Tactical Problems Resolved!

As mentioned before, when dealing with Territory and Invasion the main focus is to score on the other teams net, and of course to prevent said team from scoring themselves. What about the other issues in the game though? The player must remember that there are other players on the field as well. This means that, on top of scoring, the player must also find where the other players are and get through the other teams defensive strategies. Also, when looking at a game such as soccer, there are different positions that can be played and have to be remembered for the game to run smoothly.
To solve these tactical problems, smaller games with a specific focus are a good option. For my examples, I will focus on soccer.

COACH'S REVENGE

This game focuses on spatial awareness --- making sure that you are aware of other players both on your team and the opposing team. It is important to remember in soccer that while trying to gain possession or score on the other team, you must also avoid collision and be aware of your own teammates.
For this exercise, a grid will be set up on the field, or in the gym. When the coach blows the whistle, each player must sprint from one side of the grid to the other. In the center, the coaches will be kicking balls at the players (aiming for below the knee!!) as they pass. Anyone hit must then grab a ball and join the center team. Well running, each person has to be aware that they are not running into other players, and also that they are avoiding the incoming balls.
To transfer this to the field, remind players of the awareness they used while playing the game and encourage them to continue as they begin their soccer game.

To teach students the different positions, the best tool is to provide a selection of games that will teach them skills for forwards, defense, midfield, and goalkeepers. This way, each student will learn the skills and be able to try every position in the game and find out what they excel at.

Here's a couple to try:

GOALIES:

Have each student take a turn standing in the net. Set the rest of the students up in 3 line facing the next, each person at the front of the lines have a ball. One by one, each student will try and score a goal from where ever they are standing, and the 'goalie' will try and deflect it. Because the students will all be coming from different angles, the one in net will learn how to deflect all different kinds of goal attempts, not just straight on.
Once the student in net has had around 3 tries, switch them with the next student.

Make sure each student has a chance to shoot, as this is also a way to try shooting at different angles and can be transferred to being a "forward."

DEFENSE:

Split the students up into groups of two and give each group one soccer ball. When the drill starts, one student will take the ball and try to get past the other player. The goal of the one without the ball, or the 'defense,' will be to try and get the ball away. Once this drill is expanded to have more players, the defense can either kick the ball out of bounds to end the play, or try and pass to another player on their own team, ultimately not letting the other team get past them and, when playing the game, near the net.

MIDFIELD:

The 'midfield' players can gain experience through both forward and defensive games, as they play both. Just make sure the student understands the area of the field in which they are to stay.

FORWARD:

To practice playing 'forward,' allow the students to practice passing to each other as they move up the field. All of the other games will give them experience in this as they should now know how to move past the defense from playing the opposition in that game, and how to score through being the opposition to the goalie.
Now, just allow them to put it all together, and the students should be prepared to face the tactical problems of the game!

*ɐssıןǝɯ*

Teaching Games for Understanding

The Teaching Games for Understanding Model (TGFU) was introduced in the mid 60`s with two main concepts in mind:

1. Increasing the motivation of children by hooking them on a game, then teaching skills that will make them more successful.

2.Providing context to make learning skills and strategies meaningful.

This is achieved through the use of 4 categories of games; Target, Net/Wall, Striking/Fielding, and Territory/Invasion.

Target

In this category, the primary rule, or goal, is to score by getting the object closer to the target than your opponents get theirs. Well doing, this you also must avoid all obstacles. To achieve this, we can use the tactical play within the category, or the principles of play. For "Target," these include aiming at the target and choosing a placement of the object in relation to the target and other obstacles.

Examples of games that would focus on this category include bowling, golfing, and curling.

One tactical problem that can be found in this category is first learning how to find the best spot to aim at the target.

Net/Wall

The primary goal of this category is to score by getting the object into the opponents' area of play more often then they can return the object. Once again, there are specific principles of play that can improve this objective.

-aim for consistency

-choose placement and positioning

-use power and/or spin (for control and disguise)

Games that reflect the ideas in this category include volleyball, tennis, squash and racquetball.

Tactical problem: you can not always choose your placement and positioning. For example, in volleyball, the other team is somewhat in charge of placement as they choose where to hit the ball too.

Striking/Fielding

In this category, there are 3 primary goals to focus on.

1. Score by striking the ball/object and running within safe areas.

2. Prevent opponents from scoring by catching the ball in the air or getting it to a safe area before the batter reaches the safe area.

3. Make it difficult for the opponents to hit the ball. 

For batting, the tactical play relies on scoring runs, hitting the ball for accuracy and distance, and to avoid getting "out."

The players out on the field also have some tactics to remember; stop the opponent from scoring a run, make it difficult for the opponent to strike the ball, and put the batter out.

3 games that use the ideas of this category are baseball, cricket, and softball.

Tactical problem: The player at bat must also look to help out their fellow teammates reach a safe point, such as getting a home run in baseball. 

Territory/Invasion

In the final category, players will focus on two main concepts: scoring by getting the object into the opponents' goal, and preventing the opponents from scoring themselves. The team with the object will attempt to score, invade the opponents' area, and of course keep possession. For those that do not hold the object within their possession, they will prevent scoring, prevent invasion, and of course try and gain possession.

The games in this category include soccer, basketball, hockey, rugby and football.

Tactical problem: In these sort of games, the players must also focus on remembering their own positions on the field and avoid the tactics taken by the other players to prevent their winning.

*ɐssılǝɯ*

 

Elementary vs. High School Games

When dealing with Elementary Physical Education games, the focus is more towards learning basic skills. This isn't contained to just game skills, such as dribbling, passing, and throwing either; this includes development skills like cooperation and teamwork, leadership, and perseverance.
The level of skill combined with the objective of the day's class can give some ideas into what games can be played.

Frogs and Ants:

This game is designated for children between the grades 3 and 5, and can be used to develop teamwork, spacial perception, and leadership.
First, a few "frogs" will be chosen and given pinnies. The rest will be "ants." The frogs job is to chase after and tag the ants, and when an ant is tagged they must lay down on their backs with their feet and hands extended into the air. The ants that have not been tagged can save their fellow ants by joining into a group of four and carrying the hurt ant inside a lily pad (hula hoops).When all four ants are attached to the hurt ant, they are safe and can not be tagged! 
(The teacher will have to make sure the students know how to safely carry the hurt ant).
When the ant is safely placed inside the lily pad, the others have 2 seconds to escape before they can once again be tagged. The game ends when all of the ants are lying down.

If this game is ending too quickly, you can bring the students over and discuss why. Is it because there are some ants who are not helping others in order to keep playing? Is that actually helping or hurting the game? Sometimes we must work together to make things work better for ourselves as well.

Minefield:

This game can be used for all levels to teach a lesson that may be hard for some to experience or understand. Through this exercise, students will lose their ability of sight and be expected to walk across the gym and avoid all of the "mines." This will allow them to hopefully develop feelings for those less fortunate then them, and those who go through this experience everyday, but with the reality of danger added.
Set the students up in pairs and blindfold one person. Throughout the gym, set up obstacles that the "walker" will have to avoid. The best obstacles would be either flat pieces of paper, or something that doesn't stick up too much. Give the second student a blown up paper or plastic bag.

It is important, especially for the older groups, that you do not let them see the obstacles or the paper bag. Just tell them that they are to walk through a minefield.

When the teacher says go, the blindfolded students will start to make their way through the "minefield." If they make it all the way through, they can take off their blindfolds and switch with their partner. If the student steps on a mine, the partner will pop the paper bag to make a loud sound.


This game is a great one for events such as the 30 hour famine, where students come together to learn about these sort of issues.

Here's a great example (minus the mousetraps): http://www.youtube.com/watch?v=BRxp3jgTQso

GAMES ORIENTATED TOWARDS HIGH SCHOOL STUDENTS:

Ultimate Frisbee

This game is more orientated towards older students because it uses skills that have already been somewhat developed, as well as requiring a bit more force. One Frisbee will be required for this game, as well as pinnies and preferably a large, open field.
Split the group up into two teams, and send each team to one side of the field. Set up a middle line.
When the teams have decided who will go first, give the defense in the starting team the frisbee. The disc can be passed to teammates in any direction, and each person that catches it has 10 seconds to pass it off again. The person with the frisbee cannot walk or run with it! It must be passed off before the player can move again.
When the pass is not completed, either through a fumble, interception, out of bounds or block, the frisbee is dropped where it is and the other team gain possession. To score, the team must pass the frisbee over the end zone, and it must be caught by another player on the other side.
Contact is NOT allowed during this game! A foul will occur if physical contact is made, and the team who was not at fault will gain possession.

This game is used to promote sportsmanship and fair play. Although the game does get quite competitive, it also stays safe and enjoyable for everyone.

Kickball

Kickball can be a game for many ages, but to play the full competitive game, it is better to have an older age group. For this game, you will need use of a baseball diamond and a dodge ball (you will want to use this kind of ball because it is softer and can be kicked a long ways).

Split the group up into two teams. Like baseball, you will have a team in outfield, and a team "at bat." The team in the outfield will want to organize themselves into position: one at each of the bases, a pitcher, and the rest out further back on the field. The team kicking will line up to take turns. 

When a kicker comes up to start the game, the "pitcher" will roll the ball towards them, and the kicker will try to send it down the field without it going out of bounds or being caught in the air. Well the outfields are trying to catch the ball, the kicker will run through the bases and try and get as far as they can. If the ball is caught before hitting the ground, or if the kicker is tagged with the ball before he reaches a base, s/he is considered out. The goal is to try and get as many people on your team through home base as you can. After three "strikes," the teams switch places.

After three fouls, it will be considered a strike.

Through this game, students will learn teamwork as well as self-direction. It also is a fitness based game, meaning that students will get running. This is a good way to practice baseball skills as the rules are quite similar to each other, yet kickball can sometimes be a bit of an easier alternative for those that struggle with either catching or hitting.

The last two game are considered better for an older age group because they take on a higher level of competitiveness then the first two, as well as having the potential to be more dangerous. Both games also require a more development skill level and a knowledge of the basics.

*ɐssıןǝɯ*

Cooperation or Competition?

Reading Perry W. Buffington's article concerning the importance of cooperation over competition gives a clear understanding of the importance of working together in not only sports, but also in everyday life. Yet, I also think that there are times when competition encourages productivity and, in a way, mirrors cooperation.

Promoting cooperation in the classroom, and in the gym, is a good tool that can be carried on and practiced in everyday life. As Buffington mentions, where competition has the potential to bring out the "beast" in us as we try to work our way to the top, cooperation induces a calmer state of mind, as there is no longer a reason to get ahead and we know that we are not in it alone.
To relate this idea to a gym class, imagine if you had a class play capture the flag, with everyone as their own team. The response would be chaos, everyone rushing to get the flag and pushing others out of their way to make sure they come out on top. Now, put the group into teams; suddenly they will be working together to devise a plan and the atmosphere will be less frantic.

Yet, saying this, I also believe that competition is not all bad. Although there are extreme levels of this, which some people do get involved in, a little bit of friendly competition could actually promote improvement. Take a classroom for example: if there wasn't that need to stay either on the same level or ahead of the rest of the class, would some students really succeed to the levels they have been, or feel the need to? If everything was just reliant on cooperation, would some students end up relying a little too heavily on others?
I agree that competition does have the potential to lower self-esteem when desired levels aren't reached, but this is also true to the opposite degree. People who have landed themselves at the top of their game are sure to have a better view of themselves.

The solution, I think, is to mix the two together.
Teams would be a good example of this. Instead of having the students go one-on-one, why not have them on teams so they have someone to share the pressure with, and won't feel so heavily reliant and self-conscious about their own skills? This way, the competition aspect still encourages them to try their best to complete the game, but it also teaches them teamwork and that asking for help is maybe a good thing. This idea could be used both in the gym or in a classroom. For the classroom, a game like team jeopardy could get students working together to come up with an answer before the other team does. In the gym, a game of soccer, for example, gets them working together on skills and also using those skills in competition.
Saying this, I also believe it is important to not begin the competition until you make sure everyone knows and can perform the content, otherwise those who cannot might be facing low self-esteem and like they are behind. If this is the case, maybe use a little one-on-one or working together as a group until hopefully everyone is confident.

When it comes to elite sports and higher levels of competition, maybe it's best to leave those until the higher age groups. Although I believe that these kind of games promote school spirit, the students also have to be of the age to realize that whether they win or lose, it isn't going to determine their life. Unfortunately, some will always believe this to be the case, whether it is in competition or in cooperation.