Solving Tactical Problems Through Games

TACTICAL PROBLEMS: Scoring a goal in soccer.

Shooting Game

To teach shooting skills, split the class into groups of three: a shooter in the front, a shooter in the back and a goalie in the middle. Each shooter should be separated from the goalie by 10 to 15 feet. Use two cones and place them to the sides of the goalie to make a goal. Give each group one ball. The front shooter tries to score on the goalie, and then the goalie turns around as the back shooter tries to score after retrieving the ball. If the goalie makes a save, he should give the ball to the back shooter. Switch positions after a set amount of time.

 Soccer Activities for PE | eHow.com http://www.ehow.com/list_6403722_soccer-activities-pe.html#ixzz13Va7Skdu

 

 

 

Line Scoring:

With a small group, have 6 soccer balls lined up a reasonable way away from the net. Then one by one, every person kicks all six balls into the net one after another. As well, there will be flags in the corners of the net and it they are hit, 20 points will be gained. The whole line will go through and get their turn while trying to work on hitting the flags in the corner of the net. This works on individual scoring in soccer in a form of a game.

Soccer Shooting Drills

EPHE 452 Dustin Shewfelt: TGfU course part 2

"Teaching Games for Understanding is a methodology that encourages physical activity, engagement and enjoyment while promoting a greater understanding of the aspects found in structured games(Forrest et. al., n.d).TGfU places an emphasis on play, where tactical and strategic problems are posed in a modified game environment (Webb & Thompson, 1998). The desired outcome of the activity is taught before the specifically required skills. This allows students to see the reasoning behind the skills that they will be learning. Instructors adapt and modify aspects of the structured games to meet the individual needs of their students. By allowing the students to participate in a modified version of the game, they can begin to understand tactical and strategic problems that are associated with the activity.It also has the added benefit of putting students that may have some difficulty with skill acquirement on more level ground with students who pick up skills quickly. It creates an even playing field between the athletes and the other students in the class. Also, these individuals are then more motivated to learn specific skills, because they are able to see the connection between what is being learnt and the positive effect it has on the overall activity (Piltz, 2002). The TGfU model is student-centred, adapting to the needs of the student; in keeping with the "every child principle". Since being hypotheses several variations of TGfU have been researched and developed."

(Definition from: http://tgfu.wetpaint.com/page/The+Model )

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TGFU model includes:

1. Game
2. Game Appreciation
3. Tactical Awareness
4. Decision Making
5. Skill Execution
6. Game Performance

Stages Involved in the TGFU model:

Stage one: Developing control of the object (low organized game)
Stage two: Complex control and combinations of skills (lead up game)
Stage three: Beginning offensive and defensive models (play game with modified rules)
Stage four: Complex game play (play actual game)


 

Phase 1 – Elementary Understanding of Games Within a Category 
At the end of Each participant should have a beginning understanding of the
factors that make up each game in each category, the sub categories the elements fall under,
modified games that could be considered and questions related to
categories that could be considered. 

Phase 2 - Elementary Understanding of Games Across Categories
Students conduct a category comparison, examine principles of the game, tactics and strategies, rules and technical skills (physical, psychological and communication)to find similarities and differences

Phase 3 - Advanced Understanding of a Game within a Category

The participants should have an acceptable level of games understanding to provide challenging lessons for most students in secondary physical education classes.

 Phase 4 - Advanced Understanding of Games Within Categories

Participants should follow the same process to study a series of games within a phase, developing a summary sheet of the game elements divided into the three sub categories. This will allow for comparisons between the games, the areas of technique, rules and tactics and strategies that are similar and which are sport specific, allowing participants to determine specific strategies. 

Tactical Problems: Fundamentals which need to be achieved in order to advance to an elite or higher level of sport.

P.E. Class Goes To New Heights

Games for Elementary and Highschool Students

Elementary Students:

Game #1: Rock, Paper, Scissors

Rules: Once the class is separated into two teams, have them discuss in their groups if they are going to pick rock, paper, or scissors. Each group stands in a straight line facing each other about 3 meters apart. On the count of three each team displays what their team chose to play: either rock, paper, or scissors. Paper beats rock, rock beats scissors, and scissors beat paper. The team that beats the other then has to run away to a designated spot in the gym (for example the wall of a line). If the team chasing tags someone from the other team, then they bring them over to their team.

Equipment: enough people and a big open space

Age group: Elementary students probably around the age of grade 3 - 5.

Skills: teamwork, fast reactions, spatial awareness, strategy, running, and chasing.



Game #2: 1,2,3 Look

Rules: This game is simple, but one that can be played with younger students. The class will split into two circles. Everyone in the circles will start with their heads down. When the teacher calls out 1,2,3 look, then everyone in each circle looks up at the people in their own circle. When they look up, if they are looking at the same person that is looking at them, then they have to scream and run to the next circle. This continues until one circle is too small.

Equipment: large group of students and an open area

Skills: Speed of reaction, running, strategy, and honesty.



High School Students:


Game #1: Twisted Sisters Disco Inferno

Rules: Have a small group of students (5-6) hold hands in a straight line, all facing in the same direction. The person at the end puts their hand up against a wall or holds a pole.
The task is for everyone, even the person with their hand around the pole or up against the wall, to end up with their arms folded across their chest.
The students cannot let go of their hands and the person at end must keep their hand on the wall or pole. There are various ways to solve this problem. Give the students plenty of time to discuss ways they think they could solve their task.

Skills: problem solving, teamwork, a different outlook to a PE class, communication and contribution



Game #2: Capture the Flag

Purpose: the purpose of the game is to capture the other team's flag.

Rules: you are safe on your side, but once you cross over to the other team they can tag you and bring you to jail. You are in jail until someone from your team comes to tag you. Once you get the flag, you have to bring it back over to your side to receive the point. You can only free one person from the jail at a time, and their is no guarding of the flags. Must be at least 10 feet away. Once flag is caught, start over.

Skills: teamwork, strategy, running, tagging, and helping others.

Cooperation vs. Competition

I agree with the article written by Perry W. Buffington. It suggests that cooperation is a better angle to life than competition and I think this is completely true. If you go through life competitively, you begin to loose sight of what you are trying to accomplish, and you begin to fail. With cooperation you learn to work as a team, and not simply think of yourself. Competition focuses primarily on yourself, and you can start to loose sight of the well being of others around you. Cooperation allows everyone to be involved and feel like they are part of something. Cooperation is better for the good of the individual using it directly, but also for the others surrounding that person. If someone is being cooperative with you, it is most likely that they will be cooperative back. Of course there can be a balance, and a healthy amount of competition can be incorporated. For example, while doing group projects - trying to be better than the next group, but on a healthy level. This will promote success as well as more teamwork in the group. By this I mean a very small amount of competition because cooperation is obviously the better choice for a healthy lifestyle. I believe competition decreases self esteem. Competition requires trying to live up to someone else, or to be better than them, and that it turn decreases your self respect and your self esteem. You are basically comparing yourself to others, and this decreases mental happiness. Cooperative games should be included in PE class and be a majority of the games played. This could include being cooperative in teams for relays or sport-like games. Competition is of course an aspect of a Physical Education class, but should not be the primary focus. A gym class focuses on boosting students' self esteem and confidence, and cooperation is a great way to do that. Competion is a main aspect of many sports, but a gym class should incorporate cooperation into these types of games. No, we should not be promoting elite sport in school. Some students just don't have the ability or simply don't want to play elite sports. A gym class should not force this upon them. For those who want to play elite sports, they will have to turn to sport teams, and experience their elite sports in that form - not in a general class of physical education.

Helpful Links for Useful Games

1.
 http://www.teachingideas.co.uk/pe/contents01games.htm

This link is a very useful one. Right once I came across it, it helped me out immediately. Once you start reading it, you will find you will have even more ideas for games than you did before. There is also a spot you can click for helpful tips of how to boost your students' confidence. As I wrote about before, I think building confidence in a PE class is one of the main aspects and if you research this website more, I'm sure one will find great ideas and ways of how to fulfill this aspect that is important. There is also a part that explains great time fillers which are very great days to start lessons or in between larger games. They are quick, easy, and fun. This website is a great resource as it explains many games and provides great ideas that you can carry with you anywhere you go or anywhere you teach.

2. http://lessonplancentral.com/lessons/Physical_Education/Games/

The website is sufficient. It gives ideas of games and they are very good ones, and ones that I think kids will enjoy. They also teach skills. Although there is not as much variety on this website, it is still a very valueable resource and worth looking into for ideas.


3. http://www.theschoolbell.com/Links/pe/pe.html

So far, this is my favourite website. It is very simple and easy to follow. The best thing about this website is that there are links you can click for games that are for different age groups. This pulls every game into a focus, and decides for you what games would be appropriate for what age groups. This website is very welcoming, simple, and easy to follow.



(I apologize for the late entry)