promoting lifelong games players: teaching sport concepts & skills via a tactical games model
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Promoting Lifelong Games Players: Teaching Sport Concepts & Skills via a Tactical Games Model. Linda L. Griffin, Ph.D. University of Massachusetts Amherst, MA, USA Presentation prepared for the 2002 Busan Asian Games Sport Science Congress at Dong-A University, Busan, South Korea. - PowerPoint PPT PresentationTRANSCRIPT
Promoting Lifelong Games Players: Teaching Sport Concepts & Skills via a Tactical Games Model
Linda L. Griffin, Ph.D.University of Massachusetts
Amherst, MA, USA
Presentation prepared for the 2002 Busan Asian Games Sport Science Congress at Dong-A University,
Busan, South Korea
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Today I will present the . . . Rationale for a tactical games model Features of the model Teaching and learning considerations Major assumptions of the model Guidelines to get started
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Rationale for a Tactical Games Model Interest & excitement
Learning through games not about games Knowledge as empowerment
Uniqueness of games lies in decision making
Transfer of understanding & performance across games
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Features of a Tactical Games Approach Games classification system Game frameworks Levels of tactical (game) complexity Game performance assessment Tactical model
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Games Classification System
GolfCroquetBowlingBilliards
SoftballBaseballRoundersCricketKickball
BadmintonTennisPickle BallVolleyball
HandballBasketballSoccerField HockeyLacrosseRugbyFootballUltimate Frisbee
TargetField/RunScore
Net/WallInvasion
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Game Frameworks Games share the same tactical
problems within a classification Soccer, basketball, lacrosse
Different on-the-ball skills Different off-the-ball movements
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Tactical Problems—Invasion Games
Scoring (offense) Maintaining possession of the ball Attacking the goal Creating space to attack Using space in attack
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Tactical Problems—Invasion Games
Preventing scoring (defense) Defending space Defending the goal Winning the ball
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Tactical Problems—Invasion Games
Restarting play Throw-in--attacking and defending Corner kick--attacking and defending Free Kick--attacking and defending
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Slice of the Soccer Framework
•Shooting, shielding, turning
Using a target player
Attacking the goal
•Passing--short & long•Control--feet, thigh, chest
Supporting the ball carrier
Maintaining possession of the ball
SkillsMovementsTactical ProblemScoring (offense)
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Levels of Tactical Complexity Helps the teacher match tactical (game)
complexity to the developmental level of the students Progressions
Cooperative to competitive Simple to complex Individuals to large groups Modifying secondary rules
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Tactical Complexity--Level ISoccer
•Throw-in•Short kick
Restarting Throw-inCorner kick
•Pass and control--feet
•Shooting
Maintaining possession of the ball
Attacking the goal
Level ITactical Problem Scoring
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Tactical Complexity--Level IVSoccer
•Far post•Defending
Restarting Corner kickFree kick
•Crossover
•Depth—timing of runs
Creating space in attack
Using space in attack
Level IVTactical Problem Scoring
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Game Performance Assessment
Assessment should be . . . Ongoing part of instruction Authentic & align with instructional objectives In all domains but specifically psychomotor
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Game Performance Assessment
Game Performance Assessment Instrument(Griffin, Mitchell, & Oslin, 1997)
Team Sport Assessment Procedure(Grehaigne, Godbout, & Bouthier, 1997)
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Teaching Games for Understanding Model (Bunker & Thorpe, 1986)
1. Game
Learner
2. Game Appreciation
3. Tactical Awareness
4. Making Appropriate
Decisions
What to do? How to do?
6. Performance
5. Skill Execution
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Tactical Games Model(Griffin, Mitchell & Oslin, 1997)
1. Game or Game Form
3. Skill Selection & ExecutionHow to do it?
2. Tactical AwarenessWhat to do?
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Lesson Sequence Tactical Problem Lesson Focus Objective
Game Q-A segment Situated practice Game
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Example Soccer Lesson Tactical Problem: Maintaining possession of the
ball Focus: Passing & receiving balls on the ground
with inside of foot Objective: Accurate & firm short passes Use one touch to control & set up for next move
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Example LessonInitial Game
3 v 3 Goals:
5 consecutive passes Conditions:
30 by 20 playing area possession game
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Possession Game A
B A 0
B B
A
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Example LessonQ&A
What is the goal here? How can your team keep the ball?
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Example LessonSituated Practice
Partner (or triad) practice approximately 10’ apart pass & control (stationary & moving)
Goals-- One touch to control & set up for the next pass Firm & accurate passing with inside of both
feet
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Example Lesson Final Game
3 v 3 Goals:
Quick control & setup Firm & accurate passing Keep heads up for vision Score in small goal
Conditions 30 by 20 playing area narrow goal no goalkeeper
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Teaching & Learning Considerations Mixed teaching methods Questions matter
Time“When is the best time to . . . Space “Where is/can . . . Risk “Which choice . . .
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Games Classification
Transfer of Learning
TACTICAL PROBLEMSScoring Preventing scoring Restarting play
Solutions of Tactical ProblemsDecisions Skills Movements
Assessment of LearningPsychomotor Cognitive Affective
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Getting Started
Check your beliefs about games teaching Pick sport with strong content knowledge Establish rules, routines & expectations for
a tactical games approach Think game-like Change for you is change for your students Find company
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Games Teaching Continuum
Skill-based Game-like Tactical Games
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Getting Started
Check your beliefs about games teaching Pick sport with strong content knowledge Establish rules, routines & expectations for
a tactical games approach Think game-like Change for you is change for your students Find company
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Getting Started
Check your beliefs about games teaching Pick sport with strong content knowledge Establish rules, routines & expectations for
a tactical games approach Think game-like Change for you is change for your students Find company
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Getting Started
Check your beliefs about games teaching Pick sport with strong content knowledge Establish rules, routines & expectations for
a tactical games approach Think game-like Change for you is change for your students Find company
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Getting Started
Check your beliefs about games teaching Pick sport with strong content knowledge Establish rules, routines & expectations for
a tactical games approach Think game-like Change for you is change for your students Find company
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Game-like PracticeVolleyball Triad Forearm Pass
1 P P T 2 S
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Getting Started
Check your beliefs about games teaching Pick sport with strong content knowledge Establish rules, routines & expectations for
a tactical games approach Think game-like Change for you is change for your students Find company
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Getting Started
Check your beliefs about games teaching Pick sport with strong content knowledge Establish rules, routines & expectations for
a tactical games approach Think game-like Change for you is change for your students Find company
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