West Virginia DoE Kid Strong presentation 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?