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FUNdamental Game Strategies Motivating students to become physically active Maximise participation • Avoid exclusion games that eliminate students progressively. • Avoid games that involve a large amount of ‘wait time’ or in which only a few students are active at a time. Activities for individuals, partners and small groups work best • Smaller groups provide students with more access to equipment and increase active involvement. • Students are more able to replicate individual or small-group activities in their own time than activities that require large numbers. • Working with their peers can help students feel more relaxed and comfortable. • It is easier to assess students and assist those students who require support when they are in smaller groups. Provide activities commensurate with students’ developmental ability • Adapt activities to meet the requirements of all students. The activity cards in this section provide teaching and learning adjustments. • Allow students to design their own games or modify games to suit their needs. • Provide students with leadership opportunities such as simple management roles. Encourage students to develop strategies • Build on the skills and activities learned in early childhood to encourage them to develop individual and team strategies. • Expose students to the rules associated with games and activities. • Facilitate opportunities for students to investigate and address factors affecting their own performance. Teach students activities that they can play in their own time • Encourage individual activities and partner or group activities. • Facilitate fun activities that students can replicate in their own time with minimal support and equipment. • Students often re-enact activities learned during class time before or after school or during break times. • Teach students how to use playground markings. • Facilitate opportunities for students to resolve conflict in games as players and umpires. This develops students’ ability to disagree with others’ points of view without becoming angry. Provide an environment that promotes physical activity • Set up a variety of playground markings that students can use. • Encourage students’ ownership of an equipment borrowing system that provides access to a range of equipment. • Have suitable areas and facilities that students can access at various times throughout the day. Middle Childhood Physical Activity Curriculum Support Materials 79 FUNdamental Game Strategies Provide frequent specific and positive feedback • Most students respond well to positive feedback. Be enthusiastic • Model the behaviours you want to develop in the students. • Enthusiasm is infectious and will spread to the students. (Adapted from Australian Council for Health, Physical Education and Recreation [WA], 2005) Effective physical activity Before you start a physical activity session, it is important to have a clear idea of what you intend to achieve with the students and how you will go about doing so. This will help to create a positive learning environment. Routines Most generalist teachers operate with skill and effectiveness in the context of the classroom. Often, however, physical activity is better suited to taking students outdoors, which can present challenges for even the most experienced teacher. In order to make the experiences less intimidating and more enjoyable, it is important that teachers establish set routines to provide consistency and structure for students to follow during lessons in open environments. Routines are intended to accomplish the management goals of the lesson, to enable the teacher and the students to focus on the achievement of outcomes. As with all routines and procedures, to be successful these must be taught and practised. Types of routines include: • class-segment routines • teacher-student interaction routines • game or contest-specific routines. Class-segment routines are central to creating flow through a lesson. They ensure that students know what to do at the beginning and end of the lesson and between different activities. It is essential to issue clear instructions when sending students to an activity space and for transitions between segments of the lesson. This ensures that all students know what is expected of them at any given time during the session but in particular during transition phases. When using equipment, the students need to know who is responsible for it and how it is to be collected, used and stored. Teacher/student interaction routines are critical to communicating expectations to students. Practice and repetition will help make them become second nature and save time and potential disruption. Using a whistle or a double clap can be a great way of gaining student attention or getting silence. Routines for the gathering and dispersal of students are also important. Communication to students must reinforce who needs to go where and with what. Game or contest specific routines are aimed at preventing disruptions to the flow of the contests or activities that are taking place. Setting clear boundaries for those students involved in the play as well as for substitutes or scorers prevents potential disruptions. This can be as simple as using marked areas or hoops for students to stand in. Having routines for the retrieval of balls or equipment also prevents unnecessary incidents from occurring and makes it clear whose responsibility it is to collect them when they go out of the playing area. Siedentop, Hastie and van der Mars 2004 (cited in P Rycroft, personal communication, November 10, 2006) Middle Childhood Physical Activity Curriculum Support Materials 80 FUNdamental Game Strategies Demonstrations When demonstrating a skill or practice you require from students, it is important to: • be slow and concise, giving small, simple instructions, do not give too much information at once • teach it in a sequential and systematic way, identifying similarities or links between current and previous tasks and skills • explain how the skill fits in as part of the game • perform what is required physically or use a proficient student to demonstrate the key elements of a skill • keep the time between giving an instruction and allowing students to practise it to an absolute minimum • consider the modifications for students requiring teaching and learning adjustments and the demonstration of adjustments to support staff or the students themselves. When talking to students, ensure: • you can see all the students and they can see you • the students are not looking into the sun • the students can all hear you speak • there is nothing going on behind you to distract them • all students are listening • you link a key word or phrase to a part of a skill (for example, link the word ‘step’ to the action of stepping forward during a throw) • you consider alternative methods of communicating used by students, for example, Auslan. Signals Teach students a signal for attention and inform them promptly of its meaning: for example, stop, look, listen. By far the easiest signal to use in an outdoor environment is a whistle. However, a hand clap, a hand raised in the air or voice commands can also be effective. Ensure signals are appropriate for all students, eg a raised hand may be more effective for a student who is deaf. Middle Childhood Physical Activity Curriculum Support Materials 81 FUNdamental Game Strategies The playing area Setting out markers is a very easy, effective way to define the area in which an activity will take place or a game will be played. Clear physical boundaries will enable students to know exactly where they are expected to be. Temporary markings may be set up quickly and easily in a variety of ways. Plastic markers, tape, chalk, bean bags or old bibs can all be used. Whatever you choose, it is important that it not slip or slide out of place or cause injury if stepped on. Alternatively, schools may opt for more permanent playground markings, which are discussed in Section 3. There are numerous ways to organise teaching and learning space. The most appropriate is that which suits the activity and the intended outcomes. Three possibilities are: • grids • courts • lanes. Grids One simple technique for setting out markers is to use grids. Grids can provide a great way of organising multiple groups and can assist in creating seamless transitions between activities within lessons. Figure 13: An example of a grid 1. 2. 3. 4. 10 m 40 m The grid shown in figure 13 could be used in a range of ways; for example: a) one student in each 10 m x 10 m grid working individually eg juggling a soccer ball b) two students in each 10 m x 20 m grid working as a pair eg passing and trapping a soccer ball c) four students working together in each 20 m x 20 m grid eg three versus one keep it off using a soccer ball d) 16 students in each 40 m x 40 m grid eg to play eight a side soccer. Grids can be designed to any specification to suit an area of any size or accommodate any number of students. It helps to consider the group sizes that are being used. It is useful to keep groups as small as is practical, as student misbehaviour often occurs when students are forced to wait for a turn. However, it is sensible to use group sizes that lend themselves easily to being clustered together to form a new group for the next activity. For instance, groups of two easily become groups of four, which can then be joined to make groups of eight and so on. Middle Childhood Physical Activity Curriculum Support Materials 82 FUNdamental Game Strategies The benefit of using this type of formation is that it: • assists students to have more successful and appropriate learning experiences • assists the teacher’s control, supervision and instruction over space • provides a safer learning environment. Courts The court is a suitable layout for games involving goal scoring, including throwing and catching games or games such as soccer or hockey. The semicircles can be used as ‘no-go’ zones to prevent attacking players from coming too close to goals. Alternatively, they can be used as areas that must be entered before shooting. See Figure 14. Figure 14: An example of a court 10 m 20 m This type of layout can be very useful when developing game strategies such as creating or defending space. It may also be used to help teach offensive or defensive positioning to students. If there are zones on the court that students can or cannot enter, they begin to play more specific game roles. Lanes A lane setup is perfect for developing strategies associated with net games such as tennis or volleyball. Skipping ropes or line markings can provide simple barriers between the two sides of the court without the need for expensive nets. Single lanes can be used for ‘singles’ (1 v 1) games or lanes can be combined for doubles (2 v 2) games. See Figure 15. Figure 15: An example of lanes 3m 10 m This type of layout can be useful in developing a range of skills or game strategies: for example, long, narrow lanes will encourage students to focus on moving their opponents forward and backward in the court. Combining two adjacent lanes makes the playing area wider, encouraging students to move their opponents from side to side. Middle Childhood Physical Activity Curriculum Support Materials 83 FUNdamental Game Strategies What to avoid When facilitating physical activity sessions there are some inappropriate activities that should be avoided. Table 13 provides guidance in this regard. Table 13: The do’s and don’ts of physical activity Avoid Do Avoid using captains to select teams. Use alternative group-dividing techniques. Avoid using exercise or physical activity as a Establish clear rules and routines, be firm but punishment. fair. Avoid elimination games or having students Modify games and activities for increased wait in line for a turn. participation. Avoid limiting physical activity to a few Consider students’ interests and needs and traditional sports. teach a wide range of modified activities that students are more likely continue beyond their Avoid assessing students based on their school years. fitness levels or their effort. Assess students on the basis of guidelines in Avoid using callisthenics for warm-ups and the Curriculum Framework. having students stretch cold muscles. Be creative in facilitating a graduated warm-up Avoid wasting time. (see Section 5 for suggestions). Avoid public fitness testing without purpose. Spend minimal time on managerial tasks in order to maximise actual time spent being physically active. Treat fitness test results as private information and only use fitness testing where students have an understanding of its purpose and implications for goal setting. (Adapted from Center for Advancement of Standards-based Physical Education Reform, REAL Teachers’ DOs and DON’TS, 2004) Middle Childhood Physical Activity Curriculum Support Materials 84 FUNdamental Game Strategies Safety It is important to: • warm-up and cool-down • choose a suitable surface for the activity • ensure all equipment is appropriate and safe to use • ensure extra or unused equipment is put away or well out of the playing zone • ensure there is ample playing space so players have room to execute skills safely • ensure play is stopped regularly to allow students to have drinks (especially in hot weather) • check footwear and clothing (hats and sunscreen) • teach a signal for attention and a routine for action in the event of an accident. Warm-ups It is important that all students participate in warm-ups at the beginning of physical activity sessions so they are prepared for the activities to follow. Not only do they need to be physically prepared to prevent injury, but they also need to be prepared in mind and spirit. Often teachers fall into the trap of sending students on a run once or twice around a field, an activity that will increase heart rate and raise muscle temperature but will not promote mental alertness. Being prepared mentally refers to leaving behind other concerns that may be on students’ minds, such as school work, so that they are able to maximise their performance in the session. Enthusiasm comes from being motivated about the session that lies ahead. An enjoyable warm-up can set the tone for the remainder of the session. It appears that there is little need for an adult approach to stretching exercises for middle childhood students. Rather, warm-ups comprise a slow-paced introduction to the chosen activities that last for a total of five to 10 minutes. The list of warm-ups provided in this section is not exhaustive and each can be modified to suit activities planned for the main body of a session. Modifications to warm-ups should be considered for students requiring teaching and learning adjustments. (Department of Sport and Recreation, 2002; Australian Council for Health, Physical Education and Recreation, 1994) Cool-downs As important as it is to warm up, it is also important to cool the body down. This means slowing down gradually the level and intensity of the activity being performed. The idea is to bring heart rate and breathing down toward normal resting rate. It also helps students to wind down, which is particularly relevant when they are returning to a quiet classroom setting. (Australian Council for Health, Physical Education and Recreation, 1994) Hydration It is vitally important that students drink adequate fluids before, during and after exercise, to prevent dehydration. The human body is made up predominantly of water, some of which is used up in sweat to maintain our body temperature. The need to replace this lost water increases greatly during exercise. Dehydration can occur when fluid loss reaches as little as one per cent of our body weight. This can lead to irritability, fatigue and headache, all of which will have a serious impact on attitude and performance. Middle Childhood Physical Activity Curriculum Support Materials 85 FUNdamental Game Strategies For physical activities in schools, the best means of preventing dehydration is the consumption of small volumes of cool water at regular intervals. It is essential that students have regular access to water during lessons and is particularly important during warmer weather. It may be helpful for students to carry water bottles with them so that they can take a drink when required with minimal disruption. Success breeds success Plan and practise drills and games so students have many successful experiences. Provide regular and appropriate positive feedback and praise students often. (Alberta Education 2006) Maintaining a healthy active lifestyle In order to facilitate the development and maintenance of a healthy lifestyle, it is critical that students are taught ‘self management skills’ which enable them to make informed decisions. Skills such as decision making, goal setting, time management and stress management are essential if students are to maintain a healthy lifestyle outside of curriculum time and beyond their school years. (Curriculum Council, 1998) Middle Childhood Physical Activity Curriculum Support Materials 86 Cut the cake Hand star ball Dead ants Traffic lights How’s that? Keep it up Target throw and run Rabbit, hare, fox Pop ball Stop, go, slow Flip Tunnel tag Mushroom Electricity tag Pacman tag Bunny tails Snowball tag Individual beat the ball Sharks and fish Line relays Snap, crackle, pop Speedway Chinese wall Spitfires and bombers Run and tag Here, there to Fred Bear Quick step Battleships Lifesaving relay Cat and mouse Beanbag tag Shipwreck 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. Hoop long jump 7. Snatch the diamonds Pegs 6. 8. Carpet island Partner warm-ups 3. 5. Shark square 2. Line tag Mini golf 1. 4. Warm up Number Table 14: List of activity cards Activity cards Alpha-body Spot the leader Footy mania Silent passing Speedy circle Secret squirrels French cricket Untangle the knot Eagles and Dockers Hoop pass How many fingers? Orcs an Hobits Do this do that Zappers Around the world Top of the tree Longest tail Mouse trap Trap and Pass Pass and bob Frisbee golf Soccer mania Don’t touch it Batting circus Walk and throw Fox and hens Progressive spry Tunnel ball tap Up you get Handpass clap catch Beanbag star throw Triangle chest pass Middle-man Kick-it Quick kick Quick pick up Square cricket Volley-all Continuous cricket Team attack Give it a try Under pressure Basketball chain Bucketball Crocodile river Tabloid fun Build a score Continuous pair’s cricket Doctor doctor Dribble and pass Five pin Flexi ball Frisbee football Go for glory Koolchee Line up Multi diamond ball Polybat Empty the circle Round up Catch the bomb Tag footy Treasure hunt Twin kickball Clusters Hoop rally Class catch champs Knee knockers Capture the ball Email Ladders Broken window Treasure map Team trio Egg and spoon race Ace knockout Capsize What’s my sport? Boccia Baseketball Cool down Main activity FUNdamental Game Strategies Middle Childhood Physical Activity Curriculum Support Materials Middle Childhood Physical Activity Curriculum Support Materials 87 88 Table 15: Skills for physical activity aspects/Prerequisite fundamental skills associated with each of the game cards. The activity cards in this section aim to build on the Fundamental movement skills that students should have been exposed to during early childhood. These activities will give 5. 4. 3. 2. 1. Capture the ball Team trio Baseketball Treasure map Ace knockout Boccia defend space Skills to begin and restart play, and for transition play Skills for recreating in the outdoors Balance and stability Gallop Side gallop Dodge Continuous leap Catch Overhand throw Underhand throw Chest pass Kick Punt Two-handed strike Hand dribble Fundamental movement skills Skip Content Organisers Foot dribble students the opportunity to put these skills to use while developing fundamental game strategies. The fundamental movement skills that are used in each of the activity cards 6. Hoop rally Sprint run Hop Jump for distance Jump for height are indicated in Table 15 as are the aspects of Skills for Physical Activity with can be assessed through these activities. Those students who experience difficulty may need further 7. Email control and possession Skills to create, use and Forces and motion Balance on one foot Climb Forward roll Line or beam walk instruction and practice with the specific skills before success in these aspects can be achieved. 8. Middle-man Card Name 9. 10. Kick-it 11. Quick kick 12. Quick pick up 13. Square cricket 14. Volley-all 15. Continuous cricket 16. Team attack 17. Give it a try 18. Under pressure 19. Basketball chain 20. Bucket ball 21. Crocodile river 22. Tabloid fun 23. Build a score Middle Childhood Physical Activity Curriculum Support Materials 24. Continuous pairs cricket 25. Doctor doctor 26. Dribble and pass 89 27. Five pin 28. Flexi ball 29. Frisbee football 30. Go for glory 31. Koolchee 32. Line up 33. Multi diamond ball 34. Polybat 35. Empty the circle 36. Round up 37. Catch the bomb 38. Tag footy 39. Treasure hunt 40. Twin kickball Skills to gain and maintain