Post on 29-Jul-2015
TEACHING PHYSICAL EDUCATION LESSONS THROUGH THE TACTICAL GAMES MODEL
Dr. Stephen Harvey & David RobertsonWest Virginia University, USA
Presentation at the WVDE Kid Strong Conference, Charleston, WV, USA, 16-17th June, 2015
Workshop purposes1. Identify the key features and pedagogical
principles associated with the Tactical Games Model.
2. Assess the viability of the Tactical Games Model for teaching games in providing opportunities for elementary and secondary physical education pupils to achieve stated Physical Activity recommendations.
Physical Activity Recommendations for Physical Education Lessons
• Investigate whether pupils in a Game-Centered unit of soccer would reach the 50% MVPA criterion (IOM, 2013)
WVDE Policy 2510
WVDE Policy 2510
How to monitor physical activity?
Accelerometers
System for Observing Fitness Instruction Time
(McKenzie, 2012)
Tactical Games Model
Game Form (representation/exaggeration)
Tactical awareness (What to do?)
Skill execution (How to do it?)
Tactical Games Model(Mitchell, Oslin & Griffin, 2006)
Pedagogical Principles of Tactical GamesPrinciple Explanation Relevance
Sampling With exposure to similar tactical problems within (and sometimes between) games forms, students can learn to transfer strategies and techniques
Pupils need to experience a wide variety of games and game forms
Tactical Complexity
Considered within and between game forms. Teachers need to manipulate task constraints to the level of the learners
Need a ‘spiral curriculum’ where the level of game complexity develops over time
Modification Representation
Modified games should contain the same tactical structure (i.e. goals and primary rules) as the adult game; they should represent the real thing
Teachers must retain the ‘primary rules’ so game is not something else
Modification Exaggeration
Rules and tasks can be changed to overstate or emphasize required information-movement relationships (making the objective implicitly obvious)
Teachers manipulate constraints to develop pupils’ understanding and/or game sense
Tactical Complexity ExampleTactical Problems of Scoring
Off-the-ball movements On-the-ball skills
Maintaining possession of the ball
Support the ball carrier Fake and replace
Triple threatPassing/CatchingPivot, jab step, drop step, dribble, ball fake, juke, offensive rebound
Attacking the basket
Post play Jump Shot, set shotLay up, power lay upFollow the shot
Creating space to attack
Clear outPick AwayFast breakV-cutL-Cut
Skip passBaseball pass
Using space to attack
Set a screenPick and rollGive and go
Give and go
Tactical Complexity ExampleTactical Problems of Scoring
Level 1 Level 2 Level 3 Level 4
Maintaining possession of the ball
Triple threatBall fake, juke, Appropriate Passes
Support the ball carrier
Attacking the basket
Shooting (3-8ft)Dribbling
Give and go Lay up Offensive plays against zone
Creating space to attack
Dribble to reposition
Screen on ball Pick off the ball Fast breakClear out
Using space to attack
Outlet pass Pick and rollTransition
Task Design
• Informing Task – 3 vs. 3 Bball game to 1 basket
• Extension Task – Pump fake and drive to basket
• (Refinement Task) – 1 vs. 1 practice
• Application Task - 3 vs. 3 game to 1 basket – score 3 points for drive to basket and jump shot/pass then set shot
When designing games…consider
• Does it represent the real (parent) game?
• Are modifications simple enough for everyone to understand? (oftentimes games with many rule changes are difficult to follow)
• Does the game offer participants enough opportunities to try out solutions to the tactical problem? Can they start to do what you wanted more often?
© DM Morley Consultancy Ltd 2008
Phase 1: Activity 3
Off-the-ball movement and support using hands
TaskThe game starts in the central square with an attacking player in possession
Attacking players try to pass the ball among themselves without defending players intercepting the ball
Players must combine to pass the ball between them five times to score one point
The defending pupil guards/marks the attacking pupil
On scoring a point, they give possession in the central square back to the opposing team as shown in the diagram
Organisation15 x 15 metre area6 players per game
Creativity in
Physical Education
= Attacker
= Defender
Teaching Points“Changing direction quickly”“Shout when you want the ball”“Point where you want the ball”
Game Related Task
Benchmarks or non-negotiables??(Gurvitch et al., 2008)
• Teacher uses tactical problems as the organizing center for the learning tasks,
• Teacher begins each lesson with a game form to assess students knowledge,
• Teacher uses deductive questions to get students to solve tactical problems,
• Teacher uses high rates of guides and feedback during situated learning tasks
Game 1 – Informing Task
• 3 vs. 3 or 4 vs. 4 small-sided end zone game
• Throw ball to team-mate in the end zone
• Players can stand in the end zone for 3 seconds
Skill Practice or Extension Task
• ‘Piggy in the middle’
• 2 vs. 1 with one ‘coach’
• Get 5 passes to get a point
• Then rotate roles
Coach
Game 2 – Application Task• 3 vs. 3 or 4 vs. 4 small-sided end
zone game
• Throw ball to team-mate in the end zone
• Players can stand in the end zone for 3 seconds
• Have to have 3 passes before a score
• Have to get a pass back from player in the end zone
Review of data…
• SOFIT– Student physical activity
• Sedentary• MVPA• VPA
– Lesson Context• Accelerometers
– Did you meet 50% MVPA?– What was the level of VPA?
Some strategies for encouraging physical activity
• Keep the time in game play higher than in skill practice
• Don’t stop the whole group• If you do have to stop the whole group, keep
task presentations or interjections between 30s and 1 minute (carry a stopwatch!)
• If players are waiting (coaching) have them walk, run in place or do jump jacks
• More???
Questions?