Tactical Games In a Nutshell

1. Tactical Games In a Nutshell • “As a middle school student once said, ‘So we play a game, figure out what we need to do, practice it, then play again to see if we can do it. Right?’” • EXACTLY • Sequence in a nutshell • Game (may be the warm up as well) • Tactical awareness • Practice • Game

2. Sequence of Steps in a Tactical Lesson • Warm-up (optional) • When is Optional: The introductory activity can serve as the warm-up if it is at a low to moderate pace where the chance of injury is low. • When is Required: If the introductory activity is intense (i.e. sprinting, quick changes of direction), you must conduct a warm-up. It prepares the body and reduces the chance of injury: • You may do nearly anything except static stretching. • When is the best time to stretch?

3. Sequence of Steps in a Tactical Lesson #1 • Introductory activity designed to highlight the need for students to work on a desired skill or tactic. Should be game-like incorporating elements of fun and often appropriate competition

4. Sequence of Steps in a Tactical Lesson #2 • Tactical Awareness Discussion (anticipatory set in lesson template) - Teacher uses questioning so that students identify the need to practice the day’s lesson topic. • Tactical questioning is a challenging skill, it develops over time much like debriefing in adventure activities • Types of questions: • Tactical awareness – what do you… • Skill and movement – how do you… • Time – when is the best time to… • Space – where is/can… • Risk – which choice Qs

5. Example Tactical Awareness Qing • Tell me about how you were able to move the ball up the field. • Leading students towards passing lanes and open space • What did you find most challenging about that activity? • I agree, several of you had difficulty controlling an approaching soccer ball, particularly a bouncy one. That’s what we’ll be working on today. • Remember to not tell students what they are working on that day, ask them questions to get them to recognize the need for what you are teaching. • That’s why it’s called tactical AWARENESS • A common mistake is after the warm up telling students the lesson focus and why. That totally defeats the whole purpose of the tactical approach.

6. Sequence of Steps in a Tactical Lesson #3 & 4 • Practice • Combination of drills and activities where students practice the skill or tactic. Teacher prepares lesson ahead of time and guides tactical awareness discussion towards the desired tactic (much more common) • Game - Fun game-form that reinforces the lesson topic. Must be more game-like than the practice segment. Can sometimes be the introductory activity again but in this course you must select something different. • Closure

7. Common Tactical Problems • SCORING • Maintaining possession • Attacking the goal • Creating space in attack • Using space in attack • PREVENTING SCORING • Defending space • Defending the goal • Winning he ball • RESTARTING PLAY • Draw or Face off • Free position • Off-side/ out of bounds

8. Game Forms • When I say the word game, what does that mean? • Activity that involve aspects of a regulation game but not its entirety. Should relate to the lesson’s topic, be fun, be motivating and conform to other aspects of good PE. • Example from ultimate – 3 on 1 restricted area game with ONLY forehand throws (scorer becomes defense or person who makes error) • Dribble knockout – dribbling a basketball in a confined area trying to knock other balls out while protecting yours • Often I will say game but really mean game form

9. Advantages of Tactical Games • Tactical Transfer – applying similar tactical problems across several games • Learning the give and go in one activity can be applied in several other invasion activities therefore allowing you to teach new information in the next unit • Tactical transfer is the reason it’s good to sequence related activities (racket, invasion, etc)…one improves the other! What are some other examples of tactical transfer?

10. Why Else Should You Use Tactical Games? • Interest & excitement • Learning through games not about games, less about drills than the games themselves • Reduces questions like: “When can we play the game?” and “Why are we doing this” • Knowledge as empowerment • Students learn the context of the skills b/c they are learning them in a real but modified setting

11. Teaching for Depth • Skills – difficulty level (basic, intermediate, advanced) • Combinations of skills • Tactics (basic, intermediate, advanced) • “Depth Chart” of tactical lesson topics for basketball, football, lacrosse, field hockey, ultimate and soccer

12. Defining Invasion Games Those activities in which the goal is to invade the opponents territory in order to score Most complex of the four game classifications http://www.playsport.net/en/instructionalvideos.cfm

13. Invasion Net/Wall Games Classification System • Handball • Basketball • Soccer • Field/Ice Hockey • Lacrosse • Rugby • Football • Ultimate • Badminton • Tennis • Pickle Ball • Volleyball • Paddleball • Squash/racketball • Table tennis

14. Field/Run Score Target Games Classification System • Softball • Baseball • Cricket • Kickball • Golf • Croquet • Bowling • Billiards • Darts • Horseshoes • Archery

15. Offensive Roles • Offensive Roles • Depth + Width + Penetration + Mobility + Creativity •  Role # 1 – the person with the ball • Penetrate • Pass • Shoot •  Role # 2 – this person is one pass away • Distance to support • Movement to support • Angle to support •  Role # 3 – this person is two or more passes away • Create space • Spatial awareness • Communication