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CAN WE PLAY A GAME NOW?NORTH VANCOUVER PHYSICAL LITERACY SUMMIT
SEPTEMBER 9, 2017@GLENNYOUNG_PE
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BIO
• 15 years teaching (Department Head, Athletic Director)
• 20 years District PE & Athletics Coordinator for SD 36
• 10 years Sessional Instructor UBC, SFU, Douglas College
• Project Manager for Ministry of Education elementary PE curriculum development 2003-2006
• National Advisory Committees for PE & PL
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WHY ARE YOU HERE?What are you hoping to come away with after today?
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WHAT YOU WILL LEARN TODAY
• I can identify characteristics of the following:
• Target Games
• Fielding & Striking Games
• I understand the thematic approach to games development
• I am able to implement
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WHY LIMITED SUCCESS?
• Developing technical ability takes hours of repetitive practice with direct & timely feedback
• Increasing one’s fitness takes weeks of training before improvement occurs
Alan Launder, Senior Lecturer, University of South Australia
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FORMULA FOR SUCCESS
Skills + Fitness + Tactics = Successful Games Play
Coaching ParadigmOld PE/Sport
Paradigm
Immediate10k hrs+ direct feedback
Wks ofTrainingFor é
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SYMPATHETIC
• 30 min window to teach; limited access to gym (2-3x/wk)
• Equipment set up time
• Athletic season influences curriculum
• Weather
• Kids want to play the game
• Pressure of student satisfaction
• Generalist teacher delivering content
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Stability Locomotor ManipulativeRequires balance, maintaining equilibrium and gaining and maintaining postural control
Used to project or move the body from one location to another
Learning to handle and manipulate objects
Bend, curl, dodge, hold, lift, lower, pull, push, stand, stretch, reach, swing, twist, turn, fall, stop
Who taught you?Where did you learn these?
Crawl, walk, run, hop, jump, leap, skip, climb, gallop, roll, slide
Who taught you?Where did you learn these?
Send Roll, strike, underhand throw (toss), overhand throw, kick
Receive Catch (one, 2 hand), trap (feet)
Retain Carry, dribble (feet, hands)
Fundamental Movement Skills
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FITNESS COMPONENTS
HEALTH RELATED
• Cardiovascular Endurance
• Muscular Endurance
• Muscular Flexibility
• Muscular Strength
• Body Composition
SKILL RELATED• Agility
• Balance
• Coordination
• Speed
• Power
• Reaction
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GAMES CATEGORIES
• Target Simple
• Fielding-Striking
• Net/Wall
• Invasive/Territorial Complex
• Introduce games through this progressions
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HOW DO YOU TEACH GAMES….
• So that players learn to play with tactical understanding and skill?
• So that players can appreciate the play of games, not just the results?
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TARGET GAMES
• Objective: Propel a stationary object with a high degree of accuracy towards a specific, stationary target
• Archery, billiards, bocce, bowling, curling, golf
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TARGET GAMES
PRIOR FOCUS
• Just playing the game
• Score
• Winning
NEW FOCUS
• Skill transfer
• Sending skills
• Modifications
• Differentiation
• Tactical awareness
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TARGET GAMES
• 21
• Bean Bag Bocce
• Bean Bag Golf
• Pins
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TARGET GAMESUNIQUE CHARACTERISTICS
• Player controls initiation of play phase
• Time to think about action & opponent at all points of the game
• High degree of accuracy required
• Same skill required/performed by all players
• No defenders; no defense (archery, golf) to limited defensive strategies (bocce, curling)
• No physical interaction between opponents
• Shared playing area
• Individual to Small groups
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TARGET GAMESUNIQUE FITNESS CHARACTERISTICS
HEALTH RELATED COMPONENTS
• Muscular Flexibility
• Muscular Strength
SKILL RELATED COMPONENTS
• Balance
• Coordination
• Power
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TARGET GAMESUNIQUE FMS CHARACTERISTICS
StabilizingBend Stretch
Reach Lower
Twist Turn
Push Hold
Stand Stop
LocomotorSlide
ManipulativeSending (Roll, Slide, Strike with Implement, Underhand Throw )
Receiving (Catch)
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SO WHAT
• How does this information impact your teaching/coaching?
• What must I do to succeed?
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STRIKING/FIELDING GAMES
• Objective: Strike a moving object (usually a ball), with an implement (usually a bat), away from fielders in order to run bases and score points (runs)
• Baseball, cricket, softball, Tball
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STRIKING/FIELDING GAMES
PRIOR FOCUS• Just playing the game
• Score
• Winning
• Catching
• Batting
• Throwing
NEW FOCUS• Skill transfer
• Sending skills
• Receiving skills
• Modifications
• Differentiation
• Tactical awareness
• Spatial awareness
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STRIKING/FIELDING GAMES
• Catch This!
• Hold The Line
• Crazy Kick Ball
• 5 Person Baseball
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STRIKING/FIELDING GAMESUNIQUE CHARACTERISTICS
• Play is not continuous, allowing teams to gather themselves between play phases
• Teams take turns on offence; offence keeps turn for as long as possible
• Defence initiates play phase
• Object struck is in motion
• Accuracy within designated lines or boundary area
• Shared environment with designated areas for offence and defence
• Variation in roles for defending team
• Quick decision making required
• Teams of 9-11 players
• Specific Offensive and Defensive strategies
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STRIKING/FIELDING GAMESUNIQUE FITNESS CHARACTERISTICS
HEALTH RELATED COMPONENTS
• Muscular Endurance
• Muscular Flexibility
• Muscular Strength
SKILL RELATED COMPONENTS• Agility
• Balance
• Coordination
• Power
• Reaction
• Speed
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FIELDING/STRIKING GAMESUNIQUE FMS CHARACTERISTICS
StabilizingBend Stretch
Reach Lower
Twist Turn
Stand Stop
LocomotorRun
Slide
Walk
ManipulativeSending (Strike with Implement, Throw, Toss)
Receiving (Catch)
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SO WHAT
• How does this information impact your teaching/coaching?
• What must I do to succeed?
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STEPS TO SUCCESS
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STEPS TO SUCCESS
• Explain the game, teaching through movement, layering & progressions
• Let them PLAY (2-3 minutes)
• Stop the game and discuss what is happening (or not happening) and why
• Need to be taught how to share ideas
• Play again to shape the game
• Using modifications, progressions
• Finish with a discussion
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STEPS TO SUCCESS
• Start with a predictable static environment• Example: Learning a basic skill through a controlled drill
• Progress to an unpredictable static environment• Example: variations within that skill drill
• Progress to a predictable dynamic environment• Example: limiting options
• Finish with an unpredictable dynamic environment• Example: scrimmage
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CAN WE PLAY A GAME NOW?NORTH VANCOUVER PHYSICAL LITERACY SUMMIT
SEPTEMBER 9, 2017@GLENNYOUNG_PE
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BIO
• 15 years teaching (Department Head, Athletic Director)
• 20 years District PE & Athletics Coordinator for SD 36
• 10 years Sessional Instructor UBC, SFU, Douglas College
• Project Manager for Ministry of Education elementary PE curriculum development 2003-2006
• National Advisory Committees for PE & PL
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WHAT YOU WILL LEARN TODAY
• I can identify characteristics of the following:
• Net/Wall Games
• Invasive/Territorial Games
• I understand the thematic approach to games development
• I am able to implement
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NET/WALL GAMES
• Objective: Send a moving object into space so an opponent is unable to make a return or forced to make an error; serving is the only time object is held and stationary
• Net: Badminton, pickleball, table tennis, tennis, sepak takraw, volleyball, wallyball
• Wall: One wall handball, racquetball, squash, wallyball
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NET/WALL GAMES
PRIOR FOCUS
• Just playing the game
• Individual skill development• Serving, volleying, forearm passing,
spiking, drop shot, etc.
NEW FOCUS• Skill transfer
• Sending skills
• Striking skills
• Modifications
• Differentiation
• Tactical awareness
• Spatial awareness
• Transitions
• Fitness components
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STRIKING/FIELDING GAMES
• Catch This!
• Hold The Line
• Crazy Kick Ball
• 5 Person Baseball
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NET/WALL GAMESUNIQUE CHARACTERISTICS
• Play is continuous until point is won; allows players/teams to gather themselves in between play phases
• Teams take turns on offence; offence keeps turn for as long as possible
• Object struck is in motion, except to initiate play phase
• Accuracy within designated lines or boundary area
• Playing surface divided by net; shared with a wall
• Opposition usually contained in one set area
• Players require same skills
• Quick decision making required
• Singles, Doubles, Teams
• Specific Offensive and Defensive strategies
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NET/WALL GAMESUNIQUE FITNESS CHARACTERISTICS
HEALTH RELATED COMPONENTS
• Cardiovascular Endurance
• Muscular Endurance
• Muscular Flexibility
• Muscular Strength
SKILL RELATED COMPONENTS• Agility
• Balance
• Coordination
• Power
• Reaction
• Speed
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NET/WALL GAMESUNIQUE FMS CHARACTERISTICS
StabilizingBend Stretch
Reach Lower
Twist Turn
Stand Stop
LocomotorRun
Gallop
Jump
Hop
Roll
Slide
ManipulativeSending (Strike with Hand, Strike
with Implement)
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SO WHAT
• How does this information impact your teaching/coaching?
• What must I do to succeed?
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INVASIVE/TERRITORIAL GAMES
• Objective: To invade an opponent’s territory/goal while simultaneously protecting their own territory/goal
• Basketball, football, handball, hockey (field, floor, ice), lacrosse, netball, ringette, rugby, soccer, ultimate, water polo
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INVASIVE/TERRITORIAL GAMES
PRIOR FOCUS
• Just playing the game
• Winning
• Individual skill development• Dribbling, shooting, passing, carrying
NEW FOCUS• Skill transfer
• Sending skills
• Receiving skills
• Striking skills
• Modifications
• Differentiation
• Tactical awareness
• Spatial awareness
• Transitions
• Fitness components
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INVASIVE/TERRITORIAL GAMES
• 2 v 2 models, eg. Keep away
• 2 v 1 models
• 3 v 3 models
• 3 v 2 models
• 4 v 4 models
• 4 v 3 models
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INVASIVE/TERRITORIAL GAMESUNIQUE CHARACTERISTICS
• Play is continuous until infraction or goal occurs;
• Teams take turns on offence; offence keeps turn for as long as possible
• Object is in constant motion, except to initiate play phase
• Accuracy within designated lines or boundary area
• Rectangular playing area shared by all players
• Opposition can intersect with all spaces
• Designated goalkeeper; defensive and offensive role players
• Quick decision making required
• Teams of 5-15 players
• Specific Offensive and Defensive strategies
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INVASIVE/TERRITORIAL GAMESUNIQUE FITNESS CHARACTERISTICS
HEALTH RELATED COMPONENTS
• Cardiovascular Endurance
• Muscular Endurance
• Muscular Flexibility
• Muscular Strength
SKILL RELATED COMPONENTS• Agility
• Balance
• Coordination
• Power
• Reaction
• Speed
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INVASIVE/TERRITORIAL GAMESUNIQUE FMS CHARACTERISTICS
StabilizingBend Stretch
Hold Reach
Lower Twist
Stand Turn
Dodge Stop
LocomotorRun Gallop
Jump Hop
Skip Roll
Slide
ManipulativeSending (Throw, punt, kick)
Receiving (Catch, Trap)
Retaining (Dribble, Carry, Bounce)
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SO WHAT
• How does this information impact your teaching/coaching?
• What must I do to succeed?
![Page 46: CAN WE PLAY A GAME NOW? · make a return or forced to make an error; serving is the only time object is held and stationary • Net: Badminton, pickleball, table tennis, tennis, sepak](https://reader033.vdocuments.us/reader033/viewer/2022052102/603d1c43f47285350346aa68/html5/thumbnails/46.jpg)
STEPS TO SUCCESS
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STEPS TO SUCCESS
• Explain the game, teaching through movement, layering & progressions
• Let them PLAY (2-3 minutes)
• Stop the game and discuss what is happening (or not happening) and why
• Need to be taught how to share ideas
• Play again to shape the game
• Using modifications, progressions
• Finish with a discussion
![Page 48: CAN WE PLAY A GAME NOW? · make a return or forced to make an error; serving is the only time object is held and stationary • Net: Badminton, pickleball, table tennis, tennis, sepak](https://reader033.vdocuments.us/reader033/viewer/2022052102/603d1c43f47285350346aa68/html5/thumbnails/48.jpg)
STEPS TO SUCCESS
• Start with a predictable static environment• Example: Learning a basic skill through a controlled drill
• Progress to an unpredictable static environment• Example: variations within that skill drill
• Progress to a predictable dynamic environment• Example: limiting options
• Finish with an unpredictable dynamic environment• Example: scrimmage
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STEPS TO SUCCESS
• Introduce a modified game form that represents the advanced form
• Eg. 2 v 2 mini game inside a 5m x 5m playing area to focus on any of the following:
• Making a specific number of passes, type of pass,
• Moving to open space, type of cut,
• More scoring zones/targets
• Exaggerate tactical problems and playing conditions
• Example: odd person advantage, limiting ball carrier movement, limiting movement of defenders, etc.
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THE 3 C’S
• When will what we know change what we do? (Curiosity)
• Why doesn’t what we know change what we do? (Concern)
• When what we know changes what we do. (Commitment)
• Mike McKay, Director, Canadian Self-Regulation Initiative
• @CSRI_SelfReg