Tell me I forget show me I understand

“Tell me, I forget… show me, I understand…. Involve me, I remember. ” By: Catherine Fortin

n 1960's Loughborough University, England n 1982 Teaching for Understanding Bunker and Thorpe n 1986 Bunker, Thorpe, and Almond n 1996 Werner, Bunker, and Thorpe – TGFU Students at Central Washington University

476 BC- 221 BC 300 4000 yrs old Creation of Football Creation of Bowling in Finland Yemen Creation of ice hockey in Egypt 1300 s Creation of baseball in Russia 1420 Vittorino da Feltre, an Italian physician, begins childhood physical education classes 1457 Earliest reference to golf (Scotland) 1541 Earliest written report of curling 1640 Creation of Lacrosse (Native Amerindian)

1823 1859 -1865 William Webb Ellis invents rugby Creation of Tennis by Majo Harry Gem and Angurio Perera 1863 Creation of the first soccer rule 1887 Creation of softball 1891 Creation of basketball and netball by Dr. James Naismith (Canadian) 1895 Creation of Volleyball by William George Morgan 1942 Creation of Kickball in USA 1965 Creation of Pickle ball in Bainbridge Island Badminton was created in the 16 th century and Billiard and Squash in 19 th century.

Ø The tactical games approach is grounded in a constructivist learning perspective that recognizes the centrality of the learner to the construction of meaning across the psychomotor, cognitive, and social/personal domains.

In invasion games teams score by moving a ball or other projectile into another team’s territory and either shooting into a fixed target like a goal or a basket or moving the projectile across an open-ended target like in hockey where the puck need to cross the line to score a goal. In net/wall games, teams or individual players score by hitting a ball into a court space with sufficient accuracy and power so that opponents cannot hit it back before it bounces once like in volleyball or badminton or twice as in tennis or racquetball.

In striking/fielding games such as baseball, softball, and cricket, players on the batting team must strike a ball with sufficient accuracy and power so that it eludes players on the fielding team and gives the hitter time to run between two destinations. In target games, players score by throwing or striking a ball to a target. The target can be either opposed like in shuffleboard or croquet or unopposed like in golf and bowling.

GAMES CLASSIFICATION Invasion Net/Wall Striking/ Fielding Target • Basketball (FT) • Net • Baseball • Golf • Netball (FT) • Badminton (I) • Softball • Croquet • Team Handball (FT) • Tennis (I) • Rounders • Bowling • Water Polo (FT) • Table Tennis (I) • Cricket • Lawn bowling • Soccer (FT) • Pickle ball (I) • Kickball • Pool • Hockey (FT) • Volleyball (H) • Billiards • Lacrosse (FT) • Wall • Snooker • Speedball (FT/OET) • Racquetball (I) • Rugby (OET) • Squash (I) • Football (OET) • Handball (H) • Ultimate Frisbee (OET) FT= Focused Target ; OET=open-ended target; I= implement; H= hand Adapted, by permission, . From L. Almond, 1986, Reflection on themes: A games classification. In Rethinking games teaching, edited by R. Thorpe, D. Bunker, and L. Almond (Loughborough University), 71 -72.

3 rd grade 4 th grade 5 th grade 6 th grade 7 th grade Soccer Hockey Inventing games Field hockey Lacrosse Fall (Sept. Oct. ) Manipulativ Intro. To e skills territorial development games : 1 v 1 games Fall (Oct. Dec. ) Bowling Skittles Spring (Jan. Feb. ) Intro. To net Basketball games (no Soccer rackets) Floor hockey Soccer Basketball Pickle ball Basketball Soccer Hockey Spring (Feb. April) 1 v 1 Pickle ball (with rackets) Danish long ball Softball Ultimate Frisbee Hockey lacrosse Spring (April. June) Bowling Intro. To Kickball (with angles- striking games intro. To wall games) Pickle ball Tennis Cricket Danish long ball Pickle ball (no Danish long ball Basketball rackets) Quick cricket Hockey Soccer Volleyball 3 v 3 Badminton Volleyball

8 th grade 9 th grade 10 th grade 11 th grade 12 th grade Softball Danish long ball Cricket Golf Archery Soccer Hockey Basketball Tennis Wallyball Flag football Hockey Pickle ball Tennis Racquetball Bowling Archery Golf Flag football Hockey Soccer Badminton Pickle ball Team handball Soccer Basketball Badminton Volleyball Racquetball Wallyball Volleyball Tennis Volleyball Pickle ball Tennis Basketball Team handball Soccer Lacrosse Soccer Hockey Softball cricket Archery Golf Softball Baseball Danish long ball Cricket softball

Level 1 Tactical goals and problems 1 bounce throw-and-catch games Offense and scoring Maintaining a rally Setting up an attack Moving to catch Understanding of court spaces- long and short Winning a point Defense and preventing scoring Defending space Defending against attacks Base position

Level 2 0 -2 outs/o runners/ infield grounder 0 -2 outs/runner on first/infield grounder Positioning to back up Flip/ underhand toss 0 -2 outs/ variable/infield grounder Base coverage on force play (third and home plate) 0 -1 outs/runner on second/ infield grounder Base coverage on tag plays- sweep tag 1 out/ o-1 runners/ outfield hit Fielding- outfield Deciding where to throw, Positioning to back up play, communication 0 -1 outs/ runners on first/ outfield hit (runners attempt to advance)

Level 3 Direction Distance Roll, slide, setup Where to start Where to roll (target line and intermediate target) Determine length of backswing Determine length of step

Levels of tactical Complexity for Soccer Tactical problems I II IV V Scoring Maintaining possession of the ball • Dribbling Attacking the goal • Shooting Creating space in attack Using space in attack • Supporting • Pass-long • Pass and • Control- controlfeet thigh, chest • Shooting • Target • Turning player • First-time • Overlap • Crossover • Width- • Depth- dribbling, crossing, heading timing runs passing

Tactical Problem I II Reduce number of strokes Hitting ball the proper distance • Clubs selection • Full swing: • Ball placement • Long irons • Setup routine • Woods • Determine swing length • Fairway woods • Putt 1 -1, 2 -2 • Swing 6 -8, 3 -9, 2 -10, full with midiron Hitting the ball in the intended direction • Select intermediate target • Read green • Setup • Swing plan Hitting out of hazards • Ball placement • Sand shot • Reading the lie • Deep, dense grass Uphill and downhill lies sidehill lies and uneven lies • Club selection and Stance • Ball placement • Swing plane Hitting the ball with spin • Backspin • Left to right • Right to left

o. Cognitive skills o. Forces organization o. Play games early on o. Decision making o. Can move at your own rhythm for some sports

o. Needs a lot of time to be effective o. Suitable for older students o. Limited creativity o. Cognitive over physical

Brian Sather, Ph. D - Eastern Oregon University. (n. d. ). Retrieved May 22, 2008, from http: //www 2. eou. edu/~bsather. (http: //www. eou. edu/~bsather/pes 270_history_philosophy_sport/timeline. pdf) n Griffin, L. , Mitchell, S. , & Oslin, J. (2003). Sport Foundations for Elementary Physical Education: A Tactical Games Approach. Champaign, ILHuman Kinetics Publishers: Human Kinetics Publishers. n Griffin, L. , J. , Mitchell, S. , & Oslin, P. (2005). Teaching Sport Concepts And Skills: A Tactical Games Approach. Champaign, ILHuman Kinetics Publishers: Human Kinetics Publishers. n Pagnano-Richardson, K. , & Henninger, M. (). A model for developing and assessing tactical decision-making competency in game play: this framework will help teachers develop age-appropriate instruction and assessment tools. . JOPERD--The Journal of Physical Education, Recreation & Dance, 26. n Werner, Peter, Rod Thorpe, and David Bunker. "Teaching games for understanding: evolution of a model. " JOPERD--The Journal of Physical Education, Recreation & Dance 67. n 1 (Jan 1996): 28(6). General One. File. Gale. Eastern Michigan University. 22 May 2008 <http: //find. galegroup. com. ezproxy. emich. edu/ips/start. do? prod. Id=IPS> n Wikipedia. (n. d. ). Retrieved May 19, 2008, from http: //wikipedia. com. n (2005). Teaching Games For Understanding: Theory, Research, And Practice. Champaign, ILHuman Kinetics Publishers: Human Kinetics Publishers. n