Games Classification System

GolfCroquetBowlingBilliards

SoftballBaseballRoundersCricketKickball

BadmintonTennisPickle BallVolleyball

HandballBasketballSoccerField HockeyLacrosseRugbyFootballUltimate

TargetField/RunScore

Net/WallInvasion

Defining Invasion Games

Those activities in which the goal is to invade the opponents territory in order to score Most complex of the four game classifications

Q&A

You are planning a 7th grade basketball unit, what will be the lesson focus for each day? Be sure to include days for game play. 1. 2. 3. 4. 5. 6. 7. 8.

Tactical Games Model

Tactical Games In a Nutshell

“As a middle school student once said, ‘So we play a game, figure out what we need to do, practice it, then play again to see if we can do it. Right?’” EXACTLY

Why Use Tactical Games

Interest & excitement Learning through games not about games Avoid questions like: “When can we play the game?” and

“Why are we doing this”

Knowledge as empowerment Students learn the context of the skills (see big picture)

Transfer of understanding & performance across games

Foundations

The major learning objective in the tactical model is for the students to make  and carry out tactical decisions in games and game like situations. It is a combination of knowing what to do and how to correctly execute skills in a game context

Tactical Games model evolved from a conceptualization of games called Teaching for understanding or Teaching Games for Understanding (Bunker &Thorpe, 1982)

Sequence of Steps in a Tactical Lesson

1. Starting class (teachers responsibility) 1. Management and warm up (not run and stretch)2. Initiation

2. Introductory activity (game form) designed to introduce or highlight a tactic (teachers responsibility)

3. Teacher questioning that identifies the need for skill and/or tactical practice (teachers responsibility)

1. Solving the tactical problem (students come up with their solution/s)

4. Practice (teachers responsibility)5. Activity or game reinforcing tactical problem (teacher)6. Closure

Assessment – at some point during lesson

Tactical Games Model(Griffin, Mitchell & Oslin, 1997)

1. Game or Game Form1. Game or Game Form

3. Skill Selection & ExecutionHow to do it?

3. Skill Selection & ExecutionHow to do it?

2. Tactical AwarenessWhat to do?

2. Tactical AwarenessWhat to do?

Solutions of Tactical Problems

Decisions Skills Movements

Tactical Problems

Scoring Preventing Scoring

Restarting Play

Games Teaching Continuum

Skill-based Game-like Tactical Games

Scope and Sequence

Each activity unit can be subdivided into three categories, each containing several lesson topics1. Discrete skills and basic tactics

2. Combination of skills and intermediate tactics

3. Advanced skills and tactics

Tactical Transfer

Games share the same tactical problems within a classification Soccer, basketball, lacrosse What are some examples?

Tactical Problems, Movements and Skills

Tactical Problem Off the ball movements

One the ball movements

Scoring

1.

2. etc

Preventing Scoring

1.

2. etc

Restarting Play

1.

2. etc

Level of Tactical Complexity

Tactical Problem

I II III IV

Scoring

1. Maintaining Possession

Triple threatBall fakeJukesAppropriate passes

Support

2. Attack the basket

Shooting (3-8 feet)Dribbling

Give and go

Lay up Offensive Plays

3. Creating space

Alternative Format

Combining tactical problems table and level of tactical complexity table Scope and sequence example for basketball

Example Soccer Lesson

Tactical Problem: Maintaining possession of the ballFocus: Passing & receiving balls on the ground with

inside of footObjective: Accurate & firm short passes

Use one touch to control & set

up for next move

Example Lesson Initial Game

3 v 3 Goals:

5 consecutive passes

Conditions: 30 by 20 playing area possession game

Possession Game

A

B A 0

B B

A

Example Lesson Q&A

What is the goal here?How can your team keep the ball?

Example Lesson Situated 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

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

Teaching & Learning Considerations

Mixed teaching methodsQuestions matter

Time “When is the best time to . . . Space “Where is/can . . . Risk “Which choice . . .

Getting Started

Check your beliefs about games teachingPick sport with strong content knowledgeEstablish rules, routines & expectations for a

tactical games approachThink game-likeChange for you is change for your studentsFind company

Game-like PracticeVolleyball Triad

Forearm Pass

1 P P T 2 S

Griffin http://ksa.sports.re.kr/common/download.php