Logs (TGFU)
Journal
Lecturer: Mike Truman
Invasion Games.
1st Week:
TGFU:
Teams were made and split into two groups. This warm up activity required that a partner, with your partner you must try to tag one another in a specific zone. The tempo or pace of the game was gradually increased from walking to running. This is a good warmup for the students as it requires no equipment and can provide challenge between both students.This was then shifted into hopping you can mix this around, running on one foot, crawling etc.
During the lesson there was a prepubescent child playing amongst our class; there may be situations at practicum where a child or a guest from another class is playing with seniors and could get hurt. It is important to allude to the students that they need to be weary without hurting them, obviously you don’t want to be condescending to the student who is participating.
Rationale: Good warm up, easy to do, gets you into the mode of thinking for the task ahead. Have to be spatially aware and is able to consider what is around them whilst simultaneously reaching the target (your partner).
10 passes, moving into space, learning different strategies zone strategy one on one marking 3-1-3. Zone marking.
Stopping and starting different
Passing the rings 10 times then getting into the scoring zone and catching it to score. Can’t pass to the same person causes students to move into space
Effective strategies and utilization of a basic game of 10 passes. Using TGFU as a strategy to teach students is helpful as the limitations within the game causes the students to play around it. Adding the rule that the passer can’t pass to the receiver, providing an opportunity for the defending team to mark more players or add more pressure. Additionally, suggesting more pressure to the team members who have to be in space so they can receive a pass that isn’t easily intercepted. These limitations help to bring out learning through the game's structure/confinements.
2nd week:
Gender Inclusion
Some students may show signs of enthusiasm towards the game due to a lack of understanding of the concept or feel devalued. So the questions poses, how can we improve the inclusion of that student during our practicum? What strategies are we going to employ during this time? The ball is passed to every person to score, games that require more people participation like nonstop cricket for the batting team.
Decisions for why we selected stuck in the seaweed. Good movement game, everyone's included can implement teamwork to get them out
3rd week
Lesson was run by Abby and Tai’s group
Capture the flag is a game that many students know about and has multiple variations. This game is comprised of many skills and is best worked as a team rather than as individuals (which was investigated throughout the session). The game firstly started of as a slow paced game as many students didn’t want the risk of being caught out and sitting down which can be noted as a potential downside to this game. What could be implemented to change this is allowing students to go to a certain area or have a jail where they are revived, as a downside this could make it too easy. Strategies are extremely important and without this students will play as individuals as a lack of structure has yet to be formulated.
Would you use these games in your teaching? Why? Why not?
Yes and no, it really depends on what I'm trying to teach my students at the time. I felt that this game at a beginner level prevented students from working as a team or didn’t allow them to participate fully. The game was at a standstill and became more of a tag session rather than bringing an object back to your half. If there is too little success participants may feel the challenge is too hard, this could also reflect their lack of strategy to penetrate through the defense.
What specifically would you expect the students to learn.
As a potential lesson I could get students to think about how strategy impacts the quality of play, or how working as an individual rather than a team makes it difficult to succeed, reading holes in the defense and having timed attacks could emphasize in the lesson.However, Little time is given to students using balls skills and or handling as it only takes one successful pass to earn a point, therefore, learning the skill through this game is low.
Jonathan, Ezias and myself.
“Maui and The Sun”
Johno thought he would do something different with this lesson and play “Maui and the sun”. Using these terms or ideology is a great way to integrate our ties with the Treaty of Waitangi and support Maori culture. Throughout the lesson there was analogies with the sun and Maui being the mat and having to take it to one end. The ball would be moved by one team and the opposing team would make efforts to get them about by throwing a ball at them. This required a strategy session for both teams. It’s always good to have a strategy (especially in team games) to help add structure and teamwork rather than playing on a whim. Each team both decided on their plan and moved onward. After the game was won the result was clear between the two teams. One team had clearly strategized better by exploiting the rules, this meant that more constraints and policing could be used to create a more structured game. These are some key things to think about when making a game so that you cover all grounds with your students. In some cases, you may make a lesson and forget a key rule that is later exploited by students who pick up on this ie: you forget to say handover if dropped, the flow of the game and pace changes. This game later transitioned into a mat instead of a ball where students would have to move the mat to one end without being hit by the throwers. This game ties into the warm up session of ‘crash mat racing’ this was a valid warm up as it links well with the final game or forthcoming activities. Many of the elements needed to play crash mat racing ties in with the last activity, it also provided sufficient challenge and fun between the students that drove them to participate.
The main points of this lesson can be summed up as:
-integrates Maori and is a good way to reinforce Maori tradition and culture, In future try to resemble this as well
-the warm up activities were aligned with the forthcoming activities which are good as it relates to the preparation of muscles and movements required
-Strategies were used to increase quality of play and connect the students together as a unit
Does this game have anything to do with invasion games? It might not have that much relation to invasion games but the content within the games is important and there are still some underlying messages that do need emphasis within games. It is important to mention that this game isn’t within the criteria of invasion games but still possess skills that can be attributed to other games. Throwing at a target, co-operating as a team, strategy, having fun and enjoyment.
4th week
Julia and Tj’s lesson:
Initially started off with a warm-up game slight variation of 10 passes except for provided familiarities with a touch/rugby ball. This gave the opportunity for the students to use some of the skills and required techniques to be used in the forthcoming game (turbo touch) this made the warm up game highly relevant. Further, we were placed in two teams and were told the rules. Started with a kickoff and had a period in which as a group we could have strategic discussions. At first, the games lacked structure and centered around free for all positioning, this was evident when one team would be dominating another team lowering the amount of fun and in some cases results in lower participation levels. After more emphasis and guidance presented by the teachers and Mike, we were able to have discussion about passes and attack/defence strategies around the scoring zone. Upon reflection, this helped to build on our rate of attack and pressure on defence.
Would I teach this game in schools?
Yes I would, I remember playing this game in Intermediate and high school. This game presents a lot of fun and strategy reliant basis, this game can be easily modified to help cater for students range in abilities for example; cannot be touched with the ball in the scoring zone, change the projectile, possibly to a soccer ball/netball, allowing kicks to allow diversity, no mats but have zones instead. However, if I am to choose this game I must place large emphasis on safety and jumping onto the mats. Provide awareness on the hazards that the students may be exposed to ie; not landing on the matt, head clashes, player collision. As a warm activity, I could implement the ‘matt race game’ where students are to run and then land on the matt essentially moving the matt forward to a destination, this activity will help students get a sense of themselves in space, and positioning in relation to the matt.
4th week:
Clayton away, Ezias present, Johnathan present
Lesson was run by Daniel, Peter, and Tai
For their lesson, we had an introductory activity where a large ball was placed into the middle of a court and was accompanied with smaller balls alongside it. Two teams were situated each side of the court and when the game commenced rushed to the middle to gather as many throwing balls as possible, from here they each took turns targeting the ball in the middle. As the large ball was struck it would continue to move to the point where it would be considered a ‘point’ to the opposing team. This game was then given constraints and difficulties; first modification was the distance at which each team member threw from this made it difficult as it required more accuracy from the throwers and meant that it would slow down the tempo of the game as there would be inconsistent hits. Second modification the target was made smaller to hit (a smaller ball) thereby creating another difficulty; a smaller target area. Players were also allowed to gather balls from the middle section of the court given that it was position towards your side.
This game was tied into the forthcoming TGFU activity known as ‘Gladiators’ the game harnessed many attributes from the games played previously such as capture the flag. The ‘flag’ was represented as a rugby ball thereby privileging those who play rugby or touch type games. Dodgeball type skills were implemented into gladiators in which players within the activity were in danger of being hit by a ball making them return to their base and dropping a ball. Safe zones were allocated around the arena and were allowed only five seconds of saving time. Once in possession of the rugby ball players were allowed to run or throw the ball, if a drop or being hit with a dodgeball occurred the rugby ball will be reinstated in its original holding area. The game was then re-modified: medics were put in place, creating a constraint that you had to play carefully so that you were hit in a dangerous place so that medics were able to reach you. Also making it easier for the attackers to reach an the flag point given their defence had lower numbers.
Possible strategies: Maintain possession of all the balls, giving us the edge in defence, and no defense for them. Having set defenders and attackers. Going for the medics so they don’t have a form of revival. Having dummies flushing into the attacking area making it difficult for the defenders to choose who to target or having inadequate team stoppers
Strategies were
Tyne, Ash, and Brooke.
Bounce ball game was a variation of an invasion game. During the lesson, there were many adaptations to the game like the addition of more rebound nets and more balls introduced into the game. This brought forth strategy from each of the teams and was further demonstrated when one team had overpowered another. This game was hectic and all over the place, however with more constraints such as scoring and policing then students would have a drive to continue playing.
Would you use these games in your teaching? Why? Why not?
It’s always good to have variations in games to show students that skills are transferable and poses the same structure. However, not all games require flashy nets and equipment to produce a fun game, altering the constraints and limitations of the game add order and structure to the game. If the school does have the equipment at my disposal I would like to implement this into my lesson as teaches the students about the interception, strategizing, positioning, possession and other characteristics that coincide throughout invasion games. This as an addition to my game portfolio could benefit the students in not only skill learning but promoting fun as well.
8/9/2016
Clayton away, Ezias present, Johnathan present
Warm up tag was played first to commence the lesson, using an activity that has been used before is good for time management as students know what to do without explanation. This may be something to think about during practicum, getting students into a warm up routine. The first game was European bounce ball. Though, James has an injury and often cannot participate he was able to be included in the lesson by being placed in the center of the game. This is something to potentially think about when you have students who are injured or you’re deal with a class with the disability, how can you be creative and include students who are in wheelchairs? This is a potential strategy that can be used to optimize participation. The game introduced challenges and constraints, variated to four diagonal scoring areas and then changed to two diagonal scoring areas. The game started to get boring and confusing for the participants as there was a loss of understanding of what was going on. If a lesson looks like there is a lack of structure or confusion that could be a good indicator that the instructions could require modification or re-explanation to reassess what’s going on and then fix it.
In future lessons I would like to use this game as it introduced new dynamics to invasions games. The game projected a new element of throwing and catching into a deflecting net. Providing variety rather than always producing conventional games proves to be more exciting for the students promoting fun and enjoyment. If you come to the same lesson and play the same games every lesson it often becomes tedious, by adding variation and mixing up the rules and equipment students may be inclined to participate differently.
James’s group
Speedball is a game that many students would have played in a gymnasium layout.
Speedball is a good game that encompasses a variety of skills. Changing it up with different types of balls can change the tempo such as using a netball students will be employing chest passes. Using a rugby ball encourages throwing ball handling skills. This game allows students to problem solve during the scoring segment where the students have to land on the matt to score. This also becomes a potential hazard for students as they could land on the ground rather than the mat (which is always something to consider) this was also represented in the lesson when Billie missed the mat and landed on the ground instead.
Would you use these games in your teaching? Why? Why not?
I would use this game if I was planning to get specific elements or draws particular skills from it. From my experience students always seem to enjoy this especially the element where students need to land on the mat. This could be a good way to focus on intercepting (defensive) and moving into space, also highlighting the importance where crucial catches are required. This game is also considered to be an invasion game so students can transfer the skills they have learned from other games and adopt it into this game and vice versa. Say you want students to strengthen their chest pass or the three second dynamic you can also implement this. If you want it to be a touch handover you can also do this, making the game extremely adaptable to what you want students to learn about.
11/08/2016
This lesson consisted of our group teaching the lesson in conjunction with T, Kathryn Lilly, and Firstly, our group introduced crash mat racing. Two teams would go head to head with an objective to get the mat to a target area, the team quickest to complete this task wins. Players from each team would discuss strategy on how they would efficiently move the mat across the floor, variations of this included; running with more than one person; using the heaviest of team members together to gain maximal distance; acquiring a larger run up to hit the mat at speed; upon contact with the mat hit the front so the force is concentrated directly forward rather than on top. To make the game fair each team would have the opportunity to exchange mats to see if it would impact the result of the game.
The second component had similarities with the first activity, teams were given the objective to move a large ball from one end to another end. A modification was introduced allowing the opposition to get the opposite team ‘out’ if they were struck by the ball below the chest. Both teams devised strategies prior to commencing the game. One team had blockers who would defend those who were moving the object. The other team decided to catch the incoming dodgeballs and use them to deflect.
Lastly, the last activity integrated these the two prior tasks into one last game. The skills used in prior activities were supplemented for the last game. Teams were to move the mat (the objective) to the end of the room. If hit with a ball whilst doing this they are to sit down and wait until everyone is out or the ball has reached the target.
To make the game easier players were allowed to flip the mat essentially reviving someone who had been caught out. This made the game less boring as it provided a chance for more players to be reintroduced into the game. Over discussion with the class a suggestion of the game being ‘too slow’ or game not flowing properly. Players were also not allowed to stand back, they had to move into the danger zone.
Constraints: teams were not allowed to hold the balls once caught they were dropped onto the group. This gave the opportunity for more balls to be thrown by the opposition and depriving the ability to ‘block’.
Striking and Fielding.
15/08/2016:
Ezias present, Johno Present, Clayton away
For our introductory activity we were split into two teams and played non-stop cricket. This game required skills of batting, catching and throwing. A non serious game like this is a great way to introduce skills and fun into cricket. Cricket is usually frowned upon by those who don’t play it because it requires a lot of sitting from the batting team. Playing nonstop cricket is a great way to tackle this issue and allow students to all get a chance to bat, catch and bowl.
We then moved into developing the skills required to play cricket as mentioned above. The two groups were further split into multiple groups were within themselves they could increase their movements and ideas on how to bowl, catch. Throw. The teacher explains the movements and what is expected to provide information to the students so they can replicate it in the practice activities.
Further, from building on the skills learned prior the class was placed in two teams where they played a game of cricket. To give not only participation, but a chance players were allowed to face the ball four times whilst batting and bowl the ball four times, this would rotate regularly throughout the game. Bowlers situated on either side of the stumps were established to improve the rate of bowling to ‘speed up the game’.
Mike provided further information and quizzes in our groups about cricket to give additional knowledge about cricket. This strays away from the game itself and educates students in cricket etiquette. What are ten ways we can get out in cricket? What’s an ODI? What’s LBW? What’s an over? Players are given two minutes to arrive in batting position.
Michaela's lesson
6 wicket cricket was a variation of cricket but yields more participation and pace to the game. Quite often cricket as a striking and fielding game is difficult to introduce to students as half the team is sitting on the bench and the other half is fielding. This can create boredom and promote lower participation rates. When having a lesson you want students to have more time interacting within the game context, thus 6 wicket cricket could be a good alternative.
Shifting the game to non-stop or having it paused when the ball is retrieved to the baller is still a good introductory activity. Having a smaller field or zone where the game is placed also helps in improving the pace.
1: I personally would use this game in lessons to help students learn the basics of cricket as well as practice skills that are encompassed within cricket.
2: I would want students to learn about the communication aspect as well as the skills required in fielding, catching, throwing, bowling batting.
Julia’s group ran a conventional game of T-ball
T ball is a good way to start students on a more charitable version of baseball. T ball allows students to hit the ball at their discretion without time or pressure. The downside, you lose a pitcher who can develop their skills at pitching, though this becomes difficult if the student is struggling to hit a moving ball. So as a stepping stone or a scaffolder I would use T ball as a way for students to achieve more in batting in T ball. In addition to honing in and preparing for the batting sequence.
13/10/16
Tennis:
Got into groups, taught beginning levels of tennis (everyone is new to it) tgfu style, what to look for how would you teach this to students? Grip ? positioning ? beginning activities to help guide learning. This activity could be run with students where they need to research the begin levels of tennis, this could also be used to help teach students of the correct way during a biomechanics unit. We then went to the courts after sourcing our information from the internet or prior knowledge. We didn’t move straight into the activities we firstly practiced the game skills ourselves and then transitioned into the forehand. Peter and Dan explained some cues “pat the cat” “or the bottom of an eight” and an activity where you would play one on one only performing the forehand and then moving onto a 2 v 2 when one of the players fail to return the ball. Breaking down the form and skill needed to perform a forehand is important as you need to give students practice in the conventional way that can help students identify issues in their form prior to the instructions. Suggesting the element where the game then turns into a challenge after practicing the forehand movement situates the routine closely with a tennis game.
The class then was called back and moved into the technique for backhand. Some basic tips, grab the racquet on an angle and proceed similar to the forehand, however use your dominant foot during the backhand swing.
Providing routines and analogies can provide amusement and fun for the students, making it an exercise for each group to supply an analogy to help students remember cues for the performing the forehand can be effective.
17/10/16
Serving and volley are some of the important skills that are needed in a game of tennis. It is also noted that these skills can be very difficult to illustrate and perfect. This makes it a challenge for the teacher; what are some potentially effective cues and key points to help students learn these movements? When learning a new skill it is often difficult to learn without guidance in some cases this constant failure could discourage the students from moving onwards. Different classes and students all start at different levels. How can we as teachers’ maximize success and give students a chance (especially to those who are less coordinated). So using TGFU how can you draw out this learning instead of creating constant drills where the students might not be able to implement in a game context? These are some of the things I need to think about moving forward into my teaching.
20/10/2016
Today's lesson consisted of choosing activities within our groups to be taught to the class with the intentions of bringing out specific techniques and skills. This calls to the rationale of each game you decide to play with your students. The idea of TGFU is not simply ‘playing games’ but to provide an environment where students can hone and produce skills as well as perfect them a game atmosphere or context. There’s no point in playing a game that doesn’t provide learning to students and is solely based on enjoyment (though enjoyment is important). To emphasize this we listed down the specific learning that we would get from each activity. Turbo touch, castle catapult, benchball, and multisport. The two games we played in the lesson was benchball and multisport. Benchball is a great game that incorporates netball movements such as the chest pass, and the three second rule as well as the importance of bringing the ball to one side and holding possession. Multisport is the other activity we played and is good because it crosses over multiple invasion games that encompass the same definition and style. This game can be used to show the connections that cross between each game such as soccer, hockey, turbo touch, net. Though the equipment may vary it is important to note that the fundamentals in these games remain similar. Such as marking, possession, communication, attacking and defending. When explaining these cues and key points explaining to the students the details of attacking and defending instead of the superficial explanation of “today we’re learning about attack”. For example improving our 1 on 1 marking skills, maintaining possession, shooting on target, ball handling skills, moving into space, spatial awareness etc. Being specific to the students so that they are aware of how and what they need to look for throughout the game.
I would play multisport as an introductory activity that is casual, yet shows the variety of invasion games, to support the definition. Students can make a clear differentiation between these games opposed to targeting games and so forth. I would like students to learn about the core fundamentals that underlie these activities what have been suggested above.
The experiences in Edcurric 231 reinforces the content of learning in an open environment and a game context to optimize learning. Situating this into context has helped me to better understand the rationale behind TGFU and to compel implementation in my lessons with my future students as I believe it holds significant value for the growth and development for students.