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28 Cards in this Set
- Front
- Back
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Be able to WRITE 3 rationales for using the tactical approach
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1) Interests and excitement-provides exciting alternative through which students can learn to play games.
2) Knowledge as empowerment-aids children to easily and skillfully solve the problems each games situation has. 3) Transfer of understanding and performance-teachers can group lessons together that are similar in tactical complexity |
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Game Performance: Game play involves much more than skill execution. What are some (the textbook lists 6) components of game play?
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-making decisions
-supporting teammates who have the ball -marking or guarding opponents -covering teammates -adjusting position as play unfolds -ensuring adequate court and field coverage by mean of a base position |
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The tactical model and it’s 3 components
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1) Game form (representation, exaggeration)
2) Tactical Awareness (what to do?) 3) Skill execution (How to do it?) SEE NOTES FOR MODEL |
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Know table 3.1 “Games Classification”. Be able to WRITE the 4 classifications and 3 or 4 examples of each.
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1) Invasion games- basketball, soccer, football, ultimate frisbee
2) Net/Wall- volleyball, badminton, tennis, handball 3) Strike/Fielding-softball, baseball, kickball, cricket 4) Target-golf, pool, bowling, croquet |
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What is transfer of learning and why would you want to adhere to this principle (see chapter 2 as well)
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Transfer of learning is when teachers consecutively teach games with similar tactical goals in order to capitalize on their similarities
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Know the main “Tactical Concepts” for soccer. The concepts are in bold in table 4.1.
Know several “Tactical Problems” for each of the concepts. The concepts are in bold on table 4.1 and the problems are underneath. For example: Scoring is a tactical concept and attacking the goal is a tactical problem. |
Scoring- maintain possession, attack goal, use and create space
Preventing score- defending space and goal, winning the ball Restarting play- throw in, corner kick, free kick |
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Know a variety of skills one should know for each tactical problem (see Table 4.1)
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passing, dribbling, control, shooting, goalkeeping, marking, tackling, and clearing the ball
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At what grade level is softball generally taught?
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upper elementary through high school level
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Know the cloverleaf arrangement and the purpose of using this arrangement
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Purpose- student involvement and highlights what players should do and how to do it.
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Know the main “Tactical Concepts” for softball. The concepts are in bold in table 11.1.
Know several “Tactical Problems” for each of the concepts. The concepts are in bold on table 4.1 and the problems are underneath. For example: Scoring (Outs, Runners) is a tactical concept and getting on base is a tactical problem. |
Scoring- getting on base, moving runner, advancing to next base
Preventing scoring- defending space by infield, outfield position, defending bases, defending space as a team Communicating-communication between players |
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Know a variety of skills one should know for each tactical problem (see table 11.1) Softball
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base coverage
throwing from outfield rundowns positioning inform teammates of play |
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List two teaching cues for the forward throw in football
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hold like a can of pop
side to target |
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List the cues for centering the football
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knees bent
body in forward stance eyes on target release at belt |
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List all passing routes we learned in class
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hook pass- where the runner comes back for the ball
square out- its when the runner cuts to the right or left Slant- when the runner slants across the field Fly- runner just runs up field |
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T or F- a fumble in flag football is live ball and whatever team recovers the ball maintains or takes possession of the ball
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False
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T or F- In the regulation rules of flag football the ball carrier may jump or spin to avoid deflagging but may not dive through another player to gain additional yardage
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True
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Football: Flag and Touch
•Know the basic rules and playing regulations |
40 yards by 100 yards
2 22 minute halves with a 5 minute intermission 2 timeouts 60 seconds each 7 players fumbled ball is dead and given to other team |
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Various small sided games to maximize OTR’s and physical activity
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1 v 1 dribbling drill, narrow field to practice throw ins, 5 vs 5 possession, 4 teams of 4 and 4 goals
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Basic rules (slow pitch only)
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no bunting, no stealing bases, runners may leave the base after the ball crosses home plate, 10 players per team, 65-foot base paths
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Know various small sided games to maximize OTR’s and physical activity (we covered them in class)
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the clover leaf, running bases, eskimo softball
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Know several skills and cues for those skills softball
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Catching cues: both hands, cradle ball, eyes on ball, absorb ball
Throwing cues: ball to ear, step and rotate, follow through Catching grounder cues: eyes on ball, run to ball, get in front, glove on ground. |
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Ultimate Frisbee basic rules
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7 players 70 by 40 yards, throw off starts play, point is awarded for catching a throw in opponents ends zone, no contact, 10 second count=delay of game, 2 24 minute halves 5 minute overtime
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Cues for ultimate frisbee
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forhand pass-Cues: Face target, step with same, snap wrist, and follow through, elbow at hip
backhand- side to target, snap wrist, step towards target, follow through |
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Task analysis
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preparation, execution, and follow through
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Assessment two types
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formal/ traditional-fitness tests, etc.
informal/authenic- assessing games/game like |
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assessment terms
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rubric- criteria and standards used to evaluate students
performance criteria- descriptors in rubric product-the outcome or result of the performance process-technique, form, or elements to movement |
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types of rubrics
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checklist- used to assess whether criteria is present or not
point system-points are assigned to perfomance criteria rating scale-scorer must make a judgment about the quality of the performance criteria |
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A physically educated person must be able to...
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1) demo competency of motor skills
2) demos undersanting of motor concepts, tactics, and strategies 3) regularly participates in physical activity 4) maintains health-enhancing level of fitness 5) responsible for social and personal behavior 6) values all aspects of health and fitness |
