielding exercise throw from the batting plate.

Safety

r� Fielders must not block a runner.


Striking/Fielding Games


Striking/Fielding Games

Bucket BallApplications: Tennis, cricket

Problem-solving: Accurately place the ball.

This striking game requires players to judge the distance, speed and direction of their hit. Set up a playing area 10m x 5m and randomly place 3 buckets and 3 hoops. Use a racquet appropriate to the age and ability of the student. Players self-feed the ball - hold the ball in front of the body with the hand not holding the racquet - drop the ball, let it bounce and attempt to hit it at the top of the bounce to land in either a hoop (1 point) or bucket (2 points).

Variations

r� Size and shape of balls.

r� Size and placement of buckets and hoops.

r� Score maximum points possible in a set number of hits.

r� Use a ‘partner-cooperative’ feed as confidence improves.

Safety

r� Feed from the side of the batter.

Danish Long BallApplications: Cricket, tennis, softball, baseball

Problem-solving: Place the ball to score a run to base. Prevent the batter from scoring a run.

This striking/fielding game is played in a rectangular playing area (eg, basketball court). Batters stand on a home base and hit the ball off a tee into the playing area then run to one of the 3 bases at the other end of the playing area. The batter may stay on this base, but if they step off they must run back to home base. Only one batter is allowed on a base at a time. If all bases are occupied when a ball is hit, one player must run home. Batters may be caught out or tagged with the ball in a fielder’s hand.

Variations

r� How a fielder throws the ball.

r� A fielder bowls the ball.

r� Use a racquet instead of a bat.

r� Use softball/baseball gloves.

r� Fielders move/do not move with the ball.

Safety


r� Waiting batters must wait behind a designated safety line.

Example Key Questionsr� How do you position your body to give you room to

swing at the ball?

r� What do you do with your feet to position yourself to hit the ball?

r� Is it better to hit the ball with feet together (facing forward) or side-on?

r� Where is it best to hit the ball - in line with, behind or in front of your body?

r� What do you do with the racquet after you have hit the ball?

r� How do you change your hitting movement when hitting to long targets compared to closer ones?

Example Key Questionsr� How do you position your body to give you room to

swing at the ball?

r� What do you do with your feet to position yourself to hit the ball?

r� Is it better to hit the ball with feet together (facing forward) or side-on?

r� Where is it best to hit the ball - in line with, behind or in front of your body?

r� What do you do with the racquet after you have hit the ball?

r� How do you change your hitting movement when hitting to long targets compared to closer ones?

r� Fielders must not block a runner or throw the ball at a runner.

r� If played on a basketball court, ensure court is free from obstructions and goal posts are padded.


Invasion Games

InterceptorApplications: Football codes, hockey, lacrosse, team handball, netball, basketball

Problem-solving: Pass without interception. Defender’s position to intercept the ball.

In this 2v1 passing and receiving game, the passer and receiver keep possession of the ball for as many consecutive passes as possible. The opposing player - ’interceptor’ - tries to touch or catch the thrown ball. After a set time, a set number of consecutive passes, or when the interceptor catches or touches the ball, one of the passer’s/receiver’s changes roles with the interceptor.

Variations

r� Size of playing area.

r� Size/shape of ball.

r� Kick instead of throw.

r� Push-pass using a hockey stick instead of throw.

r� Time a player can have possession of the ball, eg. 3 seconds.

r� Type of pass allowed, eg. chest pass only.

Modify to 3v2 Corner Spry3 players attempt to keep possession of the ball by moving between the corners of a square - only one player allowed at one corner at a time. The 2 defenders attempt to intercept the ball.

Modify to 3v3 in a circleMark out 2 concentric circles. One attacker stands inside the centre circle and passes the ball to their 2 team-mates who are in the space between the 2 circles. Each time a player in the outer circle catches the ball they pass back to the player in the centre circle. The 3 defenders also stand in the space between the 2 circles and try to intercept the ball.

Modify to 4v3The 3 attackers begin with the ball inside the centre square, 1 attempts to move into a position outside the larger square to receive a pass - score a point. The 4 defenders stand on each side of the centre square in the area between the 2 squares and attempt to intercept the ball. They are not allowed inside the centre square. After scoring, players move back to their starting positions. After 5 points teams swap roles.

Example Key Questionsr� How can the player without

the ball support the partner with the ball?

r� How can the interceptor position their body to pressure a passer and receiver into error so that the interceptor can touch or catch the ball?

r� When defending is it better to watch the player with the ball or the player without the ball?

Safety

r� Defenders must not tackle or bump opposing players.


Invasion Games

Interceptor(continued)

Modify to emphasise a particular pass 6v3Problem-solving: Use accurate long passes to maintain possession.

A team of 6 stand with 3 at each end of the playing area. They attempt to make as many passes across the playing area as they can retaining possession of the ball. They can only hold the ball for 3 seconds and are not allowed to move with the ball. Only one pass is allowed at one end before the ball must be passed back across the playing area. The 3 interceptors/defenders must stay inside the playing area and try to touch or intercept the ball. If so, they change places with the player who threw the ball.

Variations

r� Type of pass, eg. chest, shoulder, side arm, overhead.

r� Size of the playing area.

r� Number of passes before the ball must be passed across the playing area.

r� Number of players per team.


19

Add Interceptor 2v2 (below) and Interceptor 3v3 in two zones (below) afterthe game Modify to teach positioning 6V6 (currently p. 30 in Edition 1), and before Modify to Teach Set Position

Interceptor 2v2 in three zones

Interceptor 3v3 in two zones

Incorporate other game elements by:

Add goals at either end to promote an offensive direction to the play.

Condition the game by permitting scoring only after the ball has been played in each zone by the offensive/attacking team.

Incorporate specific motor skill practice by:

Define the type of pass allowed. For example, in ‘2v2 three zones’ limit passing to shorter ‘push’ passing. For example, in ‘3v3 in two zones’ limit passing to longer ‘drive’ passes. For

example, in 2v2 three zones constrain play to shorter ‘push passes’ within the zone and longer ‘drive’ passes to clear the ball out of a zone.


19

Add Interceptor 2v2 (below) and Interceptor 3v3 in two zones (below) afterthe game Modify to teach positioning 6V6 (currently p. 30 in Edition 1), and before Modify to Teach Set Position


Interceptor 3v3 in two zones

Incorporate other game elements by:



Incorporate specific motor skill practice by:

Define the type of pass allowed. For example, in ‘2v2 three zones’ limit passing to shorter ‘push’ passing. For example, in ‘3v3 in two zones’ limit passing to longer ‘drive’ passes. For

example, in 2v2 three zones constrain play to shorter ‘push passes’ within the zone and longer ‘drive’ passes to clear the ball out of a zone.

Modify to teach positioning 6v6Inexperienced players often follow the ball like a flock of sheep during invasion games. Play in grids to teach players to move in space while maintaining distance from other players. Two teams are paired off - one player from each team - per square. Players are not allowed to move into another square.

The team in possession of the ball attempts to keep it for as many consecutive passes as possible. The interceptors/defenders try to touch or gain possession.


Interceptor 3v3 in two zonesIncorporate other game elements:



Incorporate specific motor skill practice:

Define the type of pass allowed. For example, in ‘2v2 three zones’ limit passing to shorter ‘push’ passing. For example, in ‘3v3 in two zones’ limit passing to longer ‘drive’ passes. For example, in 2v2 three zones constrain play to shorter ‘push passes’ within the zone and longer ‘drive’ passes to clear the ball out of a zone.


Invasion Games

Interceptor(continued)

Modify to teach set positionPlayers do not always understand the position they play in relation to other players.

Problem-solving: Move the ball in sequence to players in set positions.

Each team has a ‘winger’ who moves up and down the side line, but is not allowed into the field of play. One team attempts to keep possession of the ball for 5 consecutive passes - one pass must go to the winger - to score a point.

To score a point the interceptors/defenders must touch the ball; force a player with the ball to hold it for longer than 3 seconds, or the ball goes to ground or out of play.

Modify by adding a set of goalsAfter 5 consecutive passes - 1 must go to the winger - the team in possession can shoot for goal for a bonus point. After a goal, teams change roles.

Instead of a winger, designate a player from each team as a centre forward. One of the 5 passes must go through the centre forward before shooting for goal.

Example Key Questionsr� What is the role of the winger?

r� When is the best time to pass the ball to the winger?

r� How do other players support the winger when they have possession?

Example Key Questionsr� What is the role of the centre forward?

r� When is the best time to pass the ball to the centre forward?

r� Where is the best place on the field for the centre forward?

Defensive DepthApplications: Touch, netball, basketball, football codes, lacrosse, team handball

Problem-solving: Work together to progress the ball across the playing area in the quickest possible time; make defensive position to delay time, block space to force a turnover.

Mark out a grid divided into 3 equal sections. One defender/interceptor stands in each section and must remain there. 3 attackers begin with the ball behind the line at one end. The aim is to progress the ball across the playing area and over the other end-line without the ball being touched by the opposing team, intercepted, hitting the ground or out of play. If so team swap roles.

Variations

r� Attackers must have at least one pass in each section of the grid.

r� Allow dribbling of the ball.

r� Player in possession can/can not move with the ball.

r� Limit the time a player is allowed to maintain possession, eg. 3 seconds.

r� The ball can only be passed backwards like touch football.

Example Key Questionsr� How do interceptors work together to pressure the

team with the ball?

r� Where is the best place for interceptors to position themselves inside their grid?

r� How do the team in possession work together to get the ball across the grid as quickly as possible?

r� Define/limit the type of pass, eg. only bounce passes.

Safety

r� Defenders must not tackle, bump or grab opposition players.

Tactical Problems, Movements, and Skills for Elementary-Level Striking & Fielding Games

From: Teaching Sport Concepts and Skills, A Tactical Games Approach forAges 7 to 18, Mitchell, S.A, Oslin, J.L. and Griffin, L.L. third edition, HumanKinetics, 2013

TacticalProblems

Off-the-ball movements On-the-ball-skills

SCORING (OFFENCE)Game Situation: cooperative games

Accuracy Rolling for accuracy Using and intermediate target Rolling to an open soace

Combiningskills

Rolling and running to first base

Game situation: 0-1 out, 0 runnersBatting Determining the best place

to roll, kick or hit the ball toget on base.

Combining skills – transitionsfrom:

o Roll to runo Kick to runo Hit to runo Hit and run to first base

Hitting to the outfieldBase running Determining when to run

through or round first baseRunning through first base

Game situation: 0-1 out, runner on firstBatting Determining the best place

to hit in order to move therunner

Hitting to the right side of the field(behind the runner)

Base running Determining whether to runon a grounder or stay onbase on a line drive or flyball

Combining skills Running from first to second Start position for take-off Pushing off base and driving the

opposite arm and knee Stopping at second and keeping

contact with the base.Game situation: 0-1 out, 0-2 runners (variable), infielder grounder

Batter Rounding first and running tosecond base

Base running Determining whether to runthrough or round first base.

Game situation: 0-1 out, 0-1 runner on base, outfield hitBatting Determining where to hit Hitting a ball to the outfield:

Line drive Fly-ball

Batting andbase running

Determining when to run Anticipating where to hit

the ball Watching and listening

to the coach

Tagging up on a fly ball: Quick starts from base Stopping and maintaining

contact with the baser (secondand third base)



PREVENTING SCORING (DEFENCE)Game situation: cooperative games

Adjusting tovarioussituations

Reading and anticipatingthe ball when fielding

Combiningskills

Combining skills: catching andtagging first base

Game situation: 0-1 out, 0 runners, infielder grounderFielding Determining (before the

pitch) where to throw (first orsecond base)

Fileding a grounder; then taggingfirst base

Supportingplayers

Determining Where to back up Best angle for back

up Whether bases need

to be covered Best angle for base

coverage Communicating:

Number of outs toteam mates (signal)

Where to throw theball

Tagging plays at second, thirdand home

Cutting off plays: Second base Shortstop

Relays Moving to back up in the infield Moving to back up in the outfield Base coverage (footwork) on a

force play

Game situation: 0-1 out, runner on first, infield grounderFielding Determining:

Where to throw the ball How to throw the ball

(throw, flip or tag thebase)

Fielding fly balls Fielding line drives Looking back at the runner

(body and ball position) Tag play (sweep tag):

o Second baseo Third base

Combining skills – catch andshovel pass, flip, toss.

Base coverage on a tag play Fielding in the outfield:

o Adjusting angle prior to thecatch

o Adjusting body position tomake a throw to third

Supportingplayers

Determining:o Where to position

for backup and basecoverage

o Which base to coverand how

Communicating:o Number of outso Where to throw

Covering second on a forceplay:o From an infield throw

(second-base player andshortstop)

o From an outfield throw Cutting the lead runner at third:o Third-base player field and

covers thirdo Infieldersfield and throw to

third.



o Adjust body position to makethe throw to third.

Moving into position for backupGame situation: 0-1 out, 0-2 runners (variable), infield grounder

Fielding Looking back at the runner Tag play (sweep tag) Combining skills

o Catch and shovel passo Catch and tosso Catch and flip

Supportingplayers

Base coverage Shortstop coverage of

second base on a forceplay

Second-base playercoverage of secondbase on a force play

Positioning for a backupplay(adjust with the situation)

Moving into an appropriateposition to cover base (adjustwith the situation)

0-1 out, 0-2 runners (variable), outfield hitFielding Deciding where to throw Combining skills-fielding and

throwing quickly Fielding fly balls and line drives

and throwing quickly to:o Secoind baseo Cutoffo Relay

Covering base on a tag play Tagging plays at second, third

and homeSupportingplayers

Moving quickly withappropriate angles intoposition for backup of:o Adjacent playerso Bases when runners

are advancing Backup communication

RESTARTING PLAYPlay starts or restarts on every pitch or roll



Tactical problems Level I Level II Level III Level IVSCORING (OFFENCE)

Game situation: cooperative gamesAccuracy Rolling for accuracy

Using andintermediate target

Rolling to open spaceCombining skills Rolling and running to first

baseGame situation: 0-1 out, 0 runners

Batting Determining the bestplace to roll, kick or hit theball to get on base.

Base running Combining skills: Roll to run Kick to run

Determining when torun through or roundfirst base

Running through firstbase

Game situation: 0-1 out, runner on firstBatting Determining the best place

to hit to in order to movethe runner.Hitting to the right side ofthe infield (behind therunner)

Base running Combining skills Running from first to

second Start position for take-

off



Pushing off base anddriving the oppositearm and knee

Stopping at second andkeeping contact with thebase.

Games situation: 0-1 out, o-2 runners (variable, infield grounderBatting Rounding first base and

running to second base

Base Running Determining whether to runthrough or round first base

Game situation: 0-1 out, 0-1 runner on base, outfield hitDetermining where to hit Hitting a ball to the outfield:

Line drive Fly ball

Determining when torun

Anticipating where tohit the ball

Watching and listeningto the coach

PREVENTING SCORING (DEFENCEGame situation: Cooperative games

Adjusting for varioussituations

Reading and anticipatingthe ball when fielding

Combining skills Catching and tagging firstbase

Game situation:0-1 out, 0 runners, infield grounderFieldingSupporting players Determining (before the

pitch) where to throw (firstFielding a grounder; thentagging first base



or second base)Supporting players Determining:

o Where to back upo Best angles for

back upo Whether bases

need to becovered

o Best angle forbase coverage

Communicating:o Number of outs to

teammates (signal)o Where to throw the

ball

Tag players at first. Andhome

Cutoff plays:o Shortstopo Second base

Relays Moving to back up in

the infield Moving to back up in

the outfield Base coverage

(footwork) on a forceplay

Game situation: 0-1 out, runner on first, infield grounderFielding Determining:

Where to throw theball

How to throw the ball(throw, flip or tag thebase)

Fielding fly balls Fielding line drives Looking back at the

runner – body and ballposition

Tag play (sweep tag):o Second baseo Third base

Combining skills –catch and shovel pass,flip, toss

Base coverage on atag play

Fielding in the outfield: Adjusting angle prior

to catch Adjusting body

position to make thethrow to third

Supporting players Communicatingo Number of outso Where to throw\

Determining: Where to position for

backup and base

Moving into position forbackup



Covering second on aforce play:o From an infield

throw (second-base player andshortstop)

o From an outfieldthrow

Cutting the leadrunner at third base:o Third-base player

fields and makes aforce play at third.

o Infielders field andthrow to third.

o Adjust bodyposition to makethe throw to third.

o Moving intoposition for backup

coverage Which base to cover an

how

Game situation: 0-1 out, 0-2 runners (variable), infield grounderFielding Looking back at the

runner Tag play (sweep tag) Combining skills:

o Catch and shovelpass

o Catch and tosso Catch and flip

Supporting players Base coverage Shortstop coverage of

second base on a

Positioning for backupplay (adjusting with thesituation)



force play Second-base player

coverage of secondbase on a force play

Moving into anappropriate position tocover the base(adjusting with thesituation)

Game situation: 1 out, 0-2 runners, outfield hitFielding Combine skills –

fielding and throwingquickly

Deciding where tothrow

Fielding fly balls andline drives and throwingquickly to:o Second baseo Cutoffo Relay

Covering the base on atag play

Tagging plays atsecond, third and home

Supporting players Backup Communication

Moving quickly withappropriate angles intoposition for backup of: Adjacent players Bases when runners

are advancingRESTARTING PLAY

Play starts or restarts on every pitch or roll.

Levels of Tactical Complexity for Elementary-Level Invasion Games


Tactical Problems Off-the-ball movements On-the-ball-skillsSCORING (OFFENCE)

Keeping possessionof the ball

Supporting the ball carrier Deciding when to pass

Passing and receiving the ball

Penetrating thedefence andattacking the goal

Using a target forward Deciding when to shoot and dribble

Moving with the ball Shooting Faking Changing speed

Transitioning fromdefence to attack

Moving to space – deciding when andwhere to move

Quick outlet passes

PREVENTING SCORING (DEFENCE)Defending space Guarding a position

Footwork Pressuring the ball carrier

Defending the goal Goalkeeping - positioning Goalkeeping – stopping and distributing the ballWinning the ball Rebounding - boxing out Rebounding – taking the ball

Tackling and stealing the ballRESTARTING PLAY

Beginning the game Supporting positions Initiating playRestarting the game Supporting positions Putting the ball in play

Quick restartsRestarting from the endline

Supporting positions Putting the ball in play Quick restarts

Restarting fromviolations

Supporting positions Putting the ball in play Quick restarts

Levels of Tactical Complexity for Elementary-Level Invasion Games


Tactical goals and problems Level IThree-a-side maximum

Level IIFour-a-side maximum

Level IIISix-a-side maximum

Keeping possession of the ball Passing and receiving the ball Deciding when to pass

Passing and receiving the ball Supporting the ball carrier

Penetrating the defence andattacking the goal

Shooting Moving with the ball Decoding when to shoot and

dribble

Shooting Faking

Using a target forward Shooting Faking Changing speed Moving with the ball

Transitioning from defence toattack

Moving to space – decidingwhen and where to move

Quick outlet passPREVENTING SCORING (DEFENCE)

Defending space Guarding a position Footwork Pressuring the ball carrier

Defending the goal Goalkeeping - positioning Goalkeeping – stopping anddistributing the ball

Winning the ball Tackling and stealing the ball Rebounding – boxing out Rebounding – taking the ball

RESTARTING PLAYBeginning the game Initiating play Supporting positionsRestarting from the sideline Putting the ball in play Supporting positions Quick restartsRestarting from the end line Putting the ball in play Supporting positions Quick restartsRestarting from violations Putting the ball in play Supporting positions Quick restarts

Tactical Framework for Target Games


Tactical Conceptsfor Accuracy

Pre-shot decisions Skill execution (on the ball)

Direction Determine: Starting point Target line Intermediate target Release point

Grip adjust (closed and open contexts): Starting point Target line Intermediate target Release point

Distance Determine Length of backswing Force Arm swing

Approach: Establish consistency in the step and arm

swing. Adjust the backswing, step, and approach

relative to the shot requirements.

Levels of Tactical Complexity for Elementary-Level Target Games


Tactical problems and conceptsfor accuracy

Level IOne player unopposed

Level II1v1 unopposed

Level III1v1 opposed

Direction Determine: Starting point Target line Intermediate target Release point Grip

Adjust (in closed-context gamesuch as bowling): Starting point Target line Intermediate target Release point

Adjust (in varied open-contactgames such as bocce): Starting point Target line Intermediate target Release point

Distance Determine: Length of backswing Force Arm swing

Approach: Establish consistency in the

step and arm swing.

Adjust the backswing, step, andapproach relative to the shotrequirements.

Target Games From Simple to Complex and Related Pre-Shot Decisions


Pre-Shot DecisionTarget game Skill Setup Target line Intermediate

targetRelease point Point of

contactLength ofbackswingand step orspeed ofapproach

Bocce,bowling,skittles, 10-pin

Rolling a ball Y Y Y Y N Y

Horseshoethrowing,Quoits, Lawndarts

Tossingunderhand

Y Y N Y N Y

Shuffleboard Pushing a cue Y Y Y Y N YCurling Sliding a

stoneY Y Y Y N Y

Golf Putting Y Y Y N Y YCroquet Hitting with a

malletY Y Y N Y Y

Billiards, pool,snooker

Shooting witha cue

Y Y Y N Y Y

Golf Swinging witha club

Y Y Y N Y Y

Developmental Task Analysis for Increasing and Decreasing the Complexity of a Target


Task ElementsTask complexity Ball size Ball composite Distance from target Target size Tactic

Simple 7.6 cm12.7 cm18 cm

Foam ballWhiffle ballTeam handball

1.5 m3 m4.6 m

LargeMedium-largeMedium

Starting pointTarget lineIntermediate target

Complex 23 cm Playground ball 6 m Small Release point

Levels of Tactical Complexity for Bowling


Tactical problems Pre-Shot decisions Skill executionRolling the ball in the intended direction Selecting a starting point

Selecting an intermediate target Adjusting the starting point and the

intermediate target according to the remainingpins

Consistent set up, grip, and approach Consistent form:

o Release and follow-througho Release point and angle

Attaining proper pin action Determining: Speed of approach Length of the arm swing Angle of the entry or contact point Spin (amount and direction)

Adjusting: Length of arm swing Approach speed Release point, angle of release, and

follow-through

Adjusting the starting point or the immediate targetfor lane conditions (or both)

Shadow bowling to determine lane conditions. Adjusting: Set up position Starting point Intermediate target Approach angle Approach speed Spin Release point Angle of release Follow-through

Picking up splits Determining: Best place to contact the pin Start position Intermediate target for 5-7 and 5-10 splits

Adjusting: Setup position Approach angle and the speed of the

approach Release point, angle of release, and follow-

through



Tactical problems Level I Level II Level III Level IVRolling the ball in theintended direction

Selecting a startingpoint

Selecting anintermediate target

Consistent setup, grip,and approach

Adjusting the starting pointand the intermediatetarget according to theremaining pins

Consistent form: Release and follow-

through Release point and

angle

Attaining proper pin action Determining: Speed of approach Length of the arm

swing Angle of the entry or

contact pointAdjusting Length of arm swing Approach speed Release point, angle of

release, and follow-through

Determining spin (amountand direction)

Adjusting the starting pointor the intermediate targetfor lane conditions (orboth)

Adjusting: Set up position Starting point Intermediate target Approach angle Approach speed

Adjusting: Spin Release point Angle of release Follow-through

Shadow bowling todetermine lane conditions



Picking up splits Determining: Best place to contact

the pin Start position Intermediate target for

5-7 and 5-10 splitsAdjusting: Set up position Approach angle and

speed of approach Release point, angle of

release, and follow-through

lesson plan: play with purpose: game sense · game sense: an overview game sense is a sport speci!c...

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