Historical Perspective - 6 stage model Bunker, B., & Thorpe, R. - - PowerPoint PPT Presentation

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Historical Perspective - 6 stage model Bunker, B., & Thorpe, R. - - PowerPoint PPT Presentation

Historical Perspective - 6 stage model Bunker, B., & Thorpe, R. (1986). The curriculum model. In R. Thorpe, Bunker, D., & Almond, L (Ed.), Rethinking games teaching (pp. 7-10). Loughborough: University of Technology, Loughborough. Where


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SLIDE 1

Historical Perspective - 6 stage model

Bunker, B., & Thorpe, R. (1986). The curriculum model. In R. Thorpe, Bunker, D., & Almond, L (Ed.), Rethinking games teaching (pp. 7-10). Loughborough: University of Technology, Loughborough.

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SLIDE 2

Where Does the Game Appear in the Lesson? - 3 stage m0del

Game Form

(Representation, Exaggeration)

Tactical Awareness Skill Execution

Griffin, L. L., Mitchell, S. A., & Oslin, J. L. (1997). Teaching sport concepts and skills : A tactical games approach. Champaign, IL: Human Kinetics.

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SLIDE 3

Game performance becomes…

  • Decision making
  • Supporting
  • Marking or guarding
  • Covering teammates
  • Adjusting position as game play unfolds
  • Ensuring adequate court or field coverage

by a base position (p. 12)

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SLIDE 4

Games frameworks - Key questions

Griffin et al. framework

  • 1. What problems does this game present for

scoring, preventing scoring, and restarting play?

  • 2. What off-the-ball movements and on-the-

ball skills are necessary to solve these problems?

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SLIDE 5

Defining games

  • Target – propel an object, with a high degree of

accuracy, at a target.

  • Batting/fielding or run scoring - strike a ball so it

eludes defenders

  • Net/Wall – propelling an object into space so an
  • pponent is unable to make a return.
  • Invasion or Territory – to invade an opponent’s

territory to score. Griffin et. al. (1997, p.9)

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SLIDE 6

Fundamental Skills

  • Body Management (BM) skills

– ie. Running, stopping, balance, guarding...

  • Equipment Handling (EH) skills

– Sending or propelling, ie. throw, strike… – Receiving, ie. catching, trapping… – Retaining, ie. carrying, dribbling…

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SLIDE 7

Physical characteristics Physical characteristics characteristics Physical Physical characteristics

PHYSICAL ACTIVITY GAMES THAT USE AN OBJECT BATTING/ FIELDING OVAL FAN TARGET OPPOSED UNOPPOSED TERRITORY OPEN END TARGET (LINE) FOCUSED TARGET(NET) NET/WALL DIVIDED SHARED

PRIMARY RULE (I) score by getting your object(s) closer to a target than your opponent(s). PRIMARY RULES:

(i) score by striking object and running between

safe areas; stop scoring by catching ball in the air

  • r getting it to a safe area before the batter.

PRIMARY RULE (I) score by getting the object into your opponent's areas of play more often than they can return the object back into your area. PRIMARY RULE (i) score by getting object into opponents' goal;

  • pponents try to stop scoring.

EH - Sending, receiving and retaining (especially as traveling) BM - Running, dodging, guarding, stopping and intercepting BM - Stability and good balance as deliver object EH - Sending away and aiming BM - Running, covering, stopping, sliding and guarding EH - Sending-away and receiving skills BM - Changing direction quickly, moving in all directions, stopping, guarding and covering EH - Sending (striking) and preparing to receive

For example,tennis, volleyball, squash and racquetball For example, baseball, softball, and cricket For example, curling, bowling and golf For example, soccer, hockey, basketball, rugby and football Key BM - Body

  • management. Also

referred to as locomotion or non-locomotion skills. EH - Equipment

  • handling. Also

referred to as manipulative skills.

A Framework for Categorizing Physical Activity Games That Use an Object

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SLIDE 8

Progressive principles play

TARGET NET/WALL STRIKING/FIEL DING TERRITORY/INVASION 1. CONSISTENTLY send to target 1. CONSISTENTLY return the object 1. SCORING RUNS 1. SCORE 2. PLACEMENT of

  • bject to target and
  • ther obstacles

2. PLACEMENT of

  • bject and

POSITIONING

2.

BALL PLACEMENT 2. POSSESSION 3. SPIN and/or TURN 3. SPIN and POWER 3. OUTS 3. INVADE

Hopper, T. (1998). Teaching games for understanding using progressive principles of play. CAHPERD, 64(3), 4-7.

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SLIDE 9

Tactical Awareness Components

SPACE (a) where an object should be placed in the area of play, and (b) where a player should go in the area of play based on the placement of the object. TIME (a) when to execute a skill within a game, (b) when to create time to play a shot, and (c) when to reduce opponent’s time. FORCE (a) how much force to apply on an object for height, directional control and distance. (b) how to apply force on an object for height, directional control and distance

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SLIDE 10

Basic Task Model

Task

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SLIDE 11

Tactic-skill Progressions

  • Key ideas.
  • 1. Off-the-ball movements.
  • 2. Awareness of space, time and force

components.

  • 3. Modified game that all students can play.
  • 4. Progressive and recursive development of

principles.

  • 5. Concepts transfer across games.
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SLIDE 12

Anatomy of a game performance READ RESPOND REACT RECOVER

Tactical Awareness

Player decision making Off-the ball movement skill selection then skill execution

On-the ball skill selection then skill execution

Off-the ball movement skill selection then skill execution

Decision Making Cover Adjust Base

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SLIDE 13

Review

  • Reading play - 4 Rs
  • Tactical Components - Space, force and time
  • Three phases to game play -

Co-op, Compete and To Win

  • GPAI - Game Performance Assessment

Instrument Reading

  • Hopper. (2002). Four R's for tactical awareness:

http://www.educ.uvic.ca/Faculty/thopper/WEB/articles Chapter 10 from Griffin text - GPAI.

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SLIDE 14

Lesson plan has…

  • Task progressions - game, cues, questions
  • Management tasks - grouping, roles, routines
  • Organization of equipment and space (diagram)
  • Phases of a lesson - Intro, skill/concept, culmin.
  • Objectives (TSWBA) - CAPS learning domains
  • Administration - Register, jewelry, announcements
  • Evaluation (Outcomes) - Closure, question CAPS.