SPSC 5395 - Wed.

March 2nd – Invasion/Territorial 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 Motivation and Movement Personal & Social
Movement Competencies Movement Rules, Tactics, & Strategies Behaviour Skills 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
Game Category from this approach: “less is more!” AND KISS = Keep it Simple & Short! Remember, you cannot do everything!
FMS (Fundamental Movement Rules are specific to the game played. Self-Determination Theory Consider if you are focusing on the
Skills) – best taught in Tactics are the ‘in-game decisions’ that (Deci & Ryan, 2000): students and/or teams of students
elementary, specifically the participants must make at that moment to be Autonomy (these are the working on challenges or personal
primary grades. successful. (This is your focus as a teacher in choices you give your students bests (PBs) OR are they cooperating
FSS (Fundamental Sport Skills) – PHE!) based on your game during game play OR are they
introduced in intermediate Strategies are the overall game plan that modifications and conditions; competing during game play, etc.
grades, emphasized in high coaches use to characterize a team’s playing limit their choices to 1-3 … These conditions then define the
school. style. (This should not be taught in PHE unless it think “less is more!”) students personal and social
is in upper-level high school. This is more elite Relatedness (connect the attributes, etc.
sport based.) game you are playing to other
Class notes → games that the students may
play outside of school)
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)
 Invasion / FMS (Primary + intermediate) – Rules – use small-sided, modified games to be Autonomy – From complexity Start with individual and/or group or
Territorial Walk, run, jump, slide, stop, sending inclusive and increase repetitions for all students theory or constraints led team challenges and personal bests
Hockey (strike, strike with implement), (limit big class games as much as possible) pedagogy, you allow students (PBs). Transition to cooperative, then
receiving (throwing/catching), • Prior to grade 2, include tag games to teach 1-3 options to ‘modify’ or competitive game and activity
Basketball
bend, curl, hold, lift, lower, pull, ‘condition’ the game (e.g., ball structures, etc. game formats. Debrief
Football ‘tag tactics’ which are the following four
push, stand, stretch, reach, swing,
Ultimate tactical skills that transfer to Invasion, types, goals, play space, etc.) with students on what these personal
twist, turn.
Soccer Net/Wall, & Striking/Fielding Games: Relatedness – Ask students and social attributes should look like,
Handball what game this is like that etc. Why they are important during
FSS (Intermediate and higher)
Etc. 1. Ready Position – Focus 1st on BALANCED they might play? Etc. game play?
– pass, dribble, rebound, Starts & Stops, Competency – Think “less is
shoot, punt, trap, etc. 2. Faking – Using body parts and eyes, more!” and KISS principles Start to implement teacher, peer,
REMEMBER:
Invasion /
(depends on the sport). See 3. Dodging – Using change of speed and over the course of the unit and/or self assessment on fair play
Territorial games the on-ball skills and off-ball direction, and AND lesson-by-lesson. In this and duty team fulfillment. See end of
should start at movements listed under the 4. Spatial Awareness/FBL - Knowing what is way you can really help them document for assessment sheet ideas.
grade 2. Before ‘Rules, Tactics, & Strategies of happening in front, behind, and besides (or focus and concentrate on
grade 2, focus on
Movement/Games’ for laterally). improvement.
tag games to
develop the additional FSS to work on. (For a detailed ‘tag games’ teaching unit plan
invasion tactics of: and lesson ideas, see the tag games image
ready position (i.e., included at the end of the document.)
balanced starts &
Think of how you can
stops), dodging, Then starting in grade 2/3, start to teach to the
incorporate the fitness
faking, and spatial following tactical problems progressively and
components into your FMS and
awareness (i.e., FBL
FSS activities, and games. The
– forwards,
sequentially:
main fitness components for
backwards, lateral
or side-to-side)
invasion / territorial games are: Tactic Problems – Scoring:
(Belka, 1998 & • Agility 1. Maintaining possession – on ball skills (obs):
2006). passing, faking, dribbling; off ball
• Speed
. movements (obm): boundaries & rules,
• Balance
• Reaction support = moving to catch.
NOTE: HERE IS 2. Penetrating / Attacking – obs: passing,
• Hand-eye and eye-foot
WHERE YOU CAN faking, dribbling, rebounding, various shots;
coordination
HAVE CROSS- obm: recognizing court spaces for shots,
• Power
CURRICULAR opening up to teammates for passing =
CONNECTIONS support, etc.
 (e.g., math, 3. Transition – obs: passing, rebounding; obm:
geometry, recognizing court spaces for shots, opening
physics, etc.) up to teammates for passing = support, etc.
Tactic Problems – Preventing Scoring:
1. Defending space – obs: base positioning
(i.e., ready position), guarding / marking;
obm: covering the court (individually or as a
team), sliding, etc.
2. Defending the goal – obs: goalkeeping
techniques; obm: playing angles, offensive
depth, etc.
3. Winning the ball – obs: tackling, stealing,
rebounding; obm: covering (i.e., help
defense).
Tactic Problems – Restarting Plays:
1. Beginning of game, Restarts after
violations, sidelines, & endlines – obs:
passing; obm: supporting.
REMEMBER: Consider the 4Rs model by
Hopper (2003):
• Read
• Respond
• React
• Recover
How can the 4Rs model complement your own
teaching as you move throughout the P-D-P-P
games teaching cycle?
REMEMBER: “YOU CAN’T HAVE ONE WITHOUT THE OTHER!” When games planning, remember to connect the FMS (or FSS) to the TACTIC(S). This in turn will
increase confidence and competence (i.e., motivation) AND enjoyment (personal and social attributes, etc.).

2. Go Around – How to Play:

• Goals are placed back-to-back in center of practice area.
• Teams of 3, 4, or 5 (depending on the team size) and no goalies