Final Blog



This semester I have thoroughly enjoyed the Games and Activities PE class. It always an excitement packed class with great classmates and lots of laughs. We learned two different teaching models that I have found to be very interesting and I am positive that I will benefit from these models in my future teaching career. The first model we learned and practiced was the TPSR model (Taking Personal and Social Responsibility). This teaching perspective helps children and young adults learn to play and communicate in a new and effective way, using the components of respect, participation and effort, self direction, helping others, and taking these skills outside of the PE class. These five aspects of the game are important for children to learn because, in my opinion, they are some of the fundamental building blocks that children need. I think this model is helpful because it can be used in any classroom. I found it intriguing and I really enjoyed learning this different teaching perspective.

The second model we learned, Teaching Games for Understanding (TGFU), was more focused on teaching specific games and how to solve tactical problems within. I really liked the idea of breaking down games into the three categories of invasion games, net/wall games, target games. In this model there is more focus on skill execution, defensive and offensive positioning, making appropriate decisions, and tactical awareness. Addressing different problems in each game is an excellent way to allow children to focus on one aspect of the game at a time, before combining everything at once. It is also a way to demonstrate tactical problems that children may meet within a game, and give them practice to gain the skills needed to solve those problems.

This two models could easily be integrated, and I personally would like to try to do so. A simple way to do this would be to focus on one our all levels of the TPSR model, while addressing a tactical problem for a game. For example, it is always important to show respect, so after a class of practicing ball control in soccer, have students shake hands with the opposing team. Even though these are two different models, they could definitely be merged together. I really benefitted from both of these models, and I had a great time learning them. A would recommend to any aspiring teacher, phys. Ed. or not, to take the time to review these teaching perspectives and learn their benefits to only better the classroom.

Tactical Problem #3

Basketball:

Basketball is an invasion game, with tactical problems such as moving to open space to maintain possession of the ball for your team, placing the ball into the hoop, and defending your hoop by staying close to your opponent.

Keep-Away:

Keep-Away is a game to allow students to practice their dribbling skills while keeping their head up to have attention on their surroundings. It is essential to be aware of your surroundings so that you know at all times where your team members are, your opponents are, and as well as where the hoop is.

Each player has a ball and everyone begins in a boundary. Depending on the group size, half court usually works well. Players go around dribbling their ball and try to knock out other players balls, while protecting their own as well. This is a simple game, but a fun and worthwhile experience for students to practice their dribbling, keeping their heads up, and protecting their ball.

 Around the World:

This game can be played in groups or by oneself. It helps for practicing shooting the ball at many different angles and positions. Each players starts in one corner of the key, and each time he or she makes a basket they move onto a new position around the key. They key is the “world”. You can make it so that each player cannot move on to the next stage until they make the basket, or that they have to go back to the beginning if they miss a basket, depending on the skill level. This is another simple game, but a great way to practice shooting on different areas of the court. Also make sure to go over the proper techniques of shooting a ball.

Tactical Problem #2

This week I am focusing on tactical problems associated with invasion games, more specifically soccer. Some tactical problems include:

-          Marking up and reading the opponent  to regain possession of the ball

-          Moving to open space to maintain possession of the ball

-          Scoring against the goalie

1 on 1 :

This game/drill is excellent practice for older groups of students or in a coaching situation. It allows students to work on maintaining or regaining possession of the ball, as well as attacking the goal. Have players divide into two separate groups and line up on either end of the goal posts. Set up 2 cones parallel to the goal posts typically at the 18 yard box, or further out for more of a challenge. On go, the first player in each line must run to and around their designated cones and meet in the middle. As the players are running the goalie will kick a ball to the center of the two cones. The player to reach the ball first will play offensively, and the other defensively. The defensive player tries to stop the other from scoring and get possession of the ball, while the other tries to score and maintain possession. The pair goes until either one scores, the goalie stops the ball, or the ball goes out of bounds, then the next pair goes. This is an active and efficient game to help players practice a number of skills by combining game-like situations into one activity.

Explode:

This game is fun for all ages, and teaches the importance of controlling the ball. It is important to control the ball to be able to maintain possession. Every player has a ball, and begins in a small designated area. Have them dribble the ball around while keeping it close, using the insides of their feet. Players will discover that they have to keep the ball close and their heads up in order to not run into other people in the small space. It is important to practice keeping your head up so that you can see where your team mates are as well as the open spaces. At some point the teacher yells out “EXLODE”, and then all players run as fast as they can while dribbling their balls to a boundary. Boundaries can be hoola-hoops, cones, a wall, or even a net that they must score on.

GPAI ASSESSMENT FOR FLOOR HOCKEY

 http://www.personal.kent.edu/~jakurtz2/Jen/GPAI.htm

I have provided a link to the GPAI assessment that I am viewing because any assessment table that I could find was to large to fit on my Blog Page. The assessment table can be located at the bottom of the page of this link.

This particular Game Performance Assessment Indicator is assessing Floor Hockey, more specifically, decisions, skill execution, and adjustment.

Decision Making involves shooting, passing, support, defending, and backing up.  Skill Execution involves shooting, passing, and receiving. Finally, Adjustment includes moving to the puck, and playing defense. Furthermore, under each of these categories students are assessed according to their appropriateness and inappropriateness (A's and I's) on a scale of 1 to 5.

This is a very simple example of a GPAI assessment, but nonetheless just as effective. It is important to assess students, and show them these assessments with comments, so that they can learn from their mistakes, develop a better understanding of the game, improve their abilities, and grow as a person

This is the table that was used in this particular GPAI assessment.
Unfortunately, I could neither make it smaller, or my page bigger...

Names	Decisions		Skill Execution		Adjustment
	A	I	A	I	A	I
Smyth (F)	IIIII (5)	III (3)	III (3)	I (1)	III (3)	I (1)
Jackson (M)	II (2)	III (3)	III (3)	I (1)	I (1)	IIIII (5)
Reed (M)	IIIIII (6)	I (1)	IIIII (5)	(0)	IIIII (6)
Carson (F)	IIII (4)	I (1)	IIIIIII (7)	IIII (4)	III (3)	II (2)
Gode (F)	I (1)	IIII (4)	I (1)	II (2)	II (2)	III (3)
Cindar (M)	IIIII (5)	II (2)	IIIII (5)	II (2)	IIIII (5)	II (2)

Tactical Problems

The category that I have chosen for a tactical problem is the Net/Wall category, focusing on volleyball. One of the main tactical problems for these types of games, such as volleyball, tennis, and badminton, is where to place the ball in the opponents court. Placement of the ball is strategically important because it improves your chances of scoring points and makes it more difficult for the opposing team to recieve the ball. Not only is it important to know where to place the ball, but also to know how to place the ball in the desired areas. Here are two games that will help students learn and practice the concept of how to place a ball as well as where to place it on the opponents court.

Target Practice:

This game is a great way to practice aim when sending the volleyball over the net, and has many variations. On one side of the court set up different objects such as mats, hula-hoops, and/or cones, depending on the age group or skill level (Obviously mats would be the easiest and cones would be the hardest). On the other side of the court will be the players, each with a ball. First have them practice serving. Specify that this game is to practice aim, not power, so that they won’t focus on how hard they are hitting the ball but more so focus on where they are hitting it. This great practice drill can be made into a game in many different ways, such as the first person to hit 3 targets wins. Knowing and practicing how to place the ball when serving is important because it makes receiving the ball more difficult for the other team.

Next, put players into groups of three. Each team comes out onto the court and you toss the ball in. One person bumps to the setter, the setter will send it to the power, who will then spike or set it over the net, trying to place it to one of the targets. Players can rotate each time it is their turn. This is a great practice drill and can be made into a game but keeping score of what team hits the most targets.

Cross-court:

In this game players can work on their ability to control ball projection. Divide the court with a line down the middle, then tell players that they can only score points if they place the ball in the crosscourt. Because players will not be able to have the easiness of placing the ball in a large court, they will learn that they have to slow down and focus on ball placement skills. Even though the other team will know where the ball is going, they too will have to slow things down in order to receive the ball in the specified area. Depending on the skill level of the players, the coach or teacher can change the rules, such as prohibiting overhand serves and spikes. To increase difficulty, you can also divide the court into 4 sections, and specify which quarter the ball must be placed, changing it every so often.

Teaching Games for Understanding

1.       What is the idea behind the model?

The TGFU model focuses on concepts that are not considered important in the traditional ways of teaching games, such as defense and attack methods or different angles of play. It is a method of teaching that has a learner and game-centered approach to sport related games with a concept of teaching for understanding. There are six steps to this model:

          Step 1: The Game – the game is introduced, and often modified to meet the developmental needs of the learner

          Step 2: Game Appreciation – rules and concepts of the game are learned to gain a better understanding of what the is about.

          Step 3: Tactical Awareness – students are taught to consider the tactics of the game, to help them work trough the principals of play, increasing their tactical awareness (boundaries, spatial awareness, scoring, etc.)

          Step 4: Making Appropriate Decisions – students focus on making decisions during game-play to help them make appropriate game decisions according to what situation the are presented with.

          Step 5: Skill Execution – knowing how to execute specific skills and movements, and when to execute those specific skills.

          Step 6: Performance – based on specific criteria according to the goals of the game, which ultimately lead to experienced and talented players.           

 What are the four different categories of games that are discussed within this model?

There are four types categories in this model in which games can be placed, depending on the concepts, skills used, and strategies required for each game.

TARGET GAMES: These are games that are mainly focused on aim and accuracy. The goal is to deliver an object towards a target, doing so with a correct amount of force in order for that object to reach, or go into, the target.

INVASION/TERRITORY GAMES: The main goal of these types of games is to score as many points as possible in a certain amount of time, by invading the opponents territory. These games are also dependant on offensive and defensive strategies, maintaining and regaining possession, and creating space to avoid defense and attack the goal.

STRIKING/FIELDING GAMES: These games involve an offensive team (striking) and a defensive game (fielding). The main objective is for the striking team to hit an object into an area, while the fielding team tries to catch it, or return it to a designated area.

NET/WALL GAMES: The object of these games is to hit a ball or object and maneuver it in such a way as to place it into the court of your opponent in a designated area. Volleyball.

 

 What is a tactical problem?

The fundamentals, skills, and basic strategies needed for a deeper understanding of the game, in order to advance to a higher level of play. Here are some tactical problems for each category of games:

TARGET: Performing with a certain level of strength and accuracy to hit a target.

INVASION/TERRITORY: Implementing plays to maintain or regain possession

STRIKING/FIELDING: Understanding spatial awareness

NET/WALL: Understanding areas to place a ball, and how to maneuver it to do so.

Sites:

http://tgfu.wetpaint.com/page/The+4+Game+Categories

http://books.google.ca/books?id=3OmCjmk-MEoC&printsec=frontcover&dq=what+is+teaching+games+for+understanding&source=bl&ots=abhhvLpgAM&sig=_2zNkBFOLYqz-tF9UcuCpYYdYzc&hl=en&ei=kM_DTJCnHYL4swON6In6Cw&sa=X&oi=book_result&ct=result&resnum=9&ved=0CEIQ6AEwCA#v=onepage&q&f=false

ELEMENTARY GAMES:

Parachute basketball:

Equipment: 1 parachute, 2 foam balls that are small enough to fit into the parachute hole.

Set- Up: Divide the class into two teams, and set them up on either side of the parachute. Give each team a different coloured ball after explaining the rules and different techniques. It’s a good idea to practice some techniques with the class beforehand, so they can gain a feel for the way the parachute moves. Here are some good warm-up activities:

Flutter: Have each student shake the parachute up and down as quickly as possible, without being too aggressive as to pull the chute out of their classmates hands.

Tent: Have each student raise the parachute as high as they can go without letting go. Just before it starts coming back down, tell them to bring the chute down behind their backs and sit on chute. This traps the air in, thus creating a tent.

  

 

Popcorn: place 5-10 foam balls into the chute and have them to the flutter effect.

These are just a few of the many different technique activities that you can cover with the class.

Objective/Rules: Each team has to try to get their ball into the hole in the middle of the parachute first, while only using the parachute. Each time a team’s ball goes into the hole, it’s a point for that team. The teacher can either go under to grab the ball, or designate a student to. This game can be modified to have more than 1 ball per team, or even have up to four teams. It’s great for practicing teamwork skills, large group cooperation, listening skills, and coordination

Pizza Shop:            

  

Equipment: No equiptment is needed for this fun game of tag.

Set-Up: Ask the class a volunteer to be a pizza maker, or “it”, or two volunteers for a larger group. The rest of the group with be “pizza toppings”. With the students standing in a line, walk along them designating each one with a pizza topping... pepperoni, ham, cheese

Objective/Rules: All the pizza toppings stand at one end of the gym (or designated area if played outdoors). The pizza makers will call out 1 topping at a time, and those topping have to try and make it to the other side of the gym without being tagged. If a person is tagged, they can now try to tag other pizza topping running by, although they can only stay in the spot where they were tagged. The game goes until two people are left, and they can be the next to pizza makers. At the end of the game the pizza topping will be spread across the gym like a pizza. You can modify this game by adding more toppings, or to make things interesting let students pick their own topping each time before a new one is called out... just express the importance of being honest.



HIGHSCHOOL GAMES:

Belly Ball:

Equipment: 1 dodgeball, 2 large foam mats.

Set-up: Put a mat at each end of the gym, laying out lengthwise against the wall. Divide the class into two teams. One team begins spread out around the gym, while the other is up to “bat” first. Be sure to tell your students to be careful when jumping onto the mat to avoid hitting the wall (I’ve seen it happen)

Objective/Rules: 1 member from the team in the “outfield” rolls the dodge ball towards the first person up to bat. The batter then kicks the ball in any direction, and then must run across the gym and jump to safety on the mat, without getting hit with the dodge ball by the opposing team. If a player does not get, they remain on the mat until they can run back to the home mat. They can do so at anytime they like, as long as the ball is in play (meaning after someone on their team has kicked it), so there can be any number of team members on the mat, but encourage students to run when they can to clear the mat for others. If they do get hit, they are out and go back to stand with their team. A person can also be out if the ball is caught by the opposing team before it touches the ground. The objective of the game is to make it across the gym and back without being hit by the dodge ball. After every member of the team has had a chance to kick the ball, teams switch positions. This game can be modified to allow only a certain number of students on a mat at one time.

Number Soccer:

Equipment: 2 soccer balls

Set-Up: Divide the class into two teams and have them stand in 2 parallel lines across from each other, about 10ft. apart. Put the two soccer balls in the middle. Start at one end of a team and number them from 1 to the end. Then number the other team, starting with 1 at the opposite end of which you started the other team.

Objective/Rules: When you call out a number, the two people with that number from each team must run into the middle, quickly choose a ball, and then dribble it in a full circle around their team until they get back into the middle. The objective of this game is to be the first one back in to middle. This game allows for students to practice their dribbling skills and spatial awareness. You can also play this game using a basketball, or as a warm-up for floor hockey.