SPSC 5395 - Wed. Jan.

19th – Target Games Class Notes

Target Games Class Notes

1. When it comes to planning your games unit and lessons, connect it to the four physical and game literacy components – movement competencies; movement rules, tactics, and
strategies; movement motivation and behaviour skills; and movement personal and social attributes. Here is the summary chart from last night:

Physical & Games Literacy Components

Movement/Games Movement/Games Motivation and Movement/Games Personal &
Competencies Movement/Games Rules, Tactics, & Strategies Behaviour Skills Social Attributes
(Psychomotor) (Cognitive) (Affective)
NOTE: Remember to have your CAP (Cognitive, Affective, & Psychomotor) on when you are (games) teaching. Pick 1-2 CAP elements per unit to focus on, then
repeat them over consecutive lessons to ensure quality repetitions: “less is more!”. Over the course of a school year AND grade levels, students will benefit from
Game Category this approach: “less is more!” AND KISS = Keep it Simple & Short! Remember, you cannot do everything!
FMS (Fundamental Rules are specific to the game played. Self-Determination Theory (Deci & Ryan, Consider if you are focusing on the
Movement Skills) – best Tactics are the ‘in-game decisions’ that 2000): students and/or teams of students
taught in elementary, participants must make at that moment to be Autonomy (these are the choices you give working on challenges or personal
specifically the primary successful. (This is your focus as a teacher in your students based on your game bests (PBs) OR are they
grades. PHE!) modifications and conditions; limit their cooperating during game play OR
FSS (Fundamental Sport Strategies are the overall game plan that choices to 1-3 … think “less is more!”) are they competing or scoring
Skills) – introduced in coaches use to characterize a team’s playing Relatedness (connect the game you are during game play, etc. These
Class notes → intermediate grades, style. (This should not be taught in PHE unless playing to other games that the students conditions then define the students
emphasized in high school. it is in upper-level high school. This is more may play outside of school) personal and social attributes, etc.
elite sport based.) Competency (pre-assess at the start of the
unit by playing a bunch of small-sided
modified games to determine their current
skill and knowledge base to then help plan
the remaining lessons on the game specific
content they can improve on)
Fundamental Movement Rules – use small-sided, modified games to be Autonomy – From complexity theory or Start with individual and/or group
Target Games
Skills – FMS (Primary + inclusive and increase repetitions for all constraints led pedagogy, you allow or team challenges and personal
Unopposed
intermediate) – students (limit big class games as much as students 1-3 options to ‘modify’ or bests (PBs). Transition to
games:
Unopposed & Opposed → possible) ‘condition’ the game (e.g., increase / cooperative, then competitive and
Disc golf
Non-Locomotor Bend, curl, Tactical Problem (TP) – Accuracy – all types of decrease distances, different equipment to scoring game and activity
Archery
hold, lift, lower, pull, push, target games: roll, bowl, etc. with, etc.) structures, etc. game formats.
Toss (e.g., bean stand, stretch, reach, swing, 3. Unopposed/Opposed Target Games → Relatedness – Ask students what game this Debrief with students on what
bag, rings, etc.) twist, turn (depends on Distance from target; keys: is like that they might play? Etc. these personal and social attributes
games game) Skill Execution (SE) – Approach, Competency – Think “less is more!” and should look like, etc. Why they are
Darts Unopposed & Opposed → Backswing, & KISS (keep it simple and short) principles important during game play?
Etc. Manipulative Follow-through over the course of the unit AND lesson-by-
Opposed games: Sending (roll, bowl, slide, Preshot Decisions – Determine – starting lesson. In this way you can really help them
Shuffleboard strike, underhand throw/toss) point, target line, intermediate target, & focus and concentrate on improvement.
Boccia (depends on game) release point
Cornhole Moving → Locomotor 4. Unopposed/Opposed Target Games →
Curling Walking, running, hopping, Direction from target; keys:
Etc. jumping, sliding, skipping Skill Execution – Setup,
Moving (or tag or galloping, Stance, Grip, & Ball position (from start to
ball) games: starting/stopping release)
British Bulldog Moving → Manipulative Preshot Decisions – Determine – starting
Dodgeball Throwing and catching or point, target line, intermediate target, and
Deweke dribbling release point
Gaga Ball Fundamental Sport Skill – 4. Moving (or tag ball) Target Games Four
Etc. FSS (Intermediate and basic principles: Being balanced and ready
higher) – Irons, drivers, to move, using a variety of fakes, changing
NOTE: HERE IS putters in golf; a draw, speed and direction suddenly and quickly,
WHERE YOU CAN guard, or takeout in and being alert.
HAVE CROSS- curling; etc. (depends on Offensive tactical principles: Finding the
CURRICULAR the game/sport). best position to shoot, deciding the best
CONNECTIONS Dodging, chasing, fleeing, type of throw to be used, shooting with
(e.g., math, faking, or balancing in accuracy or with power, passing to a
geometry, moving (tag ball) games teammate that holds a better position, or
physics, etc.) like Dodgeball, Gaga Ball, placing oneself to encircle the opponents.
etc. Defensive tactical principles: Moving away
1. Unopposed/Opposed from the pursuer quickly, finding the best
Target Games → route to avoid being hit, changing
Distance from target; directions and speed, and deciding to run,
keys: dodge the ball, use it as a shield or catch
Skill Execution (SE) – it.
Approach, Backswing,
&
 Follow-through REMEMBER: The connection from target
2. Unopposed/Opposed games to all other game categories –
Target Games → striking/fielding, net/wall, and
Direction from target; invasion/territorial games – is the time players
keys: have prior to performing the skill to think
Skill Execution – Setup, about accuracy; effectively the ‘preshot
Stance, Grip, & Ball decision’. For example, what type of
position (from start to throw/ball to use, whether to ‘take-out’ or put
release) up a ’blocker’ depending on the game and
3. Moving (or tag ball) game situation, etc. These are keys to help
Target Games Four develop both the psychomotor (i.e., technical)
basic principles: Being and cognitive (i.e., tactical) aspects of game
balanced and ready to play. This then transfers into the other game
move, using a variety categories. For example, in striking/fielding
of fakes, changing games, the batter can think about where to
speed and direction hit the ball prior to the pitch, the fielder can
suddenly and quickly, think about what they’ll do if they get the ball,
and being alert. etc. The KEY with the pre-shot decision is for
the child to realize the importance of
Think of how you can establishing a pre-shot routine thinking
incorporate the fitness about and determining which pre-shot
components into your FMS decision to employ coupled with the
and FSS activities, and corresponding technique.
games. The main fitness
components for target
games are:
• Muscular Strength
• Muscular Flexibility
• Balance
• Coordination
(hand-eye)
• Power
REMEMBER: “YOU CAN’T HAVE ONE WITHOUT THE OTHER!” When games planning, remember to connect the FMS (or FSS) to the TACTIC(S) that will increase
the students’ success of accuracy. This in turn will increase confidence and competence (i.e., motivation) AND enjoyment (personal and social attributes, etc.).