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Contextual Factors“Lake Placid” Middle
School476 Students (2009)
Female 47%Male 51%93% Caucasian1% African American1% Asian American1% Hispanic4% Other35% of students eligible for
free or reduced price lunch programs
15 Students per 1 Teacher
1st Period- 7th Grade27 students
15 Females 14 Caucasian 1 African American
12 Males 12 Caucasian
6 students selected for study
4 males (all Caucasian)
2 females (both Caucasian)
Students chosen by skill level
PurposeThrough the Game-Practice-Game format of
the Tactical Games Model, students will experience an increase in the number of opportunities during activity time and an increase in the rate of successful opportunities during game play. This format will give students more opportunities to think critically and solve problems related to the game, thus maximizing their opportunities for success.
Related LiteratureTeaching Games for Understanding (is) a shift from a
content-based approach with highly structured lessons to a more student-based approach that links tactics and skills in game context. (Dyson, Griffin, & Hastie, 2004)
When the TGA is administered, students are able to immediately see the relevance of a skill within the context of game or practice situations (Mitchell et al., 2006). This is due to the fact that students are immersed in a carefully crafted, conditioned game that accentuates on-the-ball skills, off-the-ball movement, and decision-making skills. This is accomplished by adhering to a unique lesson sequence: (1) initial game, (2) question-answer session, (3) practice task, and (4) final game. (Olsen, Edward B., JOPERD March, 2010)
Methods(Psychomotor Pre-Assessment)
ANALYSIS OF PRACTICE OPPORTUNITIES The purpose of this observation is to determine how many opportunities a
student has to practice a skill and the degree of success being experienced.
Directions: I selected three high-skilled students and three low-skilled
students.
Frequency recording: Each time the students attempted a shot in basketball, I marked an “S” if the attempt was successful or a “U” if the attempt was unsuccessful. I observed two students at a time (who were playing in the same game) for 5 minutes at a time.
Criterion Skill: Shooting in Basketball
Goal: To see how many opportunities (mainly successful opportunities) students of different ability levels receive in a 5 minute segment of a lesson.
Methods Cont…..(Psychomotor Pre-Assessment)Higher Skilled Students Lower Skilled StudentsName: “Joe” 8:15- 820
Total successful attempts: ___3____
Total unsuccessful attempts: ___1____
Total attempts: ___4____
Success Rate: __75%__
Name: “Jessica” 8:21- 8:26Total successful attempts: ___0____
Total unsuccessful attempts: ___0____
Total attempts: ___0____
Success Rate: ___0%__
Name: “David” 8:15- 8:20Total successful attempts: ___3____
Total unsuccessful attempts: ___3____
Total attempts: ___6____
Success Rate: __50% _
Name: “Erica” 8:21- 8:26Total successful attempts: ___1 ___
Total unsuccessful attempts: ___8 ___
Total attempts: ___9 __
Success Rate: _11%__
Name: “Isaac” 8:28- 8:33Total successful attempts: ___1_ __
Total unsuccessful attempts: ___3_ __
Total attempts: ___4____
Success Rate: ___25%_
Name: “Collin” 8:28- 8:33Total successful attempts: ___0____
Total unsuccessful attempts: ___1____
Total attempts: ___1____
Success Rate: 0%__
Block PlanDay One
TryoutsObjectives:•Students will perform various basketball skills while playing small sided games against other students of similar skill level. (1, B, 7.1)Content•Students choose court based on skill level and play a 4V4 game of basketball. Limited conditions apply.Assessment•Observation of student game play
Day TwoContracts/PreseasonObjectives:•Students will work together when deciding what roles and responsibilities to take on for the basketball season. (5, B, 7.2, 7.3)Content•Students are put in teams and fill out team contracts. •Students play a preseason game with their new team.Assessment•Observation of student game play to see if teams are even.
Day ThreeAttacking the BasketObjectives:•Students will shoot successfully in small sided basketball games. Standard 1, Benchmark B, 6.1Content• Games 1 and 2- Students score 1 point for a shot, 2 points for a made basket.•Practice- Students shoot from different areas on the court using the BEEF principle aiming to make 2 of 3 shots.Assessment•Pre-Assessment Data, and observation and Q&A of BEEF,
Day FourMaintaining PossessionObjectives:•Students will maintain possession using the triple threat, ball fakes, and different pass types in a small sided basketball game. Standard 1, Benchmark B, 6.1Content• Games 1 and 2- Students score 1 point for a successful pass, maximum 3 points a possession.•Practice- Students play a 3V1 or 3V2 keep-away game, focusing on using triple threat, ball fakes and different types of passes.Assessment•Observation of student game play
Day FiveDefending playersObjectives:• Students will defend a player and space to prevent scoring in a small sided basketball game. Standard 1, Benchmark B, 6.1Content• Games 1 and 2- Offense must make 3 passes before they shoot, defense scores 1 point if they prevent 3 passes.•Practice- Students play 2V2 in their teams and focus on defensive positioning and steals.Assessment• Observation and Q&A of successful defensive positioning.
Day SixCreating SpaceObjectives•Students will create space to receive passes from teammates by using L and V cuts in a small sided basketball game. Standard 1, Benchmark B, 6.1Content• Games 1 and 2- Students may not dribble and only shoot inside the key. 1 point for a shot, 2 points for a score.•Practice- Students play 2V2 in their teams and focus on creating space to get possession of the ball.Assessment•Observation and Q&A of successful off the ball movement.
Day SevenReboundingObjectives•Students will win the ball by getting rebounds in a small sided basketball game. Standard 1, Benchmark B, 6.1Content• Students will go through a practice where they work on successful rebounding position and critical elements.• Students will take a 10 question online quiz about what they have learned throughout our basketball unit.Assessment•Online quiz of basketball terminology• Observation of student rebounding positioning
Day EightPlayoffsObjectives•Students will create and defend space, attack the basket, and win the ball using skills and methods learned throughout the unit. (Standard 1, Benchmark B, 6.1)Content• Students play 3 rounds of playoff games in a double elimination format, normal conditions unless specified to focus on a tactical problem.Assessment• Observation of student game play, Post Assessment Date, and Cue Assessment Sheet
Day NineChampionshipObjectives•Students will create and defend space, attack the basket, and winning the ball using skills and methods learned throughout the unit. (Standard 1, Benchmark B, 6.1)Content• Students play placing games for places 3rd through 8th.• Students play a championship game using announcers, scorekeepers, referees, cheerleaders, and fans.Assessment• Cue Assessment Sheet
Name: “Joe” 8:15- 820 Pre PostTotal successful attempts: 3 3 Total unsuccessful attempts: 1 0Total attempts: 4 3Success Rate: 75% 100%
Name: “Jessica” 8:21- 8:26 Pre PostTotal successful attempts: 0 0Total unsuccessful attempts: 0 1Total attempts: 0 1Success Rate: 0% 0%
Name: “David” 8:15- 8:20Total successful attempts: 3 4Total unsuccessful attempts: 3 3Total attempts: 6 7Success Rate: 50% 57%
Name: “Erica” 8:21- 8:26Total successful attempts: 1 2Total unsuccessful attempts: 8 4Total attempts: 9 6Success Rate: 11% 33%
Name: “Isaac” 8:28- 8:33Total successful attempts: 1 3Total unsuccessful attempts: 3 3Total attempts: 4 6Success Rate: 25% 50%
Name: “Collin” 8:28- 8:33Total successful attempts: 0 1Total unsuccessful attempts: 1 2Total attempts: 1 3Success Rate: 0% 25%
Psychomotor DataPercentage of Successful Shots Made Shows an increase in successful shot attempts in 5 of 6 players tested
Data Analysis Joe- Joe is on the basketball team and came into the unit with a good understanding for the game. The
number of shots he took decreased but I noticed this was because he was able to find his teammates more often than before. His success rate increased as he moved from taking long distance jump shots to close range jump shots and layups.
David- David plays recreational league basketball and is viewed by his teammates as a selfish ball handler. His shot total increased but his successful attempts also increased as I noticed he was taking more close range shots and lay ups.
Isaac- Isaac has never played organized basketball before, but he is an athlete who works hard all the time. His 1 successful attempt during the pre-assessment showed some weakness in his form, and it was noticeable how he was able to increase his successful attempts to 3 during the post assessment. I noticed his form was much better, as he has moved to shooting with his elbow under the ball as opposed to with his elbows out.
Jessica- Jessica was the only student not to make an improvement throughout the study. I worked with her on her shooting and noticed that she was making shots in her practices with relatively good form but she did not want to participate during game play. She would stand around and be unsure what to do with the ball when she received it. Personally, I feel she is embarrassed to have the class watching her move and no matter how much I tried to get her to be involved and shoot, she unfortunately did not.
Erica- During the pre-assessment, Erica took many shots, but she was off balanced and consistently shot with her elbows out. I noticed throughout the season that she moved off the ball much better, making cuts and letting her teammates know she was open, and that resulted in higher quality shots for her. Her elbows still tend to be out as she shoots, but with her getting open closer to the basket more, it helped increase her successful shot attempts.
Collin- Collin is not an athlete and I noticed from day 1 that he might struggle a bit. He did not take any shots in the pre-assessment, and only took three during the post-assessment. I noticed his off the ball movement offensively was not high, but his defensive presence did help him be a contributing member to his team. He made his first shot in the post-assessment, which I think gave him some confidence to shoot more, although he his next two shots.
Conclusion and Teaching Implications At the conclusion of my unit, I have come to believe that the game-
practice-game format of the Tactical Games Model assisted me in improving student performance in a basketball unit. Through students thinking critically about the game, practicing the skills we talk about, and allowing them to see their advancements in game play allowed them to gain some confidence about their abilities and gather a better overall understanding of the game of the basketball.
If I was running this assessment again, I would limit the number of dribbles a player can take at a time (max of 3) to eliminate the drive to the hoop by higher skilled players. This could help increase opportunities for the lower skilled players.
I would also take more time helping students to understand the importance of practice to improve game play. I had some struggles with 7th grader students who just wanted to play the whole time without any chance to further develop their skill. In the past I have had coaches design a practice for their team that focuses on a team weakness. I think if I used that assignment for this unit, students might better understand the importance of practice to improve game play.
ReferencesAlison, S., & Thorpe, R. (1997). A comparison of the
effectiveness of two approaches to teaching games within physical education. A skills approach versus a games for understanding approach. The British Journal of Physical Education, 28(3), 9-13.
Mitchell, S. A., Oslin, J. L.& Griffin, J. L. (2006). Teaching sport concepts and skills: A tactical games approach. (2nd ed). Champaign, IL: Human Kinetics.
Thorpe, R, Bunker, D, & Almond, L. (1986). Rethinking games teaching. Retrieved from http://www.tgfu.org/articles/PHED%20RETHINKING%20GAMES.pdf
Turner, A., & Martinek, J. (1995). Teaching for understanding: A model for improving decision making during game play. QUEST, 47, 44- 63.
