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					Invasion Games –What’s in a Game? A Multi –level approach


Communication                            Knowing how to improve
Vigorous activity                        Support for those not so able
Dealing with success & failure           Perseverance
Working with others                      Enjoyment

                         Hauora                                                          Socio-ecological
Physical

Vigorous activity                                             Perceived ability in the context
Learning new skills
The body’s response to activity                               Whether the class environment is safe e
Mental & Emotional                                            mistakes
Challenge
Fun
Dealing with competition and success or failure
Social


Working with friend or peers
Learning to work with a buddy or in a
team

Spiritual
Contributing to a growing awareness of the role
of physical activity in their lives.




Lana Wolfgram Team Solutions                                                         1
 Based on Appendix 8 Physical Activity for Healthy, Confident Kids (TKI.org)
Managing self     Relating to others         Thinking
Participating & Contributing     Using Language, Symbols and Text




                     Learning Outcomes (based on curriculum AOs)
B2 Students will participate in               C2 Students will take turns and
   a range of games and discuss                  include all members of
   aspects of game play.                         the group.

    Students will develop                          Students will recognise that
    awareness of space and                         Team members have
    how to use it safely and                       different abilities and will
    efficiently.                                   work to team members’
                                                   strengths and work on
    Students will develop basic                    improving their areas of
    attack and defence strategies                  weakness.
    in invasion games




Lana Wolfgram Team Solutions                                                      2
 Based on Appendix 8 Physical Activity for Healthy, Confident Kids (TKI.org)
   Some points to consider when using the Game-Centred
   Approach

      A positive, safe environment is necessary, where students
       feel safe to take risks and try new things.

      Use strategies for grouping that ensure no-one is left feeling
       unwanted or excluded.
      Try to have small teams, aiming for maximum participation and
       high levels of physical activity.
       If students are on the sideline, make them involved eg. Give
       feedback to a player.
       Try to avoid students being “out” for long periods – modify the
       rules so that they come back in quickly.
      Consider using ability grouping sometimes. This allows a small
       group of students with a high level of skill to work together to
       modify activities and increase the challenge for themselves.
       Try to include skills teaching within games. If you decide skills
       practice is needed, use the peer-coaching process and make sure
       the skill is applied within the context of a game.
      Modify the games by changing the shape of the ball, or introducing
       sticks and ball.
      Through discussion, have students apply their learning to a range of
       Invasion Games eg. soccer, netball, rugby, hockey, basketball
      All students participate in giving and receiving feedback, problem-
       solving and goal setting.




Lana Wolfgram Team Solutions                                                   3
 Based on Appendix 8 Physical Activity for Healthy, Confident Kids (TKI.org)
              Specific Learning Intentions/ Success Criteria
              (ideally these will be co-constructed with students)

Students can                           Students can
  see spaces and run into them.           listen to their team mates.
  show what these words mean:                Invite others to join their
   run, skip, gallop, jump, high, low,         group
   fast, slow etc.                            Take turns and make sure
      throw and catch a ball while            that everyone has a turn
   stationary or moving.                      Encourage team-mates by
  identify the things that went well          using supportive comments
   and not so well in a game.              Help others and ask others
     Keep control of my body/the ball         for help
  suggest strategies for their            discuss with their teams some
   teams to use.                               possible changes to their
  Dodge, sidestep to catch someone            game.
   or get away.                            Identify things they and their
  Discuss how rules contribute to             team members are good at,
   fair play & healthy competition         Practise things they are not
                                               good at individually and as
On attack-                                     part of a group.
A player with the ball can-                Help others to practise things
   Receive a pass and keep                    they are not good at.
      possession
   Communicate with other team
      members
   pass to another player to avoid
      the opponent intercepting or
      obtaining possession.
A player without the ball can-
   move into position to receive a
        pass.
   Get free from a defender
   Use communication to indicate
        where they want the ball.

On defence
A player can-
    Move to mark a player
    Stay with a player from the
      other team
    Move quickly to intercept a
      pass or receive a pass before
      their marked player.
    Use peripheral vision to see
      the ball and other players
    Make it difficult for the
      opposition to keep the ball by
      closing down space




Lana Wolfgram Team Solutions                                                   4
 Based on Appendix 8 Physical Activity for Healthy, Confident Kids (TKI.org)
Suggested Lesson Sequence (using the Game – Centred Approach)
Lesson introduction. Recap of previous learning.
Warm Up (Gradually build up to vigorous activity)
Game
Reflection and discussion
Play the game again (probably modified after discussion)
Reflection and discussion – students set learning goals.
Warm down
Teacher reflection – consider needs for next lesson – establish learning intentions
Possible Learning Experiences
Warm –Up                                    Games related to skills/strategies
(Try to make these fun – avoid the run for Invasion games
around the field )
Remote Control                              Developing Fundamental Movement
Move Like a.. (Kiwi-dex p 167)              Skills (DFMS) – Dodging pp.48-62
Cars (Kiwi-dex p 51,52)                     Circle Catch (DFMS p.175)
Here-There-Where (Kiwi-dex p 54)            Passing in Circles (DFMS p.179)
Vehicles (Kiwi-dex p 46)                    Diagonal Running and Passing (DFMS
Walking Partner Tag (Kiwi-dex p 67)         p.180)
Follow the Leader (Kiwi-dex p 37,40)        Keep the bucket full (Kiwi-dex p 196)
Hug Tag (Kiwi-dex p 129)                    Corner Spry (Kiwi-dex p 201)
Catch the Dragon’s tail (Kiwi-dex p         Piggy in the middle/Keep it Away
128)                                        (DFMS p.235)
Scatter (Kiwi-dex p 132)                    Two vs Two (Kiwi-dex p 207)
Knee Boxing (Kiwi-dex p 92)                 Running Circle Pass (Kiwi-dex p 209)
Number/Couple/ Blob/Team Tag (Kiwi-         In and Out (Kiwi-dex p 212)
dex p 140-43)                               All Against One (DFMS p.183)
Snatch the Tail (Kiwi-dex p 90)             Long Chase ball (DFMS p.184)
Dodge and Mark (Kiwi-dex p 85)              Corner ball (DFMS p.189)
Fox and Geese (Kiwi-dex p 146)              Aranga Touch (DFMS p.192)
Amoeba (Kiwi-dex p 147)                     Clock Dribble (DFMS p.199)
3 Against One (Kiwi-dex p 156)              Passing on the Move (DFMS p.228)
Ball Tag (DFMS p.55)                        Kicking for Goal (DFMS p.229)
Pass n Sting (Landy & Landy p.12)           Spiders (DFMS p.234)
                                            Guarding the Cone (DFMS p.236)
Many of these games can also be used        Lets Play Football, Alley Soccer, Cone
for the specific teaching of skills related Soccer (DFMS p.237-9)
to invasion games eg. using space,
dodging.                                    Games Sense Cards – Invasion Games-
                                            Tag Ball
                                            End Ball
                                            5 point player
                                            2 on 1
                                            Dribblers & Robbers
                                            3 Minutes
                                            Keep the Ball

                                              Ultimate Frisbee (TKI.org)
                                              Modified, netball, basketball, soccer,
                                              touch, rugby, hockey etc.
                                              Capture the Flag
Gathering Evidence
On-going teacher observation.                 Student self/peer assessments.
Tracking of a target group.                   Learning Logs
Photo/video reflection.



Lana Wolfgram Team Solutions                                                           5
 Based on Appendix 8 Physical Activity for Healthy, Confident Kids (TKI.org)
Lana Wolfgram Team Solutions                                                   6
 Based on Appendix 8 Physical Activity for Healthy, Confident Kids (TKI.org)

				
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posted:11/29/2011
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