Download FUNdamental Game Strategies Motivating students to become

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.
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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)
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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.
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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.
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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.
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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)
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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.
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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)
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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
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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
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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
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24. Continuous pairs cricket
25. Doctor doctor
26. Dribble and pass
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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