Introductory & Consolidation

Activities for Sports Studies.

Teamwork:
Communication:
Sportsmanship:
Olympic Values & Rules
Contents.
Teamwork
Team Ski-------------------------------------------------------------------------------------
Communication
Mine Field-------------------------------------------------
Sportsmanship
Good sports Charades-----------------------------------------------------------------------
Olympic values & Rules
TGFU Soccer--------------------------------------------------------
Teamwork (Team Ski)
The Activity:
Resources =
- Two 3-4metre long pieces of 2x4 (per group)
- 12 metres of rope for the guide ropes at
either end of the skis.
- Some cones to mark out the course points.
- A good attitude.
How to Play:
1. Select teams of 3-6 people.
2. They are to take a place on the planks with one foot
on either side like a pair of skis.
3. As a group they are to navigate from the starting
position (marked by cones) to another marked area
and back if desired.
4. They can do this by walking as a group or any other
method they come up with.
5. The conditions are that all of the members must
remain on the planks throughout the duration and
they are not allowed to touch the ground.
6. The person at the front and back have guide ropes
to help lift the planks for each step.
Things to Think About:
What roles are needed in the group? (Front
lifter/back lifter/caller for timing/ team leader/
encourager etc.)
How do you decide who does what?
What will make it easier?
Do you need to switch the roles at any point?


Teamwork
Team Ski:
Achieve something that you cannot achieve on your
own/better than on your own.
People Contributing different skills to the team.
Different roles such as;
- Team leader
- Designer/ ideas person
- Doers/workers
- Equipment manager


Introductory:
Emphasise the need for teamwork to achieve a
goal easier/better than if it was not done in a
team.

This can be done through firstly running the
activity with groups as it was designed to be.

Through doing so you can highlight to the
students how much they can
achieve together when they
work in a team, also looking
at the roles that a team might
need to function well.


Teamwork
Consolidation:
After this is done the students can be
directed to pay attention to the things that
they did working together that helped
them to complete the activity.
Once this is done through discussion they
can then try the activity with less people or
one person to see how much harder it is.
The intention here is to draw attention to
things that they may not have taken into
account before such as the number of
people they had helping them, the roles
that people took on such as the person
lifting the plank at either end and so on.
Communication (Mine Field)
How to Play:
1. Set out a playing area in an open space away from
obstacles (field or something similar.)
2. Place the mines scattered throughout the playing
area.
3. Organise the students into pairs one to guide and
the other is blindfolded.
4. The guider is to guide their partner through the
mine field safely so that they do not touch any
mines through to the other side or a safe zone that
is marked out.
5. They are to do this by only using their voices, they
are not allowed to touch the student that is
blindfolded.
6. The only time they are allowed to touch them is if
they are going to bump into something or another
student or are going into a hazardous area.
7. This game can be adjusted to use other methods of
communication as well as making it easier or harder
dependant on the age of the group
Things to Think About:
How are you going to guide the person?
What will you use?
What can you say so that
your partner will understand
where to go?
What do they need to know
before starting the activity?
The Activity:
Resources=
- One Blindfold between two students.
- Some cones to mark out the playing
area and the safe zones that students
are navigating to and from. (25-30)
- Some non-slip markers to place in the
playing areas mines. (30+)
Communication.
Mine Field:
- This game is designed to get students
thinking about ways that they can
communicate with each other.
- This Activity can be used in many ways
using different variations where the students
can begin just discussing what methods of
communication they might use, right
through to relating it back to sporting
examples.
- They might; discuss methods of
communication, what is effective
communication? How does this make the
activities harder or easier? How does this
relate to sport? Where have I seen these
methods of communication used in sport?
Etc.
Introductory:
- You can use the game to start a discussion
with the students getting them to consider
minor details of communication.
- Getting them to use one of the methods of
communication and discussing its pros
and cons.
- You may also use a simpler version of the
game to begin with just getting the
students to navigate to a point and back
rather than using a mine field.
Communication.
Consolidation:
- This activity can be adjusted by the teacher to
encourage the students to hone their
communication skills making them more concise
and effective communicators.
- It can also lead into more transferable examples
through sport relating the use of verbal
communication to a sporting context.
- This can be done by using passing as an exemplar
knowing who and when to pass the ball to.
- It can also be utilised in a way that incorporates
another method of communication such as hand
gestures.
Sportsmanship. (Good Sports Charades)
The Activity:
Resources=
- Scenario cards
- Action Cards
- A good attitude
Things to Think About:
- What might a good or bad sport look like?
- What makes them a good or bad sport?
- What do you do if someone is behaving like this?

How to Play:
1. The teacher will draw out a scenario card
and read it to the class.
2. One student is then chosen and they are
to draw out an action card (This will either
be good sport or bad sport)
3. They are to act in a manner dependent on
what the action card says relating to the
scenario that was read out by the teacher.
4. The class has to then try and work out
whether the chosen student is being a
good or bad sport.
5. This can continue for a number of
different scenarios having a different
student act out the scenario each time or
in groups.
Sportsmanship.
Good Sports Charades:
- This game is designed where the students are
participating in a somewhat real life situation to
judge what they think is acceptable and not.
- As the teacher you can take into consideration
what is happening in your own classroom to
create these fictitious scenarios so that they are
better related to your own surroundings
addressing issues that may be relevant.
- By looking at relevant issues it can address what
is happening in the classroom without the class
knowing.
- As they assess the situations through the
activity the teacher can see if there are any
inconsistencies with what is actually classed as
good and bad sportsmanship with beliefs that
students have prior to participating in a game
or sport.
Introductory:
- To get the students to have a similar idea and
mostly all agree on what they think good
sportsmanship and bad sportsmanship are is a
good place to be considering sport tends to have
conflict.
- You can use this activity to begin discussion with
the class/group, getting them to consider what
both good and bad sportsmanship looks like.
Sportsmanship.
Consolidation:
- Once the students have been exposed to critically
thinking about what good and bad sportsmanship
looks like they can then transition into coming up
with solutions or possible actions that can be taken
to resolve the issues.
- This can link into getting students thinking about
what the roles of rules are in activities or games.
- Through this they will gain an appreciation for the
rules that are in place and the process that has to be
undertaken to get effective rules in place.
- Elements of fair play can also be emphasised through
this activity being used for consolidation.
- By exploring possible actions to take in response to
poor and good sportsmanship students can be
guided to consider how their own actions affect the
other people that are involved in the game/activity.
Olympic Values & Rules.
(TGFU Teaching Games For Understanding)
The Activity: Soccer
Resources =
- A ball per group (3-6 people per group)
- Shape Cards (enough to go around all of the
groups so they get a good variety. )
- Cones to mark out the playing area.

How to Play:
1. Begin the activity by organising the students into
groups of 3-6.
2. One person from the group is to come to the
teacher and get a shape card.
3. The students are to pass the ball amongst each
other making sure that each of the people in the
group touch the ball.
4. This is done in the shape of whatever is on the card
that they got.
5. For example if the card had a triangle shape they
are to pass the ball amongst each other standing in
a triangle shape ensuring each person has a touch
of the ball.
6. They are to do this using their feet only. Not
touching the ball with any other part of their bodies.
7. This can be repeated as many time as desired
emphasising the use of feet only.
8. The students can be extended by getting them to
create their own shapes.

Things to Think About:
- What is the best way for us to stand to best replicate
the shape on the card?
- How can I use my foot to pass the ball the best way
possible?
- Which of the rules that we are given is used in the
game of soccer?
- How can excellence, friendship & respect be applied
to this activity?
Olympic Values & Rules.
TGFU Soccer:
- Through the use of this style of activity the students can
get to be slowly exposed to the rules that are applied to a
relatively complex game such as soccer.
- Because of this they can also be directed throughout the
process to incorporate the Olympic values throughout the
process.
- The method that TGFU goes through is where an original
game is being taught to a group, the emphasis may be on
tactical understanding, skill development or rule
understanding like we are doing in this instance.
- A simplified modified version of the game is used initially
with a focus on one specific aspect of the game (e.g. the
rule of passing with feet only.)
- After this activity has had some time spent on it another
aspect/rule is added, the game is adjusted and the
students try the activity with the recent change applied.
- This is repeated where a range of rules can be added or
steps repeated until eventually the original game is played
implementing all of the rules that have been learned
through this process.
Introductory:
- The beauty of using TGFU to expose students to
rules of complex games is that you can begin at a
very simple introductory level and as well it can
be advanced however fast as it is needed to cater
to their level of need.
- By starting at a very simple stage there is no risk
of information overload and therefore confusion.
- The implementation of the notion that they are
only allowed to pass the ball with their foot is on
piece of information that they can process.
- This also may be relatively unfamiliar and the
action itself may need work so developing the
activity slowly is imperative.

Olympic Values & Rules.
Consolidation:
- The progression of this activity can be done by
adding another simple rule that is used in soccer to
the game.
- An example of this might be to mark out a set
playing area and implement that they must
complete the activity within the designated area
and that the ball may not pass outside the area.
- A consequence can be put in place but is not
always constructive.
- From there you can introduce the use of a goal and
focus the activity on scoring points.
- This process can keep progressing the activity at
any rate that is desired ensuring that the students
achieve understanding until the original game is
played or the teacher deems otherwise.
The End.