Spacing and Force

Tactical problem: spacing

Fukahara

I have explained this game in one of the previous blogs, however this is a good one to consider when faced with the tactical problem of how to I create an open space between me and my target.

Fukahara is usually set up in the volleyball court. It is played with 12 players 6 on each side and the aim is for you to use your hands to push the ball past the 3m line and out the back or sideline of the other teams court. Like volleyball the game begins with a serve then the receiving team must touch the ball 3 times before they can take a shot to score. This game is a timed game or it can be a capped game. The children will be required to move once they are in the off the ball position, to create some space between them and the target. Once the ball is passedafter the second touch the player must strike the ball into the opposing team’s goal.

This diagram represents the set up to be used for Fukahara. The blue and orange dots are the players, the purople is the ball. And the green lines are the possible passing locations and goal scoring options.

Freeze Basketball

Freeze basketball is a modified game of basketball that is focused on establishing clear space (no defender) between the player in possession of the ball and the ring. This would best be played 5 on 5. The children basically run around the half of the basketball court one side is offensive, the other is defensive. The offensive side most try remain in possession of the ball while the defensive side is to try and steal it. However shots must only be thrown once the teacher yells FREEZE. This means that all players freeze right where they are (including the defence). The player in possession of the ball must only shoot if they have no defender between them and the ring to score a point. Once the shot is attempted then the game resumes. If the teacher varies the time between freezing, this will be really efficient in terms of the speed that each team can find an open space to shoot from.

For some simple basic basketball rules here is a link you can view:

The following 2 games address the issue of force. For example how much force do I need to hit a desired target?

Coconut   shy

 Three cones are placed opposite each pair of players with a ball balanced

 on the top of each one (the coconut shy). To win the game the players must knock all three balls off the cones within two minutes.To do this the first player passes the ball towards the balls balanced on the

 cones. 

Hit or miss the player must then run out to get the ball back to their partner

 as quickly as possible (running with the ball or passing).Players have two minutes to try and knock all three balls off the cones.

 Possible changes:

 Could have teams of three with a larger group.

 Play again but if a pair/group was successful then move the cones a bit

 further away to make it harder.

Benchball

Set up the gym with a bench at each end, and a row of cones/markers down middle to divide the space into two halves. You will also need a large soft ball for the children to throw.

Divide the class into two teams and give one team armbands or bibs. Team 1 should be in one half of the court, team 2 in the other. 
Both teams choose a goalie, who stands on the bench in the opposition's half of the court. 
The idea of the game is for players to throw the ball to their goalie without it being caught by the other team. As teams score goals, the scoring player joins the goalie on the bench. Children pass the ball between themselves until someone decides to shoot.

Once children have the idea, introduce rules such as 
- team 1 get a free pass if team 2 throw/catch the ball outside the tram lines (if playing on a tennis court) 
- If a player has the ball they cannot move their feet apart from to change direction 
- A goal is only valid if the goalie catches the ball when on the bench (not whilst falling off!)

This game is one of those games where children will be learning the skill of force, and establishing how much force is needed to pass the ball to a team matte vs the force needed to score.

It is important to menation to the class that there are a few safety rules such as no running on benches and no throwing bullets!

GPAI

Game: Volleyball

Decision Making: Scoring the point, defenece

1.    1.    I made a decision in regards how to score the ball/defence and was successful

2.     2.   I made a decision on how to score/defense and was not successful

3.    3.   I made a poor decision and scored

4.   4.     Made a poor decision and did not score/defend the ball

This Performance assessment indicator can help with the tactical problem of timing, if the decision is made early it can create time for the defence/attack to set up. For example Tactical problem how do I create enough time for the setter to get under the ball? Solution: Make the decision to get low and bump the ball high.

Skill Execution: Serving

1.      1.  Used an overhand serve and was successful at getting it over the net

2.       2. Used a fist serve and was successful at getting it over the net

3.       3. Used an underarm serve and was successful at getting it over the net

4.       4. Was successful at throwing the ball over the net.

This Indicator is aimed to improve on the tactical problem of force. How much force do I need to use to get the ball over the net? Obviously the GPAI is a progression from 4-1, Throwing the ball is the simplest skill in terms of serving, and once the child is successful they realise that to progress they need to understand that the force is going to change.

Adjustment

1.       1.  Movement to pass the ball

2.       2. Moved to set the ball

3.       3. Moved to hit the ball

4.       4. Moves and understands difference attack from defence

The adjustment GPAI looks at the tactical problem of covering open space. So movement will help the student see an open space and learn how to cover it so that the opposition cannot score in it.

There are many tactical issues to consider when teaching the TGIF model. Today I am going to focus on “How do I find empty space?” By implementing some invasion games. This issue is going to be hopefully examined through the following 2 games.

1)   1)  Flag  football:

Flag football is a more complex game that is probably best suited for a high school students.

There are many tactical problems to consider with this game, however if the scorer wants to get through the defence with the ball without being tagged they must move to create, and then look for space to run through, in order to run past the defence.

Flag football is played the same way as tackle football. However instead of tackling, the defensive side picks flags off the attacking team’s belt.

A more in depth explanation of the game’s rules can be seen in this video:

2.    2.    Modified game of tag:

This game is a modification of a game of tag specifically aimed at teaching children to look for empty space. It can be played by children of any age.

Set up the playing field with a few hula hoops on the ground. They’ re in no particular order. It’s a regular game of tag, with one person as “it” and the others are being chased. However if you have say 6 hoops, there must be one person in each hoop to start with. The hoop as a safe zone can only be occupied by one person for 3 seconds. However, a hoop can not stay empty for more then 5 seconds. This should make the children want to look around for empty hoops, and also this should make children communicate to help each other find the empty space.

TGFU! :)

 As it has been made clear the previous teaching model was the TPSR, Which stands for Teaching Personal and Social Responsibility. Now we move on to TGFU Teaching model. I am going to start by explaining that TGFU stands for Teaching Games for Understanding. Originally this model was developed for improving the learning experiences of students. The aim of the TGFU model is to draw on concepts of defence/attack/space.  Note that these concepts were not considered in the traditional teaching of games. This particular model also provides context to make the skills the student learns meaningful. Some fundamental skills learned include: body management (running, loco motor/non loco motor skills), Equipment handling.

There are some tactical Awareness components we must consider when teaching the TGFU model:

-          Space

-          Time

-          Force

The TGFU Teaching model is run through 4 different categories of games:

1.       Target Games:

Target games are aimed at emphasizing accuracy and control. Challenges can be modified by changing the size/distance of target.  A teacher can also include obstacles to avoid.

Tactical Awareness component: Force: How much force do I need to exert in order for the object to hit the target?

Some possible games: golf, archery, darts

2.       Net/Wall Games:

Involve moving and controlling objects within a specific space. Players may work to make it difficult for the opposition to hit the specific net/wall area, or remain in possession of the object.  Net/Wall games are usually played with small numbers of players.

Tactical Awareness: Time: When do I execute to shoot the ball, and when do I play defence?

Some games: Handball, tennis, volleyball, badminton

3.       Batting/Fielding Games:

These types of games may involve running, striking, throwing, catching and defending. Batters usually, kick throw or bat a ball to the defence (who try and catch the ball), if the batter is not caught they then run to a safe base. Fielders (defenders) try to catch the ball and throw the ball to get it to the safe base before the batter runs to it.

Some games: Cricket, Baseball, kick ball

Tactical Awareness: Space: The student must learn how to find spaces between the fielders so that they do not catch their ball.

4.       Invasion Games:

Usually invasion games involve the ability to control an object, while at the same time trying to keep it away from the opposition that’s coming at you. The team in possession usually tries to get to a position where they can score a point by shooting into a target.

Tactical awareness: Force: If it is a contact sport: how much force can I use in defence without hurting someone?

Some games: Basketball, Netball, Hockey, Football.

Need motivation?

Here is a compilation video of some inspirational sports quotes and pictures!
Enjoy!
http://www.youtube.com/watch?v=lvjv2kthIug

Poisan Ball, Pirate Ball, Fukahara, and Human Knot

Elementary:

POISON BALL

This is a simple yet fun game that Elementary School Children like to play. Its called Poison Ball. I deally its half way between dodgeball and piggy in the middle. This game is best played outside. Begin by making a square playing area with pile-ons (size can be dependant on class size and ability).

You will need: 2 balls (soft), A few pileons

Set Up:

Rules:

-       Designate 2 children to be outside the square with the balls

-       The rest of the class has to be inside the pile-ons (if they step out they are out)

-       The 2 children outside must roll the ball at other classmates, if another child is hit with the ball below waist they go outside and join the children who are throwing the ball (they help to get others out)

You can really experiment with his game because there are many progressions- from variying the size of the ball to varying the size of the playing field.

PIRATE BALL

This game is probably better for the older elementary children.

Equipment: 4 each of 4 types of balls, 4 mats, rope, 4 hula-hoops, flags and belts.  However, much of this equipment is not absolutely necessary for this game to be successful.

First of all you must divide the gym into 4 quadrants (Use the centre line and the rope to divide the gym, or chalk, tape, pile-ons may work too). Each quadrant must have a station of a mat placed diagonally in the back corner. And behind the mat (inside the small triangle created by the mat placement) place ahula hoops with one of each ball inside it.

How to play:

Divide the class into four equal teams and have each team put on flags and belts.  Each team should be designated by it’s own color of flag or pinnies.  Each player must begin the game from his or her own home base.  Each team will be given a name that is representative of their particular ball (for now we will call them the football team, basketball team, etc.).  The object of the game is for each team to collect all of their designated balls from the opposing teams.  The first team to have gathered all four of their own balls will be declared the winner of that round.  Following are the rules of this game:  Once a player enters an opposing teams quadrant (pirate ship), he or she is susceptible to having their flag removed.  If you have a flag torn off, or fall off while in an opposition’s territory you must retrieve your flag and go to their dungeon (mat).  Once inside the dungeon (on the mat), you must take your flags off and wave them overhead while kneeling.  (Note):  Any player from any team can remove the flag of any player who is not inside his/her own quadrant (ship).  However, the captured player would go to the dungeon (mat) of the team whose quadrant he was in at the time of his capture.  If a student successfully makes it into an opposing teams vault (triangle of floor behind the mat) he must rescue one of his/her teammates (to rescue; student must escort his/her teammate, by the hand, all the way back to their own quadrant).  In all variations of this game, rescued students and their escort, get a free walk back to their quadrant as long as the hand joins them.  If a player makes it to the opposing teams vault and there are no prisoners from his team to rescue, then he may steal only the treasure that represents his team.

     Following are some other miscellaneous rules that help with this game:

1.      Students cannot have their flag removed as long as they are in their own quadrant.

2.      Players are not allowed inside their own vault unless they are returning with a piece of treasure (ball).

3.      You may rescue only 1 player at a time.

4.      Players are not allowed on their own mat, this is how I stop the arguments over weather a person was safely in the vault or not when their flag was removed.  By not allowing players to be on their own mat, and opposing players to be safe if in the vault area, arguments are eliminated because:  If a player had his flag removed by an opposing player not on a mat, then he must be out because the students are not capable of reaching the vault without being on the mat.

5.      You may not rescue a player and a ball at the same time.

6.      If a flag falls off in enemy territory then you are out and must go to the dungeon.

The aim of the game is to get all your balls together into your hula hoop!

High School: 

FUKAHARA!

We Play this one at volleyball all the time it is called Fukahara!

All you need is: A ball and access to a volleyball court (not nets needed)

Split the class into 2 teams. One team on one side of the centre line the other team is on the other. 

One person will serve from the back line.

The ball must be on the floor the entire time, and children must use their hands (no feet) to strike the ball.

There must be 3 contacts each side before the team can score.

How to score:

The ball  must cross the side line or the back line (BUT ONLY PAST THE ATTACK 3m LINE) on the other teams side. (In The green lines in the picture)

Which ever team scores sets to serve!

Eg: 

 HUMAN KNOT!

The intent for this game is to get the children to bond!

The set up for this game is versatile, you can do it as one big class game of spllit the class in half. 

Each person in the group must stand in a circle shoulder to shoulder facing in to the circle. Everyone first must lift their left hand and put it into the circle and grab somebody elses left hand (some body who is not next to them). They must do the same thing with their right hand also.

The children must communicate to "detangle themselves" without letting go of hands. The first team to stand in a circle with linked hands wins. 

here is a short video of a group of children doing the human knot:

http://www.youtube.com/watch?v=RavxOorYH0c 

Competition: Good or Bad??

This article reminds me of the statement: 2 heads are better than one. Team work can go a long way. But to some extent I don’t think having competition or a competitive attitude is necessarily a bad thing. I think what’s more important is to have a balance of cooperation and competition. And yes I believe there can be a balance.  In response to the statement: “scientists who consider themselves cooperative tend to have more published articles than their competitive colleagues.  Cooperative businesspeople have higher salaries”, it would have been impossible for the scientists and corporate people to achieve their status and publications without some sort of competition, whether it be from colleagues or other scientists and companies.

With that in mind I do agree on the fact that we need to be taught more on cooperation.

Competition only benefits certain types of personalities. On a sporting field competitiveness is a benefit for your team. Especially if the team is aiming to play in specific sporting competitions and tournaments. For those high performance athletes competition is the key motivational factor. Speaking as an athlete I believe competition gives me a confidence boost, I like the idea that if I fight for something I know I will get it and I earned it truly. Even if I don’t end up getting my goal, I know I took a step forward towards it and I have the confidence to work harder and compete more so that next time I will get it.  On the other hand having too much competition can definitely be a negative, if we look at the classroom situation: I believe competition can cause bullying, and jealousy and fights between children, especially young boys.

Thus this state of mind is not for everyone I must admit. In a class room situation you are expected to have different personalities, so, let’s be real, not everybody is going to be a high performance athlete. I guess in those instances cooperation works best, because for kids it is essential they feel included. For some children competition may be intimidating, especially if they are not confident in the skill they are asked to perform, it may be more beneficial for them if those children who are more confident take a step back and help the less confident children. This intern promotes peer support, a sense of belonging, and external motivation in the gym.

There are many more benefits to playing cooperative games; it’s not just about ‘let’s play cooperative games so that we don’t hurt somebody’s self-esteem.’ Those kinds of games promote good leadership skills, team work, communication, confidence boost, peer support motivation as well as many other things.

As an athlete I do believe that elite athletic sport should be promoted in schools. It all depends on the age group once again, with elementary students it is key that they “participate” in sports, whereas with the older children they tend to know whether they want to pursuit an elite sport or not, so they become more accustomed and understanding of a competitive environment, if they chose an elite athletic sport. I believe that elite sport is a great opportunity for children to be active, as an athlete I believe it’s very rewarding, you learn how to become self-reliant, and you learn to appreciate the efforts of people around you, like coaches, community, and parents.  Both cooperation and competition have positives and negatives. With elite sport promotion: yes it should be promoted in schools, but children and parents must understand that it is a competitive an environment and it might not necessarily be for every child.

As I said before, for this system to work the important thing is to find a balance between competition and cooperation. Playing a team sport I understand how important this balance is, because you have to able to rely on your team mates, trust them and cooperate with them, and at the same time you must compete, with and against each other to produce the results that you are looking for. And I believe the same principle can be applied to the corporate world, and as with gym class, I agree that yes the competition does need to be cut down a little bit. But it all depends on the group, and what your aim is for the class. It’s hard to make assumptions because all class groups, teams and children have different abilities, so we must do our best as teachers to account for every child’s needs.