Lesson Plan: Play with Purpose: Game Sense Time: 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 Sense Either 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 Sense Replay 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 that are 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 needs Gallahue and Cleland Donnelly note that, teachers. must be sensitive to children s overall 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, 4th edition, Human Kinetics, 2003 Selecting appropriate Teaching Styles Teachers are the catalysts or facilitators of critical thinking in physical education.. to become an effective catalyst, teachers must shift their role from controller of information to facilitator of information. In physical education, this means we must rely less on traditional demonstration/replication (direct) mode of instruction and use other modes of indirect instruction associated with fostering critical thinking. (McBride & Cleland, p. 42)
Tactical Problems, Movements, and Skills for Elementary-Level Net and Wall Games Tactical Problems Off-the-ball movements On-the-ball-skills SCORING (OFFENCE) Maintaining a rally Moving to catch Reading and anticipating Setting up an attack Seeing court space long and short Opening up to teammates 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 against Backing up teammates attacks Shifting to cover RESTARTING PLAY Initiating play Receiving serve Serving Underhand throw Underhand strike forehand and backhand Shots for depth lob, drive and clear Approach shot Drop shot Serve Passing and setting Blocking downward hits 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
Levels of Tactical Complexity for Elementary-Level Net and Wall Games Tactical problems Level I Level II Level III Throw-and-catch games with one bounce (throw tennis) Striking-with-hand games with one bounce (hand tennis) Striking-with-implement games with no or one bounce Throw-and-catch or nobounce (Badminton or tennis) games with two contacts deck tennis or volleyball) Striking-with-hand games with two contacts (Volleyball) Maintaining a rally Underhand throw Underhand strike- forehand (hand Underhand strike forehand and Moving to catch only) backhand (implement) Reading and anticipating Setting up an attack Seeing court spaces long and Shots for depth lob. Drive Drop shot short and clear Serve Opening up to teammates Passing and setting Approach shot Winning a point Attacking spaces Downward hitting volley, smash and spike Making power versus accuracy decisions PREVENTING SCORING (DEFENCE) Defending space Base positioning Covering the court as a team Sliding Defending against attacks Blocking downward hits Backing up teammates Shifting to cover RESTARTING PLAY Initiating play Serve Receiving serve 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
Play with Purpose Game Sense to Sport Literacy 3rd Edition Shane Pill A resource to support teachers and coaches in the implementation of a game-centred approach to sport teaching Play with Purpose i
2 PLAY WITH PURPOSE Game Sense: Developing sport skills Game Sense: An overview Game 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: knowing what to do in the context of play (decision making) knowing how to do it (movement knowledge), and 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 actionunderstanding coupling begins in the game play developed as a novice player learning the basics of a game. Skill learning characteristics of a Game Sense approach Game 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. 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. 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-instructpractice-game cycle. Practice is not ignored; it is contexted by game play. 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 What to do How to do it Able to do it Decision Making Movement Knowledge Skill (Movement Capability) Game Sense Play with Purpose 7
practice environment includes the game context. The skill being practiced therefore reflects the skill that is used in the game. Environment Task Understanding (Perception and Decision Making) (Renshaw, Chow, Davids & Hammond, 2010) Performer Skill (Information in action) 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). 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 categories It 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). Invasion Striking/Fielding Target Table 2: Game Categories 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 8 Play with Purpose
Encourage thinking, decision-making and problem solving to learn in and from play A Game Sense approach encourages a broad understanding of sport and play through the development of student thinking by using problem-solving and guided-discovery. The focus is to place the participant in situations where decision-making and problem-solving are central to successful game performance. The central instructional strategy is the use of questioning to stimulate thinking about the game instead of using more didactic teaching approaches (Table 3). 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 constraints An 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. Exaggeration can be applied by making a target (eg goal) bigger to make scoring easier while increasing demands on defensive players. 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: Dimensions and space of playing area Equipment Number of passes allowed Type of passes allowed Type of technique used Rules and scoring systems Player movement Specific game roles for players Length of time players can retain possession Obstacles and obstructions used Where players must pass/hit the ball Change It The 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 style H how scoring occurs or the scoring system A area or dimensions of the play space N numbers of players G game rules E equipment I inclusion by modifying activities for learning needs T time of the game or time allowed in possession Play with Purpose 9
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 gamecentred 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 soccer Tactical Focus: Attempt to maintain possession Freeze Play: Play analysis Warm-up: Running laps around the pitch, stretching, pairs passing Return to 3 vs 3 game Skill Focus: Passing 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 Drill 1: Lane passing Drill 2: 1 vs 1. Receive pass from teacher/ coach, attempt to return to teacher/coach under pressure from defender Return to Game Sense Game 1 Game Sense Game 2: 3 vs 3 with through-pass attempts to a front runner Freeze Play: Play analysis, skill practice if necessary Return to Game Sense Game 2 End Game: 3 vs 3 soccer Conclusion: Game Sense discussion Drill 3: 2 vs 1 piggy in the middle, keeping off Drill 4: Shots on goal; coach pass player control, sight, shoot Concluding Activity: Game Cool Down: Running laps around the pitch and stretching 10 Play with Purpose
Choosing the right games Irrespective 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): 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. 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. Complexity through the progression of game forms to accommodate task complexity for the level of the learner. Representation by developing modified games with similar tactical structure to the full rules game. 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: A game progression by adding a new dimension to the play A new game rule 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). Play with Purpose 11
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. 12 Play with Purpose
Target Games Bombardment Applications: 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 Size, shape and weight of balls. Dimensions of play area. Safety Do not allow players to collect balls inside the field of play while the game is in progress. Example Key Questions What do you look at when you throw the ball? What does your non-throwing arm do as you throw the ball? Where do you aim to hit the rolling ball? What difference does it make throwing side-on and face-on to the rolling ball? How do you position your body to stop the ball coming at you? Bombardment 2 Place 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 Use a kick instead of a throw, as practice for ball sports such as soccer. Safety Do not allow players to collect balls inside the field of play while the game is in progress. Example Key Questions What type of throw is required to move the ball? Where is the best place to target on the ball to make it move? From where on your side of the square is it best to throw the ball? How do you maximise the number of throws you get at the target? 18 Play with Purpose
Target Games Clock Golf Application: 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 Change the type of throw (under arm, over arm, side arm, overhead), kick, club, mallet. The size/type of the ball. The size, shape of the target. Replace the targets with gates that the ball must pass through. Students accumulate as many points (hits) as possible with a set number of throws (eg. 12). 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. Example Key Questions What do you look at when you aim? How is your body involved in making the shot accurate? Play with Purpose 21
Net/Court/Wall Games Two Square Applications: 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 Size or weight of ball. Use tennis, squash, table tennis or badminton scoring. Add a net. Use a racquet. Add another line to divide the court into quarters (b), requiring the serve to go diagonally across the court. Emphasise particular aspects of playing net games, eg. bonus points for a rally won by a player close to the mid-way line. Court size eg. long/thin (c) or short/fat zones with different point values. For junior primary students, allow the ball to bounce once on their side of the court before catching. Example Key Questions When is it good to throw the ball to land just over the mid-way line? When is it good to throw the ball to land at the back of the court? If a player is close to the mid-way line, what type of throw is needed to get the ball past them? How can you reposition the other player so you can win the rally? How can you deceive your opponent as to where you will place the ball? What can you do to try and anticipate where the other player will land the ball? Where can you stand to cover most space on your side of the court? Is it easier to run forward or backward to the ball? When is the best time to go for a 1 point play? (c) When is it good to go for a 1 point play from the back of the court? (c) When is the best time to attempt a 3 point play? (c) When is the best time to attempt a 5 point play? (c) When is it good to go for bonus points from close to the mid-way line? (c) a b c Play with Purpose 25
Net/Court/Wall Games Hand Badminton Applications: 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 Use a ball or hacky-sack. Use a paddle bat instead of hitting from the hand. Place a line on the ground as a net to rally over. Example Key Questions How can you move your body to get down to a low return? When is the best time to hit the shot as high as you can? What is the advantage of hitting the shuttle as high as you can? What is the advantage of hitting the shuttle so that your playing partner has to move backwards to hit the next shot? Four Square Paddle Ball Applications: 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 Size and weight of ball. Type of bat/racquet. Size of squares. 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. Example Key Questions How do you give yourself room to hit the ball? How do you hit the ball to make it easy for your team-mates? Is it better to let the ball bounce first or hit it before it bounces? How does your movement change if you let the ball bounce compared to hitting the ball before it bounces? Play with Purpose 27
Striking/Fielding Games Beat the V Applications: 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 Use wickets as a target for the bowler. Batters can be bowled out. 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 Batters must place the bat on the ground, not drop or throw it before running. Fielders must not block a runner. Example Key Questions How do you hit the ball to beat the field and complete a run? How do you bowl the ball to prevent the batter hitting it, but get the ball over the batting plate? How do you position yourself and move in the field to prevent the batter making a run? If using hitting zones for bonus points - when do you go for a 1 point play? Two point play? Three point play? Beat the Ball Applications: 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 (anticlockwise) in a race to see who completes their circuit and gets to home base first. Variations Shape of the playing area. Kick from a kicking tee. Fielders move/do not move with the ball. Emphasise a hitting direction - set up a target for bonus points if the ball goes through/lands on the target. Use Grip Ball and mits or softball gloves. For a fielding exercise throw from the batting plate. Example Key Questions Where is the best place to hit the ball? Where is the best place to stand to field the ball? How do you position your body as a fielder to stop the ball getting past you? How does the swing of the bat differ if you wish to hit it short or long? Safety Fielders must not block a runner. Batters must place the bat on the ground, not drop or throw it before running. 30 Play with Purpose
Striking/Fielding Games Bucket Ball Applications: 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 Size and shape of balls. Size and placement of buckets and hoops. Score maximum points possible in a set number of hits. Use a partner-cooperative feed as confidence improves. Safety Feed from the side of the batter. Example Key Questions How do you position your body to give you room to swing at the ball? What do you do with your feet to position yourself to hit the ball? Is it better to hit the ball with feet together (facing forward) or side-on? Where is it best to hit the ball - in line with, behind or in front of your body? What do you do with the racquet after you have hit the ball? How do you change your hitting movement when hitting to long targets compared to closer ones? Danish Long Ball Applications: 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 How a fielder throws the ball. A fielder bowls the ball. Use a racquet instead of a bat. Use softball/baseball gloves. Fielders move/do not move with the ball. Safety Batters must place the bat on the ground, not drop or throw it before running. Waiting batters must wait behind a designated safety line. Example Key Questions How do you position your body to give you room to swing at the ball? What do you do with your feet to position yourself to hit the ball? Is it better to hit the ball with feet together (facing forward) or side-on? Where is it best to hit the ball - in line with, behind or in front of your body? What do you do with the racquet after you have hit the ball? How do you change your hitting movement when hitting to long targets compared to closer ones? Fielders must not block a runner or throw the ball at a runner. If played on a basketball court, ensure court is free from obstructions and goal posts are padded. Play with Purpose 31
Invasion Games Interceptor Applications: 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 Size of playing area. Size/shape of ball. Kick instead of throw. Push-pass using a hockey stick instead of throw. Time a player can have possession of the ball, eg. 3 seconds. Type of pass allowed, eg. chest pass only. Example Key Questions How can the player without the ball support the partner with the ball? 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? When defending is it better to watch the player with the ball or the player without the ball? Safety Defenders must not tackle or bump opposing players. Modify to 3v2 Corner Spry 3 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 circle Mark 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 4v3 The 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. Play with Purpose 37
Invasion Games Interceptor (continued) Modify to emphasise a particular pass 6v3 Problem-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 Type of pass, eg. chest, shoulder, side arm, overhead. Size of the playing area. Number of passes before the ball must be passed across the playing area. Number of players per team. Interceptor 2v2 in three zones eptor 2v2 in three zones Interceptor 3v3 in two zones Incorporate other game elements: 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: 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 6v6 Inexperienced 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. 38 Play with Purpose
Invasion Games Interceptor (continued) Modify to teach set position Players 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 goals After 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 Questions What is the role of the winger? When is the best time to pass the ball to the winger? How do other players support the winger when they have possession? Example Key Questions What is the role of the centre forward? When is the best time to pass the ball to the centre forward? Where is the best place on the field for the centre forward? Defensive Depth Applications: 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 Attackers must have at least one pass in each section of the grid. Allow dribbling of the ball. Player in possession can/can not move with the ball. Limit the time a player is allowed to maintain possession, eg. 3 seconds. The ball can only be passed backwards like touch football. Example Key Questions How do interceptors work together to pressure the team with the ball? Where is the best place for interceptors to position themselves inside their grid? How do the team in possession work together to get the ball across the grid as quickly as possible? Define/limit the type of pass, eg. only bounce passes. Safety Defenders must not tackle, bump or grab opposition players. Play with Purpose 39
Tactical Problems, Movements, and Skills for Elementary- Level Striking & Fielding Games Tactical Problems Off-the-ball movements On-the-ball-skills SCORING (OFFENCE) Game Situation: cooperative games Accuracy Rolling for accuracy Using and intermediate target Combining skills Batting Base running Batting Base running Batter Rolling to an open soace Rolling and running to first base Game situation: 0-1 out, 0 runners Determining the best place Combining skills transitions to roll, kick or hit the ball to from: get on base. o Roll to run o Kick to run o Hit to run o Hit and run to first base Hitting to the outfield Determining when to run Running through first base through or round first base Game situation: 0-1 out, runner on first Determining the best place Hitting to the right side of the field to hit in order to move the (behind the runner) runner Determining whether to run Combining skills on a grounder or stay on Running from first to second base on a line drive or fly Start position for take-off ball 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 Rounding first and running to second base Base running Determining whether to run through or round first base. Game situation: 0-1 out, 0-1 runner on base, outfield hit Batting Determining where to hit Hitting a ball to the outfield: Batting and base running Determining when to run Anticipating where to hit the ball Watching and listening to the coach Line drive Fly-ball Tagging up on a fly ball: Quick starts from base Stopping and maintaining contact with the baser (second and third base) 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, Movements, and Skills for Elementary- Level Striking & Fielding Games Adjusting to various situations Combining skills Fielding Supporting players Fielding Supporting players PREVENTING SCORING (DEFENCE) Game situation: cooperative games Reading and anticipating the ball when fielding Combining skills: catching and tagging first base Game situation: 0-1 out, 0 runners, infielder grounder Determining (before the pitch) where to throw (first or second base) Fileding a grounder; then tagging first base Determining Tagging plays at second, third Where to back up and home Best angle for back Cutting off plays: up Second base Whether bases need Shortstop to be covered Relays Best angle for base Moving to back up in the infield coverage Moving to back up in the outfield Communicating: Base coverage (footwork) on a Number of outs to team mates (signal) force play Where to throw the ball Game situation: 0-1 out, runner on first, infield grounder Determining: Fielding fly balls Where to throw the ball Fielding line drives How to throw the ball Looking back at the runner (throw, flip or tag the (body and ball position) base) Tag play (sweep tag): o Second base o Third base Combining skills catch and shovel pass, flip, toss. Base coverage on a tag play Fielding in the outfield: o Adjusting angle prior to the catch o Adjusting body position to make a throw to third Determining: Covering second on a force o Where to position play: for backup and base o From an infield throw coverage (second-base player and o Which base to cover shortstop) and how o From an outfield throw Communicating: Cutting the lead runner at third: o Number of outs o Third-base player field and o Where to throw covers third o Infieldersfield and throw to third. 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, Movements, and Skills for Elementary- Level Striking & Fielding Games o Adjust body position to make the throw to third. Moving into position for backup Game 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 pass o Catch and toss o Catch and flip Supporting Base coverage Positioning for a backup players Shortstop coverage of play(adjust with the situation) second base on a force play Moving into an appropriate position to cover base (adjust Second-base player coverage of second base on a force play with the situation) 0-1 out, 0-2 runners (variable), outfield hit Fielding Deciding where to throw Combining skills-fielding and throwing quickly Fielding fly balls and line drives and throwing quickly to: o Secoind base o Cutoff o Relay Covering base on a tag play Tagging plays at second, third and home Supporting players Moving quickly with appropriate angles into position for backup of: o Adjacent players o Bases when runners are advancing Backup communication RESTARTING PLAY Play starts or restarts on every pitch or roll 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
Levels of Tactical Complexity for Elementary-Level Net and Wall Games Tactical problems Level I Level II Level III Level IV SCORING (OFFENCE) Game situation: cooperative games Accuracy Rolling for accuracy Using and intermediate target Rolling to open space Combining skills Rolling and running to first base Batting Base running Batting Base running Determining the best place to roll, kick or hit the ball to get on base. Combining skills: Roll to run Kick to run Game situation: 0-1 out, 0 runners Determining when to run through or round first base Running through first base Game situation: 0-1 out, runner on first Combining skills Running from first to second Start position for takeoff Determining the best place to hit to in order to move the runner. Hitting to the right side of the infield (behind the runner) 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
Levels of Tactical Complexity for Elementary-Level Net and Wall Games Batting Base Running Adjusting for various situations Combining skills Fielding Supporting players Pushing off base and driving the opposite arm and knee Stopping at second and keeping contact with the base. Games situation: 0-1 out, o-2 runners (variable, infield grounder Rounding first base and running to second base Determining whether to run through or round first base Game situation: 0-1 out, 0-1 runner on base, outfield hit Determining where to hit Determining when to run Anticipating where to hit the ball Watching and listening to the coach PREVENTING SCORING (DEFENCE Game situation: Cooperative games Reading and anticipating the ball when fielding Catching and tagging first base Game situation:0-1 out, 0 runners, infield grounder Determining (before the pitch) where to throw (first Fielding a grounder; then tagging first base Hitting a ball to the outfield: Line drive Fly ball 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
Levels of Tactical Complexity for Elementary-Level Net and Wall Games or second base) Supporting players Determining: o Where to back up o Best angles for back up o Whether bases need to be covered o Best angle for base coverage Communicating: o Number of outs to teammates (signal) o Where to throw the ball Game situation: 0-1 out, runner on first, infield grounder Fielding Determining: Fielding fly balls Where to throw the Fielding line drives ball Looking back at the How to throw the ball runner body and ball (throw, flip or tag the position base) Tag play (sweep tag): o Second base o Third base Combining skills catch and shovel pass, flip, toss Base coverage on a tag play Supporting players Communicating Determining: o Number of outs Where to position for o Where to throw\ backup and base Tag players at first. And home Cutoff plays: o Shortstop o Second base Relays Moving to back up in the infield Moving to back up in the outfield Base coverage (footwork) on a force play Fielding in the outfield: Adjusting angle prior to catch Adjusting body position to make the throw to third Moving into position for backup 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
Levels of Tactical Complexity for Elementary-Level Net and Wall Games Covering second on a coverage force play: Which base to cover an o From an infield throw (secondbase player and shortstop) how o From an outfield throw Cutting the lead runner at third base: o Third-base player fields and makes a force play at third. o Infielders field and throw to third. o Adjust body position to make the throw to third. o Moving into position for backup Game 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 pass o Catch and toss Supporting players Base coverage Shortstop coverage of second base on a o Catch and flip Positioning for backup play (adjusting with the situation) 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
Levels of Tactical Complexity for Elementary-Level Net and Wall Games force play Second-base player coverage of second base on a force play Moving into an appropriate position to cover the base (adjusting with the situation) Game situation: 1 out, 0-2 runners, outfield hit Fielding Combine skills fielding and throwing quickly Deciding where to throw Supporting players Backup Communication RESTARTING PLAY Play starts or restarts on every pitch or roll. Fielding fly balls and line drives and throwing quickly to: o Second base o Cutoff o Relay Covering the base on a tag play Tagging plays at second, third and home Moving quickly with appropriate angles into position for backup of: Adjacent players Bases when runners are advancing 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