First, a tactical problem is a decision or movement that the player must make or do to continue in a game. For example some tactical problems for soccer could be, get the ball, keep the ball, make a shot on net and score a goal.
soccer is considered to be in the invasion game invasion games category. One tactical problem for invasion games is defending the goal, there are a few games that help students practice this problem. One game is capture the flag, where both teams have a flag and must defend it as well as attempting to capture the opposing teams flag. Another game that practices this tactical problem would be shadow tag, there are two teams (defenders and invaders) this is played in the dark with flashlights in a wooded area. The defenders set up a base, or a location that they must defend. The invaders start as a team sneaking there way into the location if an invader is caught they are sent back to their starting point or in jail (out of the game). The goal is that all the invaders must make their way to the location if the team makes it they win but if the defenders capture or succeed in stopping all the invaders before time runs out than they have successfully defended.
Thursday, October 28, 2010
Sunday, October 24, 2010
EPHE 452 Gill Wright: TGfU course part 1
WOW the more I learn about this method .. I really like this
Tactics vs. Techniques
A video on tactics vs. techniques that seems to make more sense than anything I've read on this subject so far, and most definitely helped (it has been a long weekend)
Video
A video on tactics vs. techniques that seems to make more sense than anything I've read on this subject so far, and most definitely helped (it has been a long weekend)
A video on tactics vs. techniques that seems to make more sense than anything I've read on this subject so far, and most definitely helped (it has been a long weekend)
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a video on tactics vs. techniques that seems to make more sense than anything I've read on this subject so far, and most definitely helped (it has been a long weekend)
a video on tactics vs. techniques that seems to make more sense than anything I've read on this subject so far, and most definitely helped (it has been a long weekend)
Saturday, October 23, 2010
teaching games for understanding
The teaching games for understanding (TGFU) method is a learner and game centred approach to sport related games.TGFU values the role of the teacher as a facilitator and the learner as active and involved in the process. A tactical problem uses modified games, which simplify both tactics and technique by reducing space, increasing time, and using modified equipment to introduce the major principles of the whole game to learners.
Two great articles on this method are http://books.google.ca/books?id=3OmCjmk-MEoC&printsec=frontcover&dq=teaching+games+for+understanding&source=bl&ots=abhhvLq9zJ&sig=79VDZjPeXw40NUEoQZlNVvGu49o&hl=en&ei=Lt_DTLWQDo2qsAPkwpmkDA&sa=X&oi=book_result&ct=result&resnum=6&ved=0CDgQ6AEwBQ#v=onepage&q&f=false and http://education2.uvic.ca/Faculty/thopper/WEB/articles/Advante/TGFUmotorlearn.pdf
I have had a problem with understanding this method and will be looking at more information through the week I hope to make 3 more posts to try and understand this method, most of the research i have done seems to lead me in a circle or have words that switch back and forth
Two great articles on this method are http://books.google.ca/books?id=3OmCjmk-MEoC&printsec=frontcover&dq=teaching+games+for+understanding&source=bl&ots=abhhvLq9zJ&sig=79VDZjPeXw40NUEoQZlNVvGu49o&hl=en&ei=Lt_DTLWQDo2qsAPkwpmkDA&sa=X&oi=book_result&ct=result&resnum=6&ved=0CDgQ6AEwBQ#v=onepage&q&f=false and http://education2.uvic.ca/Faculty/thopper/WEB/articles/Advante/TGFUmotorlearn.pdf
I have had a problem with understanding this method and will be looking at more information through the week I hope to make 3 more posts to try and understand this method, most of the research i have done seems to lead me in a circle or have words that switch back and forth
Saturday, October 16, 2010
High School Games
TRAFFIC JAM
Each player stands in a space in the playing area with a ball each. They must steer their car (ball) safely around the playing area (road) without losing control.
Players have to follow instructions called out by coach, starting with:
Green - players dribble around area. Red - players stop and put foot on the ball. Amber - players touch ball between insteps of both feet without moving. Turn - steer car (ball) to move in a different direction.
Introduce gears whilst in green dribbling mode: 1st gear - slow jog
2nd gear - steady run 3rd gear - quicker run 4th gear - quick run
Players continue moving around playing area responding to instructions from coach.
Add in following instructions:
Crash - all players must fall to ground and scream in pain then quickly get up and carry on. (Only call if two or more players allow their cars to collide). The two players who crashed must go to the mechanic (coach) to have their car fixed ie. stand out for 20/30 seconds.
Runaway truck - coach comes into the playing area and crashes into any cars that are not being kept under control. Kick balls out of playing area if not under control and players have to go and fetch it and return as quickly as possible.
Taxi - players have to leave car and run to get in the taxi (two coned off areas outside each end of the playing area,
other variations could include a police officer who helps someone who is having issues with their ball, or other such things
HOOP RACE
For this activity, students should work in groups of four. They should then split into pairs, and each pair of students should stand about 15 m apart. Each group of four students should have one large hoop (big enough for two to fit inside).
Instructions:
One pair stands in a hoop, and, without using their hands, lift up the hoop. Then, staying inside the hoop, they should run to the other pair.
When they reach the second pair, the first pair should drop the hoop. The second pair should then pick it up (no hands!), and run to the original marker and back again (with both students in the hoop).
The first pair then stand in the hoop, pick it up without using their hands and, with both students in the hoop, run back to the starting point.
Important Points
Remember to reinforce the importance of safety during the activity, and the fact that students have to cooperate in order to complete the task.
Each player stands in a space in the playing area with a ball each. They must steer their car (ball) safely around the playing area (road) without losing control.
Players have to follow instructions called out by coach, starting with:
Green - players dribble around area. Red - players stop and put foot on the ball. Amber - players touch ball between insteps of both feet without moving. Turn - steer car (ball) to move in a different direction.
Introduce gears whilst in green dribbling mode: 1st gear - slow jog
2nd gear - steady run 3rd gear - quicker run 4th gear - quick run
Players continue moving around playing area responding to instructions from coach.
Add in following instructions:
Crash - all players must fall to ground and scream in pain then quickly get up and carry on. (Only call if two or more players allow their cars to collide). The two players who crashed must go to the mechanic (coach) to have their car fixed ie. stand out for 20/30 seconds.
Runaway truck - coach comes into the playing area and crashes into any cars that are not being kept under control. Kick balls out of playing area if not under control and players have to go and fetch it and return as quickly as possible.
Taxi - players have to leave car and run to get in the taxi (two coned off areas outside each end of the playing area,
other variations could include a police officer who helps someone who is having issues with their ball, or other such things
HOOP RACE
For this activity, students should work in groups of four. They should then split into pairs, and each pair of students should stand about 15 m apart. Each group of four students should have one large hoop (big enough for two to fit inside).
Instructions:
One pair stands in a hoop, and, without using their hands, lift up the hoop. Then, staying inside the hoop, they should run to the other pair.
When they reach the second pair, the first pair should drop the hoop. The second pair should then pick it up (no hands!), and run to the original marker and back again (with both students in the hoop).
The first pair then stand in the hoop, pick it up without using their hands and, with both students in the hoop, run back to the starting point.
Important Points
Remember to reinforce the importance of safety during the activity, and the fact that students have to cooperate in order to complete the task.
Elementary school games
BLACKOUT
You'll need a few scarves, pieces of cloth etc for a blindfold.
Pick around 2-5 kids (depending on how many are in your group/class) and blindfold them up. Then get the others to find a space and stay there, but make sure they don't go too far away. The blindfolded ones have to try and find the others. If they find and touch one, they have to go and get a blindfold and join in too! The last one not found, wins!
Everybody could talk and giggle and shout 'Here I am!' to help the blindfolded, but remember, they cannot move!
OR if you don't have enough blindfolds, the ones who have been found have to run around, tapping the blind ones and talking to confuse them!
DONT FALL INT THE WATER
This game is really enjoyable to both take part in and to watch. It encourages the children to work as a team, organising their actions to achieve the desired outcome as quickly (but as safely) as possible.
1) For a class of about 30 children, split them into four evenly-sized groups. Arrange the apparatus as in the following diagram. Brown rectangles are benches. Blue rectangles are mats, and the yellow area is the floor.
2) Remind the children about safety in P.E. and ask each group to quietly and sensibly stand on a bench.
3) Explain that the benches are islands and that they are safe places. The mats and floor are the sea, and there are lots of sharks swimming in the sea who like to eat small children! No-one should touch the mats or the floor throughout this activity (otherwise they will get eaten!)
4) Tell the children that you want them to get into alphabetical order (according to their first name), with As starting at one end moving through to Zs at the other end of the bench. The children should help each other to move sensibly over the benches.
5) When the children accomplish this, try out these variations:
Arrange them according to surname
Arrange them according to age
Arrange them according to height
Get them to carry out the task WITHOUT TALKING (i.e. using other forms of communication)
Arrange them in order of birthdays (from Jan to Dec)
You could also join two benches together to form two large groups, or put them all in a square for a whole class activity (when the children are quite confident at this activity).
You'll need a few scarves, pieces of cloth etc for a blindfold.
Pick around 2-5 kids (depending on how many are in your group/class) and blindfold them up. Then get the others to find a space and stay there, but make sure they don't go too far away. The blindfolded ones have to try and find the others. If they find and touch one, they have to go and get a blindfold and join in too! The last one not found, wins!
Everybody could talk and giggle and shout 'Here I am!' to help the blindfolded, but remember, they cannot move!
OR if you don't have enough blindfolds, the ones who have been found have to run around, tapping the blind ones and talking to confuse them!
DONT FALL INT THE WATER
This game is really enjoyable to both take part in and to watch. It encourages the children to work as a team, organising their actions to achieve the desired outcome as quickly (but as safely) as possible.
1) For a class of about 30 children, split them into four evenly-sized groups. Arrange the apparatus as in the following diagram. Brown rectangles are benches. Blue rectangles are mats, and the yellow area is the floor.
2) Remind the children about safety in P.E. and ask each group to quietly and sensibly stand on a bench.
3) Explain that the benches are islands and that they are safe places. The mats and floor are the sea, and there are lots of sharks swimming in the sea who like to eat small children! No-one should touch the mats or the floor throughout this activity (otherwise they will get eaten!)
4) Tell the children that you want them to get into alphabetical order (according to their first name), with As starting at one end moving through to Zs at the other end of the bench. The children should help each other to move sensibly over the benches.
5) When the children accomplish this, try out these variations:
Arrange them according to surname
Arrange them according to age
Arrange them according to height
Get them to carry out the task WITHOUT TALKING (i.e. using other forms of communication)
Arrange them in order of birthdays (from Jan to Dec)
You could also join two benches together to form two large groups, or put them all in a square for a whole class activity (when the children are quite confident at this activity).
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