Philosophy of TGfU

First Author(s): Second Author(s): Note: Everything must be referenced according to the APA Guide. References are added in the text (short version) and at the end of the page (long version)

History(who/when/where was the TGfU approach developed?)

The Teaching Games for Understanding (TGfU) approach was developed in the early 1980s at Loughborough University in Leicestershire, UK. Itwas developed by David Bunker and Rod Thorpe upon noticing that when students left school they knew little about how to play games because they had to use their decision-making skills (Arajo, Button, Chow, Davids,Renshaw & Shuttleworth, 2007). Students were also having difficulty transferring previously learned skills over to game situations. This resulted from the focus on learning technical skills in physical education classes with little to no emphasis on strategy and game sense. In 1982 Bunker and Thorpe introduced their model for teaching to the public with their article, A model for the teaching of games in the secondary school. Since the release of this article the TGfU approach to teaching in physical education has garnered a great deal of attention internationally, with many scholars and teachers writing a large number of their own articles about this relatively new model of teaching (Mandigo, Butler, & Hopper, 2007).

Philosophy(why was the TGfU approach developed?)

Before TGfU, the common physical education philosophy was to focus on the acquisition of skills through specific sports related drills. The problem with this philosophy was that: a) students showed a lack of technical skill transferability between drills and game situations b) students were unsuccessful at certain drills which made them feel as if they could not participate successfully in the game c) students wanted to play the game rather than focus on skill acquisition drills (Mandigo, Butler, & Hopper, 2007) The learner-centered TGfU model was developed in order to address these issues. The philosophy of the TGfU is to enhance physical literacy through the teaching of game-like activities in an inclusive, non-threatening, highly motivational environment. These types of environments can provide students' with the opportunity for an optimal learning experience. The emphasis being on player decisions and individual readiness. The teacher/coach takes on the role of facilitator and creator of problem situations. (Light, 2005) TGFU is an approach which directs students toward understanding strategies about why a skill is performed before they learn how to perform. In other words, TGFU emphasizes a deeper understanding of tactics before teaching movement techniques (Arajo et. al, 2007). Thorpe states that "the basic philosophy of TGFU is that a person can play games with limited techniques and, even with limited techniques be very competitive" (Arajo et. al, 2007).

Benefits (According to research, what are the benefits to using the TGfU approach?)
Teaching Games for Understanding creates an environment where students can formulate their own opinions and answers through critical thinking and problem solving. This approach breaks games skills down into step-by-step movements that allow the students to be more successful at complicated skills. As students begin to develop their skills in a given task it can increase the

amount of active participation and, promote enjoyment for participants (Webb & Pearson, 2008). Skills acquisition are developed within low organized or simple games, by doing so educators can remove the aspect of varied skill levels and therefor create an equal playing ground for the whole class. Many skills, technical and tactical, can be transferred from game to game. Teaching Games for Understanding allows the students to understand this transfer process and therefore can increase game competence; while at the same time, having fun learning. This model not only benefits the students, but the teacher as well. Assessment can be done more effectively by pinpointing the specific area that needs more improvement. The TGfU model recognizes differences in developmental levels and allows student/athletes to work at their own rate, while teachers/coaches help facilitate learning through situational experiences which allows the student/athlete to understand a games principles and concepts at a deeper level (Butler et. al., 2003. pg. 5). Through both mental and physical engagement, TGFU promotes the overall knowledge and understanding of the game (Webb, 2008). TGFU gives the students an opportunity to gain essential knowledge and skills, which allows them to be able to participate in a variety of games (Mandigo et. al., 2007).

References
Arajo., D, Button, C., Chow, J,I., Davids, K., Renshaw, I., & Shutleworth, R. (2007) "The Role of Nonlinear Pedagogy in Physical Education." Review of Educational Research, 77 (3), 251-78. Butler, J., Griffin, L., Lombardo, B. & Nastasi, R. (Ed.). (2003). Teaching Games for Understanding in Physical Education and Sport. Reston (VA): NASPE. Light, R. (2005) "An International Perspective on Teaching Games for Understanding." Physical Education and Sport Pedagogy, 10 (3). Mandigo, J. , Butler, J. , & Hopper, T. (2007) What is Teaching Games for Understanding? A Canadian perspective. Physical & Health Education Journal, 73(2), 14-20.

Webb, P., Pearson, P. (2008, January 21). An Integrated Approach to TGfU. Retrieved October 24, 2008, from http://74.125.95.104/search? q=cache:AaG_GeR4_h8J:caef.flinders.edu.au/sie2008/Presentations/An%2520integrated
%2520approach%2520to%2520TGfU.ppt+TGfU+benefits&hl=en&ct=clnk&cd=4&gl=ca,

The Model
First Author(s): Kiersten Wild Second Author(s): Chris Smith Third Author(s): Nic Skrabek Note: Everything must be referenced according to the APA Guide. References are added in the text (short version) and at the end of the page (long version)

Traditional Model
The traditional model follows the following format: warm-up, skill development, modified game, and then the actual game. The idea behind the traditional model is that once a student has learned the skills necessary to a particular sport, that student will inherently be able to play that game in a proficient manner. The student or players will be able to take the skills that they learned in isolation through practice and apply them to a game in an appropriate way. Lessons in the traditional model are more behaviorist and knowledge based with the students being told what to do and how to do it. Assessment tends to be based on how a student performs a skill or how well they play the game (Forrest, Webb & Pearson, n.d.). Traditional Model 1. Skill Execution 2. Game Form 3. Performance 4. Making Decisions 5. Tactical Awareness Much research and observation has been conducted on the Traditional Model. Negative results dealing with student engagement, self confidence, belief and even enjoyment were discovered (Forrest et. al., n.d).

TGfU Model
Teaching Games for Understanding is a methodology that encourages physical activity, engagement and enjoyment while promoting a greater understanding of the aspects found in structured games(Forrest et. al., n.d).TGfU places an emphasis on play, where tactical and strategic problems are posed in a modified game environment (Webb & Thompson, 1998). The desired outcome of the activity is taught before the specifically required skills. This allows students to see the reasoning behind the skills that they will be learning. Instructors adapt and modify aspects of the structured games to meet the individual needs of their students. By allowing the students to participate in a modified version of the game, they can begin to understand tactical and strategic problems that are associated with the activity.It also has the added benefit of putting students that may have some difficulty with skill acquirement on more level ground with students who pick up skills quickly. It creates an even playing field between the athletes and the other students in the class. Also, these individuals are then more motivated to learn specific skills, because they are able to see the connection between what is being learnt and the positive effect it has on the overall activity (Piltz, 2002). The TGfU model is student-centred, adapting to the needs of the student; in keeping with the "every child principle". Since being hypotheses several variations of TGfU have been researched and developed. TGfU Model 1. Game 2. Game Appreciation 3. Tactical Awareness 4. Decision Making

5. Skill Execution 6. Game Performance For example, for teaching team games: Stage one: Developing control of the object (low organized game) Stage two: Complex control and combinations of skills (lead up game) Stage three: Beginning offensive and defensive models (play game with modified rules) Stage four: Complex game play (play actual game)

Models
Model Games Sense by Bunker and Thorpe (1982) The principle behind Model Game Sense was to create activities that mimic structured games but were modified to match the abilities of the students. The educator facilitated learning rather than dictating it (Georgakis & Light, 1991). Educators would decrease the difficult of the activity to match the current level of the students. Once students understood the underlining concept of the activity the complexity of the activity would increase. This would continue until the activity resembled its original form. Examples of this would be to increase the height of a net as skill levels increase. Play Practice by Alan Launder (2001) The overall goal of Play Practice was to develop a method of introducing sport while establishing it as a valued part of our youths everyday lives. Lauder strove to have educator-created game-like situations that would result in play that created a meaningful learning experience (Piltz, 2002). Games would be simplified or adapted to stress a meaningful lesson. However, the overall rules of the activity would remain the same. Examples of this would be 3 on 3 Basketball or having to pass four times before attempting to score. (Outline and describe the steps of the model)

Comparing the traditional to the TGfU model

When comparing the traditional model to the TGfU model it is important to keep in mind that the underlying philosophies of both models are different. The traditional model follows a more basic format: Beginning with a warm-up, then leading into skill development, integration of a modified game and then ending with the game. The primary outlook to this approach is that once students have mastered the necessary skills, they will be prepared to excel in the game. This model is traditionally teacher directed and students are assessed primarily on their skill over effort. The TGfU model has a more engaging and student independent approach. The TGfUs models main objective is to create a greater understanding of all aspects of the game being taught by putting skills into context. There is no set format that needs to be followed. Assessment focuses more on a students improvements and efforts (Forest et. al, n.d.).

Questions that should be asked/answered while learning with the TGfU Model

Skill and movement execution - "How do you ...?" Tactical awareness - "What did you ...?" Time - "When do ...?" Space - "Where is/can ...?" Risk - "Which choice ...?" Motivation-"why am I ..."(Koleric,R) Spatial awareness-"who is on my team"(Koleric,R) Completion-"how do I win" (Koleric,R) (Butler et. al, 2003. pg. 3)

References
Butler, J. (2005). The Reflection & Projection on TGFU From North America's Perspective Retrieved on January 13, 2009 from http://www.tgfu.org/The%20Reflection%20and%20Projection %20on%20TGfU%20from%20North%204.pdf Butler, J., Griffin, L., Lombardo, B. & Nastasi, R. (Ed.). (2003). Teaching Games for Understanding in Physical Education and Sport. Reston (VA): NASPE. Forrest, G., Webb, P. & Pearson P., Teaching Games for Understanding (TGfU): A Model for Pre Service Teachers Retrieved on November 4, 2008 from http://www.penz.org.nz/downloads/IchperConf/FOR06014_final.pdf Georgakis, S.& Light, R. Can Game Sense make a difference? Australian pre-service primary school teachers responses to Game Sense pedagogy in two teacher education programs. Retrieved on November 4, 2008 from http://www.aare.edu.au/05pap/geo05240.pdf Piltz, W. Developing competent and confident game players using a Play Practice Methodology. Retrieved on November 4, 2008 from http://fulltext.ausport.gov.au/fulltext/2002/achper/Piltz.pdf Webb, P., & Thompson, C. (1998). Developing thinking players: Game sense in coaching and teaching. "Sports Coach 1998: 1998 National Coaching and Officiating Conference". 610-613.

Teaching TGfU

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Teaching Implications
Teaching games for understanding allows students to learn imperative skills that can be transferred to several games, rather than just one (Butler, Hopper & Mandigo, 2007). To teach using theTeaching Games for Understandingmodel, some teaching points are in place to allow teachers to make successful games for their students. Some examples of teaching points are: 1. To provide rules for the students that will ultimately affect attributes of the game such as the number of players for the game or the type of equipment (Ellis, 1986). 2. A set of rules that the teacher presents in which the student chooses from, such as type of ball used or scoring rules (Ellis, 1986). 3. Conditions that the teacher puts in place as well as student involvement on how the conditions are met such as the area of play or what happens if the ball hits the net (Ellis, 1986). 4. Finally, presenting suggestions that can be in the form of a question such as how can you position your body to intercept the ball or look for open spaces (Ellis, 1986). Clearly, it is crucial that physical educators realize the importance of teaching games for understanding and how to properly implement the strategy. This allows for increased participation and makes physical education and tactical games more enjoyable for all students. When students are taught how to understand the structure of games and movement skills, tactical understanding and skill execution can be learned, transferred and perfected (Butler et al., 2007). Educators/coaches must have a deep understanding of games both within and across categories (target, invasion, striking/fielding and net/court) (Forrest, Webb & Pearson, 2006).Student's that have been taught both the basic and advanced aspects of sport through use of a positive media , should be more likely to value an active life style. Hopefully these teaching and learning models can help generate more interest from students and athletes to participate by having them learn through games, as opposed to simply learning about games (Butler et. al., 2003, p.1). I could not put this any other way: "Adoption of this model will give pre-service and practicing physical education teachers a process that allows them to firstly develop an elementary and then an advanced understanding of the elements of games within and across categories and secondly allows them to develop appropriate modified games and guiding questions to provide opportunities for critical thought in games in their lessons" (Forrest et. al., 2006, p. 8).

Pedagogical Principles
Butler, Hopper and Mandigo (2007) describe that the teaching games for understanding model is a learner-based approach where the goal of the physical

educator is to create physically literate students. Butler et al., (2007) highlight four pedagogical principles that are used when teaching this model: Sampling - This provides the students with situations to realize that skills, rules and tactical solutions can be transferred between different games. For example rolling a bowling ball and doing an underhand serve in volleyball are similar skills. Students will be able to make connections like this. Game Representation - This is where the educator creates developmentally appropriate game-like situations to demonstrate how to use a certain skill in a game. Exaggeration - This principle focuses on one particular point in a game and based on this a game is created so that the students can learn about this scenario. For example, altering the dimensions of the court in net/wall games exaggerates the importance of strategic implement placement. Tactical Complexity - This point demonstrates that there should be developmental progression of tactical solutions. "A physically literate person moves with poise, economy and confidence in a wide variety of physically challenging situations, is perceptive in reading all aspects of the physical environment, anticipates movement needs of possibilities and responds appropriately with intelligence and imagination" (Whitehead, 2001)

Misinterpretation
I believe that there is a misinterpretation in the assumption that students "like" TGfU more then the old model. Being in my practicum over the first semester, I have learned that many students still prefer the old model over the TGfU model. Just food for thought...(Koleric, R.). I am in agreeance with (Koleric, R) that there is a misinterpretation that students "like" TGfU more than the old model, however, I do believe in the overall goal of TGfU, which is aiming for increased student participation and increased understanding of games. There must be a balance between what the students like and what will benefit them most outside the classroom. If the majority of students had their way there would be months of Basketball and Floor Hockey, etc. (Johnson, H).

References
Butler, J., Hopper, T., & Mandigo, J. (2007). What is Teaching Games for Understanding? A Canadian Perspective. Physical &Health Education Journal. 7(2), 14-21. Ellis, Margaret. Rethinking Games Teaching. England: Nene Litho, 1986. 61-65. Forrest,G., Webb,P., and Pearson,P., (2006) Teaching Games for Understanding; A Model for Pre-service Teachers. Health, Physical Education, Recreation, Sport and Dance Journal. 1-4. Butler, J., Griffin, L., Lombardo, B. & Nastasi, R. (Ed.). (2003). Teaching Games for Understanding in Physical Education and Sport. Reston (VA): NASPE.

The 4 Game Categories

First Author(s):Ryyan Koleric Second Author(s):Justine Ducharme Note: Everything must be referenced according to the APA Guide. References are added in the text (short version) and at the end of the page (long version)

Why Four Categories?

Having four categories within the TGfU model has many benefits for implementation. It creates a straight forward picture for teachers and students by outlining the similarities and linkages of strategy between the games within each category. It gives children a wide variety of opportunities to learn new aspects of sports (Pearson & Webb, 2008). Cognitive skills such as tactics, decision making and problem solving are learned (Pearson & Webb, 2008). In each category the games involve similar goals and/or tactics. Therefore, the games in each category have many similar skills, rules, and concepts. As Mandigo explains, "By exposing students to the primary rules, fundamental skills, and tactical problems associated with the game in each category, students become able to participate in a variety of games" (2004). There are many students that will not participate in sport simply because they feel they do not have the skills to do so. The greater the variety of games that students are able to take part in, the greater the chance that students not interested in physical activity will find an activity they do indeed enjoy. Having four categories allows for the notion of "all games in each category have similar concepts and share similar tactical problems to be solved allowing transfer of tactical understanding across games" (Webb, 2004). The four categories also create a balance of transferable skills that can be used in sports and also the real world.

Invasion/Territory Games

<---- football A main component of an Invasion/Territory game is to score points in an allotted amount of time by invading the opponents territory (Pearson & Webb, 2008). Although not essential, you also want to keep your score to a minimum however you can still be victorious by outscoring your opponent. The majority of Invasion/Territory games rely heavily on offensive and defensive strategies. Football and Rugby are great examples of invasion\territory games(Pearson & Webb, 2008). Hockey, soccer, handball, ringette, and basketball are some other examples in this category.

<---basketball

Striking/Fielding Games

<-----Cricket Striking and fielding games involve and offensive team (striking) and a defensive team (fielding). The primary objective of the striking team is to hit the object into a specified open area, while the fielding team tries to catch the object or get it to a designated area. Some traditional striking/fielding games include baseball, softball, tee ball, and cricket.

<---- tee ball

Target Games

<------Curling "The aim of a target game is to place a projectile near, or in a target in order to have the best possible score." (Forrest, Pearson & Webb, n.d.) Traditional target games would include games such as darts, golf, curling, lawn bowling, and archery. A TGfU target game would include something along the lines of disc golf, the combination of frisbee and golf. Also known as "Frolf."

<--- disc golf

Net/Wall Games

<-----tennis What you want to do in a net/wall game is place/hit/maneuver the ball or object into your opponents court within the boundaries that are placed. The most recognizable games are volleyball and tennis, while squash, badminton and racquetball are also great examples (Pearson & Webb, 2008). Not commonly recognized, wall-ball and 4-square are classic elementary school examples of net/wall games.

<---- beach volleyball

References
Forrest, G., Pearson, P., Webb, G. F. (n.d.). Teaching games for understanding (tgfu) in primary and secondary physical education. Retrieved October 24, 2008, from http://www.penz.org.nz/downloads/IchperConf/WEB06004_final.pdf. Pearson, P., Webb, G. F. (2008). An Integrated Approach for Teaching Games for Understanding (TGFU). Retrieved October 20,2008 from http://ro.uow.edu.au/cgi/viewcontent.cgi? article=1053&context=edupapers Mandigo, J. (2004) When Can We Play the Game? Retrieved October 27, 2008 from http://www.cahperd.ca/membersonly/e/intouch/documents/PEUnderstandingGames.pdf

Invasion Games
First Author(s): Hillary Johnson Second Author(s): Rachel Mungal Note: Everything must be referenced according to the APA Guide. References are added in the text (short version) and at the end of the page (long version)

General Information
Invasion games are team games in which the purpose is to invade the opponents territory while scoring points and keeping the opposing team's points to a minimum, and all within a certain time period. These include sports where the ball is being carried or caught across a line, thrown or shot into a target, or struck with a stick or foot into a specific target area (Pearson & Webb, 2008). Invasion games are the most strategic types of games with many transferable skills (Koleric, R). This encompasses a wide range of sports: Football Rugby Basketball Lacrosse Hockey Ringette Bandy Soccer (otherwise known as football in places other than North America) Ultimate Frisbee Handball Polo Water Polo Chess* Field Hockey

Transferable Skills
The following is a list of some transferable skills that are common among most, if not all Invasion/Territory games.

Sending an object:For example, throwing a ball or a disk, kicking a ball

or passing a puck, ball or ring with the appropriate apparatus. Receiving an object:For example, catching with the hands, cradling a ball with the feet, or receiving an object with a stick. Dodging:Dodging typically refers to maintaining personal space, making sure not to collide with other players or objects. Change of direction:Changing the direction your body is traveling is an extremely important skill to all games in this category. Traveling in multiple directions:An important part on both the offensive and defensive side of these games is being mobile; going forwards, backwards, to either side, and to all diagonals. Speed & Agility:An important skill in many games within the category of invasion/territory and in other categories as well. Spatial awareness:Spatial awareness is a key concept within this category, and is useful in many other categories. Through TGfU, students can easily develop the complicated skill of recognizing their position with

association of the object of play (ball, Frisbee, etc) and their opponent. Spatial awareness might be one of the most important skills a student could possess when attempting to master more complex games. Change of speed:Being able to change speed is a skill as well as a strategy within the invasion category. Anticipation:While anticipation is not a necessary skill it can be extremely valuable when playing defense in these types of games. Footwork:Having good footwork will not only improve balance, it will aid in learning all of the above skills. (Griffin & Butler, 2005)

Strategies common to all Invasion Games

Offense Level of Complexity

Maintain Possession 1-Low Level Avoid defensive players 2- Medium Level Create space for team mates 4- High Level Create space for yourself 4- High Level Attack goal 4- High Level

Defense
Defend goal 4- High Level Defend space 5- High Level Gain Possession 3- Medium Level Defensive positioning Playing area coverage Predicting opponent's move (PlaySport, n.d.)

Common Tactics
To create space while invading your opponents territory To contain space while the opposition is invading your territory To use a net, goal or target for scoring purposes (Butler et. al, 2003) Strategies used in invasion/territory-type games include: Strategy Tactic Offensive Possession of ball/object Attempting to move in the direction of the goal Moving and creating open spaces Attacking the goal Defensive Staying between the offensive player and the goal Use hands, feet, stick or body to prevent a pass or scoring attempt Protecting a goal (e.g., net, end zone) Regaining possession of an object

(Play Sport, N.d)

References
Griffin, L.L., Butler, J.I. (2005) Teaching Games for Understanding: Theory, Research, and Practice Human Kinetics. Retrieved October 26, 2008, from http://books.google.ca/books? id=3OmCjmk-MEoC&printsec=frontcover PlaySport. (No Date). Key Tactical Solutions. Retrieved October 26, 2008, from http://www.playsport.net/en/keytactical.cfm PlaySport. (No Date). Transferable Skills. Retrieved October 26, 2008, from http://www.playsport.net/en/Transferable-Skills.cfm Pearson, P., Webb, P. (2008) An Integrated Approach to Teaching Games for Understanding (TGFU). Retrieved October 28, 2008, from http://ro.uow.edu.au/cgi/viewcontent.cgi? article=1053&context=edupapers Butler, J., Griffin, L., Lombardo, B. & Nastasi, R. (Ed.). (2003). Teaching Games for Understanding in Physical Education and Sport. Reston (VA): NASPE.

Target Games
First Author(s): Ryan McGavock, Derek Tyler Second Author(s): Note: Everything must be referenced according to the APA Guide. References are added in the text (short version) and at the end of the page (long version)

General Information:
In target games, a player either throws, slides, or strikes an object with the goal of having the object land closest too or in a designated target. Griffin et al. (2006, p. 21) Target games can be in the form of either a team sport or an individual sport andsub-categorized into being either unopposed (e.g. golf, archery, ten pin bowling) or opposed (e.g. lawn bowling, curling, shuffleboard). The same source also explained that with opposed target games players can prevent their opposition from scoring by knocking or blocking their opponent's ball or rock to an unfavorable position in relation to the designated target. This means that when participating in an unopposed target game, a player focuses solely on their execution in an attempt to be as close to the target as possible, whereas in opposed target games, the player has to be aware of their opponent's execution as well as some offensive and defensive strategies. Modified versions of target games should consider the students physical, cognitive, and social states of development in order to be successful (Arajo., D, Button, C., Chow, J,I., Davids, K., Renshaw, I., & Shutleworth, R., 2007).

Transferable Skills:

Transferable skills are skills that can be acquired in one game and utilized in other games as well. In order for these skills to be transferable, the games must be similar to each other. Games can be grouped into categories or divisions so that students can identify common features such as tactics, rules, and skills more easily (PlaySport, n.d.). Transferable skills that are common to target games are: Players must be able to demonstrate hand-eye, foot-eye accuracy Players aim and shoot/throw/roll/etc. for a goal target Players utilize the synchronization of numerous body parts when releasing the object used in the game Both gross and fine motor skills are used to alter the flight/path of the released object

Possible Transferability Out of Context:

These skills obtained from target games can benefit jobs such as bartending and extensive manual labour. The ability for people to be "ready" for unexpected events such as catching things that may fall or inadvertently be hazardous to you while you work. Increased hand-eye coordination will definitely be an added asset for these types of jobs (Koleric, R).

Strategies common to all Target Games:

It is commonly believed that the goal of any target game is to get a "bulls eye" by hitting the middle of a given target, however there is much more strategy to target games then one might believe. If the target game being played is unopposed, it is likely that only offensive strategies will be used. However, if the target game being played is opposed, then it is more likely that both offensive and defensive strategies will be used (Griffin et al., 2006, p. 21). The following are some common offensive and defensive strategies (www.playsport.net/en/Transferable-Skills.cfm). Offensive strategies - Aim and accuracy are the main focus. The goal is to have the final location of the object be as close to the designated target as possible. This is achieved by controlling the object's speed and trajectory. You must plan your path to the target. For example, throwing a bulls-eye in darts. Defensive strategies - There are several strategies that can be implemented within target games. Blocking your opponents path to the target is a very common strategy. Using your ability to control aim and accuracy, have your object rest in an area that blocks a path and decreases your opponents chances of having their object be closer to the target than yours. For example, setting up a guard in curling so that your opponent cannot take out your rock. Tactical aspects of Target games such as the aim and accuracy and the protection of the target come with a degree of complexity. For example, aim and accuracy is a 1-Low level of complexity while the protection of a target is a 4-High level complexity (PlaySport).

References:
Arajo., D, Button, C., Chow, J,I., Davids, K., Renshaw, I., & Shutleworth, R. (2007) "The Role of Nonlinear Pedagogy in Physical Education." Review of Educational Research, 77 (3), 251-78.

Griffin, L.L., Mitchell, S.A., & Oslin, J.L. (2006). Teaching Sport Concepts and Skills: A Tactical Games Approach. Windsor, Ont.: Human Kinetics. Guest Editorial. (No Date). Teaching Games for Understanding. Quality Daily Physical Education, 6(1), pp. 1-9. PlaySport. (No Date).Transferable Skills. Retrieved November 1, 2008, from http://www.playsport.net/en/Transferable-Skills.cfm Nothing to add - Tin Tran

Striking/Fielding Games
First Author(s): Second Author(s): Note: Everything must be referenced according to the APA Guide. References are added in the text (short version) and at the end of the page (long version)

GENERAL INFORMATION

The main concept behind striking/fielding games is that when you are on offense you are striking an object (example: batting in baseball), and when you are on defense you are fielding an object (example: throwing the ball in cricket). Players can only score on offense by hitting a specified object into open area, and then advancing to designated areas(PlaySport [PS], no date). Players on defense will attempt to stop the offense from scoring by catching the object while it is in the air before it hits the ground or by retrieving the object and bringing it to the specified area before the offensive player gets there (PS, no date). Tracking, player will have to predict the path of the object in play (whether it be a baseball,cricket ball. ect) in attempt to hinder the progress of their opponents. One of the most common striking/fielding games is baseball. Other variations include games such as cricket, slow-pitch, 3 pitch, soccer baseball, tennis baseball, rounders, lob ball, and many others. Striking/fielding games are an excellent way to teach fundamental skills such as catching, throwing, running and striking(Butler et.al., 2003. pg. 29).

TRANSFERABLE SKILLS

There are three types of skills involved in striking/fielding games: Locomotor, non-locomotor, and manipulative skills (Guest Editorial, no date). Locomotor skills involve players being able to run, slide, jump, and leap. Non-locomotor skills involve stretching, bending, and reaching for an object. Manipulative Skills involve players being able to send an object (both by throwing and by striking it), receive (catch) an object, and retain (and run with) an object. These skills can also transfer over to invasion games such as basketball, where athletes must be able to pass the ball to their teammates who must catch it.

STRATEGIES COMMON TO ALL STRIKING/FIELDING GAMES

OFFENSE When on offense, the striker should attempt to place the selected object in areas where defenders cannot reach, in order to maximize the difficulty of getting the striker out and increasing the amount of points the offensive team can score. This may involve the striker using a variety of different shots such as a bunt, a high arcing shot, a line drive, or slap and run shot. The objective of every offensive player should be to hit the object out of the playing field if outside, or to a designated area if inside (examples include: home runs in baseball, and 6 points in cricket). Also it may be beneficial for an offensive player to sacrifice their own opportunity to advance one of their teammates. For example bunting in baseball to advance a teammate who is already on base. DEFENSE When on defense, players should always be in the ready position and try to anticipate where the object will be going so they can react quickly in order to make a play. In sports

like Baseball smart players can strategically plan their throws in order to achieve double or triple plays. Fielders should cover the playing area evenly as individuals and as a cohesive unit (PlaySport [PS], No Date). The defensive player in charge of delivering the object to the striker should vary the method of delivery making it more difficult for the striker to contact the object (PS, No Date). Also it may be in the defenses best interest to "skip" certain offensive players that are dangerous offensively. for example; intentionally walking a batter in baseball.(Koleric,R).

Tactical goals in Striking and Fielding games have a degree of complexity involved. For example, covering space in a game is a 3Medium level of complexity while stopping a run in baseball is a 5High level of complexity (PlaySport). Using the TGfU Model, many modifications must be used. Some examples include using larger or softer balls, which may reduce fear and increase the chance for success in fielding and striking. It is important to modify these games (such as soccer-baseball) to ensure that all students, especially those with special needs, are comfortable and having fun. Have a batting tee to increase the chance of success when striking. To increase the consistency of pitching you can change the pitcher to someone from your own team, the same pitcher for both teams, or use a pitching machine. You can even modify the game rules and dimensions on the field. Also, to increase active participation you can decrease the playing field size while making the teams smaller. Modified versions of games allow students to improve their understanding of the game, allowing them more success when they transfer to full-game scenarios. These are only a few examples of the modifications that could be done. (Siedentop, Hastie, 2004.)

REFERENCES
PlaySport. (No Date). Key Tactical Solutions. Retrieved October 24, 2008, from http://www.playsport.net/en/keytactical.cfm PlaySport. (No Date). Transferable Skills. Retrieved October 24, 2008, from http://www.playsport.net/en/Transferable-Skills.cfm

Guest Editorial. (No Date). Teaching Games for Understanding. Quality Daily Physical Education, 6(1), pp. 1-9.

Butler, J., Griffin, L., Lombardo, B. & Nastasi, R. (Ed.). (2003). Teaching Games for Understanding in Physical Education and Sport. Reston (VA): NASPE. Siedentop, D., Hastie, P. (2004). Complete Guide to Sport Education. Human Kinetics. Retrieved Jan 13 from: www.uta.edu/faculty/lnelson/Striking-Fielding%20Games%20Modifications.doc.

Net/Wall Games
t First Author(s): Mallory Wray, Daniel Zacharias, Marc Liss Note: Everything must be referenced according to the APA Guide. References are added in the text (short version) and at the end of the page (long version)

General Information
As the name of this category implies, a net and/or wall is necessary for this type of activity. Net/Wall games consist of two opposing teams or individuals. They can be divided by a net, or may share the same playing field. The object of the game is to transfer an object into the opponent's court within the boundaries so that they are unable to return it. Net/Wall games vary according to their court type/size and whether the ball is allowed to bounce or not prior to its return (Webb, Pearson & Forrest, n.d.). Net games can be divided into two categories: with a racquet or without. Badminton, tennis, and table tennis are examples of net games which involve the use of a racquet. Volleyball is an example of net game that does not. Squash, Gaelic handball, and racquet ball are all examples of wall games (Thorpe, Bunker & Almond, 1986). Walley-ball is an example of a Net/Wall game without a racquet. It is a sport in which you play volleyball in a squash court and the walls are considered in play (Koleric, R). Tactical goals in Net/Wall games have a degree of complexity involved. For example, delivering consistency is a 1-Low level of complexity while setting up for an attack in a sport such as volleyball is a 3-Medium level of complexity (PlaySport). It is important to remember than when teaching a high-level skill such as an attack in Volleyball that you work up to this skill last; using previous, less complex skills (such as bumping).

Transferable Skills
Net Wall games develop many skills that are transferable later on in students athletic careers. Many of these games develop spatial awareness and court positioning. Having good spatial awareness and court positioning requires students to work on their running, stopping, and ability to change directions (Griffin & Butler,

2005).The ability to quickly stop and change direction is a vital key for gaining and control the court. These types of skills can be transferred over to more advanced games such as volleyball, handball, racquetball, and squash (PlaySport, No Date). Spatial awareness in particular can also be transferred outside of the specific category of Net/Wall games. Spatial awareness is a very important skill and basic component of a great number of games. The true understanding and execution of good spatial awareness can further connect the similarities between a wide variety of games for students. Other skills, such as use of trajectory, depth and angles of attack, are also fine tuned by participating in net wall games. For example, students learn how to hit the ball with a specific force, how to put spin on the ball, attack from all angles and heights which makes it difficult for their opponents to return shots (Griffin & Butler, 2005). These types of skills can be transferred over to games such as tennis, table tennis, and badminton (PlaySport, n.d.). With the addition of added spatial awareness by getting better with Net/Wall games the lateral mobility of individuals will definitely be improved (Koleric, R).

Strategies common to all Net/Wall Games

All net and wall games involve the same basic strategies. The fundamental intention of most Net/Wall games is to send an object to your opponent(s) with the goal of the opponent(s) being unable to return the object to you/your team (Butler et. al., 2003. p. 41). The goal should be to keep an opponent moving within the boundaries of the court while attempting to hold the best position for oneself mid court (Mitchell, 2003). This means, being an effective player requires one to use the entire court and place shots in the open spaces, away from the opponent, while at the same time anticipating where the opponent will return the object. Novice players may assume that by using more force they are making it harder for their opponent to return a shot. However, in most cases placement is more important than the speed or power of a shot (Mitchell, 2003). Along with shot placement comes shot timing, or the length of time a shot takes to reach its intended space on the court (Mitchell, 2003). Effective players use different kinds of shots in various offensive and defensive situations to change the amount of time their opponent has to react to them (Mitchell, 2003). By being conscious of shot placement, force and timing one can quickly become adept at all types of net/wall sports.

References
Griffin, L.L., Butler, J.I. (2005) Teaching Games for Understanding: Theory, Research, and Practice Human Kinetics. Retrieved October 29, 2008, from http://books.google.ca/books?id=3OmCjmk-MEoC&printsec=frontcover

Mitchell, Steve. "Teaching Net/Wall Games Through Tactical Models." Teaching Elementary Physical Education 14.2 (2003): 6.
PlaySport. (No Date). Transferable Skills. Retrieved October 29, 2008, from http://www.playsport.net/en/Transferable-Skills.cfm Thorpe, R., Bunker, D., Almond, L. (1986). Rethinking Games Teaching. Department of Physical Education and Sports Science, University of Technology: Loughborough. Retrieved Oct. 24, 2008 from the Teaching Games for Understanding Website: www.tgfu.org/articles/PHED %20RETHINKING%20GAMES.pdf

Webb, P., Pearson, P., Forrest. (N.D) Teaching Games for Understanding (TGfU) in primary and secondary physical education. Retrieved Oct.25, 2008 from the Physical Education New Zealand Website: www.penz.org.nz/downloads/IchperConf.WEB06004_final.pdf. Butler, J., Griffin, L., Lombardo, B. & Nastasi, R. (Ed.). (2003). Teaching Games for Understanding in Physical Education and Sport. Reston (VA): NASPE Nothing to add - Tin Tran

TGFU - Soccer

Game Sequence #1
Tactical Problem/Focus: This game will focus mainly on ball movement and control. Many people when playing the game of soccer have trouble controlling the ball as they attempt to move up the field. A lot of the time when somebody receives the ball they panic and quickly kick the ball away. This game will help promote the idea of passing among teammates by giving players various passing options. It will also players realize that they have to move to certain areas to accept passes (i.e. getting open). Skill Focus: The focus of this game is mainly on passing, and some player positioning. Game Description: As soccer is a team sport it is important to focus on team building.This team building game promotes passing plays and player movement. It also encourages creativity among the teams in order to complete the tasks at hand. Teams will be given a set of cards with various shapes and patterns on them. The object of the game is to replicate the pattern seen on the card by moving the ball in the same pattern on the floor. Example Diagram

Once the teams have completed all of the patterns on their cards they should make up their own patterns and try to replicate them as well. Rules: Each player on the team must touch the ball when replicating the pattern. Players will be using their feet to pass the ball around. No arms allowed in soccer! Representation: Passing techniques are used in many different sports such as hockey, basketball, football, ultimate and more. Although most sports do not involve passing with the feet, the same concepts for player awareness still apply. To successfully receive a pass you should be "open" for your teammates to give you a pass, and this involves movement around the playing area. Simplification: The teams could use cones to help them visualize the patterns they are trying to create. If students are having trouble focusing on proper movement (i.e. moving from spot to spot) you could throw and catch the ball first, then move on to using the feet. Exaggeration: You could change the size of the playing area to meet the needs of the students. Use a larger playing area to make the game tougher (i.e. bigger shapes) or make the playing area smaller to make it a bit easier to complete passes (i.e. smaller shapes). Modification: You could add more players to the team. This would make it much more challenging to use all the players. If the skill level of the class was high enough you could make the whole class into one big team. You could use different tasks for this activity instead of the shapes and patterns. Try using tasks such as every player must head pass the ball to another player or have the team kick the ball up into the air and keep it off the floor for one kick per person (like in Hacky Sac). Questions: 1. How many ways could you have made the patterns with the ball? Why would this be important? 2. If there were a defender up against your team what would be the best way for him or her to stop you from completing your pattern? How could your team have prevented that from happening? 3. What does it feel like when you are kicking the ball? What are the body sequences you are undergoing? ______________________________________________________________________________ ______________________

Progression #1

Now that the students have the basic mechanics of passing and ball movement down we will add a bit of a competition element to the game in order to start mimicing the full game of soccer more closely. Description: There will be two teams playing against each other. The object of the game is pull a task from the envelope, complete the task on your way to the goal then shoot on net. The first team to score 10 goals wins. Rules: The teams are only on offense. There will be 2 balls on the court at the same time. Each team will pull a task card from the envelope. They will go to their net and begin the task on the card. Teams cannot interfere with one another. They cannot try to slow down the other teams progress, just focus on their own task at hand. Once they have completed the task they may shoot on the net. Each player on the team must touch the ball. Once a team scores a goal they are to return to the envelope and get a new task. The process repeats itself until one team reaches 10 goals. Representation: The first game focused more on stationary passing, where as in this progression we will focus on making passes to our moving team mates, while we are also moving with the ball. You want to make sure your team mates are always cautious of where you are and vice versa, in order to prevent collisions. This game involves more running, so students can expect to get their heart rates up as well. Simplification: Could use balls of different sizes, start our with beach ball, then progress to a indoor soccer ball. If want to make task more difficult could also use a smaller ball, such as a tennis ball. If students are too concerned with beating the team on the same court as them, you could decrease the competition of the game and have them just focus on completing the task as hand over racing the other team. Exaggeration: Could have boundary created, and penalities for going outside of the boundary. Could then increase or decrease the size of the playing field Modification: Have different tasks cards created that focus on more than just passing. For example: throwing the ball in out of bounds, head bunts, ect. Have bigger teams, instead of having class split into 4 groups, could split class into 2 teams. Use more than one ball per team, so students are having to pay closer attention and are spending more time focusing on ball control. Questions: 1. What were the task cards focusing mainly on? What can you do to make this drill the easiest for your team? 2. What were the most effective types of passes to make, short or long? ______________________________________________________________________________ _____________________________________________________

Progression #2
Now it is time to add a defender. The players should now be able to move the ball around the playing area with confidence, so it is time to give them some opposition just as they would find in a full game of soccer. Description: This is almost the same game as found in progression, except one player from each team will be designated as that teams defender. The object of the game is still to pull a task from the envelope, complete the task on your way to the goal then shoot on net. The first team to score 10 goals wins. Rules: Each team will designate one player as a defender. That player is allowed to try and stop the other team from completing their task and scoring goals. The defender cannot play "goalie" the whole game, they must "attack" the players and try to slow down their progress. There will be 2 balls on the court at the same time. Each team will pull a task card from the envelope. They will go to their net and begin the task on the card. Once they have completed the task they may shoot on the net. Offensive players must shoot outside the net boundary lines (outside of the key). Each offensive player on the team must touch the ball. If ball goes outside of boundaries teams must start all over from the beginning of the task. Once a team scores a goal they are to return to the envelope and get a new task. The process repeats itself until one team reaches 10 goals. Representation: All invasion/territory games have defenders as a key part of the game. By slowly adding them into the games students still get to have the fun of offense, but they also begin learning about defensive and offensive strategies. Knowing where your player are in relation to the opposition and how that positioning will affect your decisions is important to all invasion/territory games. Simplification: The tasks found on the cards could be greatly simplified from the ones we have used, make them appropriate for your own class. You could remove the rule where teams must start a task over if the ball goes out of bounds. Exaggeration: You could increase the size or number of nets to make it a bit easier to score goals, emphasizing the tasks more than the scoring. Modification: Remove one of the balls, so that when the defender steals the ball their team goes on offence. Questions: 1. How did adding the defender affect the game? 2. With the tasks at hand how did you feel your ability to pass was affected? ______________________________________________________________________________ ______________________________________________________________

Game Sequence # 2
Tactical Problem / Focus This game will focus on ball movement and passing, elaborating from the previous game found on this wiki. It will also add accuracy components that are crucial in the sport for hitting targets. Many people who play soccer are unable to pass accurately to a team mate or use open space on the field effectively. This game will teach students accuracy skills which will allow them to pass and shoot effectively while also implementing special awareness strategies. Introductory Task or Game

1) This game consists of 2 opposing teams whose primary objective is to knock over a bowling pin. 2) This is a relay type of game where students are asked to work together in competition with the opposite team 3) Each group gets a sheet of paper with different body positions on them. Ex: Bridge, through the legs, back arch, etc. 4) Each team will have a one shooter, this shooter will attempt to knock down the bowling pin. The rest of the team creates the body position suggested to them attempting to create a tunnel for the shooter 5) Once a player knocks down the pin, a new shooter rotates in until all players have knocked down a pin once. Whichever team does this first is the winner.

Diagram? Representation The target skills that are learned in this game are transferable to other games such as hockey and baseball. Simplification If students are having a difficult time doing the task they can use a larger ball or put up more bowling pins increasing the chance that they will knock one over.

Exaggeration Students can use a larger ball which will increase their chances of knocking over the pin. Questions for Students
1) What could have made this task easier? 2) Does the power which you use correlate with accuracy? Explain.

Progression #1
Now that the students have the basic mechanics of passing using accuracy they will be able to play a more competitive game. This game is played without defenders allowing students to work on the skills they have learned at their own pace. Description: This is a team game focusing on shooting and passing accuracy. To really promote these concepts there will be no defenders and designated passers will be placed in an outside zone. The object of the game is to successfully move the ball among teammates in order to get a clear shot at the pins and knock them down. The team that knocks down the most pins is the winner. 1) This game consists of two opposing teams. 2) For each team there is an inside zone and an outside zone. 3) 3 players will be placed on the inside zone from each team and can move wherever they like inside the boundaries. However, they cannot run with the ball, they must pass it to someone on the outside. 4) The remaining players will be placed in the outside zone. These players can move anywhere along the side boundary lines and can receive passes and provide passes to the inside players. An outside player cannot shoot the ball at the target. 5) Bowling pins will be set up on both sides of the gym. Teams will score by knocking over opposing teams pins. 6) There is also a crease that cannot be crossed by the shooter. All shots must be taken outside of the crease, however players without the ball can retrieve the ball from the crease and pass the ball outside to restart the passing cycle. 7) Opposing teams cannot interfere with each other.

Representation The skills learned in this game are very transferable to other invasion-territory games such as ultimate Frisbee, hockey and handball.

Simplification The simplest way to have students learn all the skills is to do the game through with their hands. Hands are easier for passing and accuracy. Also use a larger ball that is easy to catch and throw. If the game is too difficult for them the target zone can be decreased and the target size increased. Exaggeration Boundary lines can be widened to allow a larger field of play. This will allow students more space to work with and practice their spatial awareness as well as offensive tactics. Questions for Students Q) Is it easy to make a pass while running? A) No, it is easier to stop the ball first before attempting to pass it. Concentrate on accuracy. Q) What part of the foot do you use to make passing more accurate? A) The inside of your foot is more accurate than kicking with your toes.

Progression #2
The last progression of this game will be to add defenders to this game. This will decrease the court space allowing students to increase their spatial awareness and passing accuracy. Description: This game has the same objective as that found in progression #1, to knock down more pins than the opposing team. The main difference that will be found in this game is the removal of the outside zone. All players will be brought into the inside zone. This progression is added to give the teams an awareness of defending. It will also emphasize the need for smart accurate passes. Rules: 1. Bowling pins will be set up on both sides of the gym. Teams will score by knocking over opposing teams pins. 2. There is also a crease that cannot be crossed by the shooter. All shots must be taken outside of the crease, however players without the ball can retrieve the ball from the crease and pass the ball outside to restart the passing cycle. Representation: The skills learned in this game are very transferable to other invasion-territory games such as ultimate Frisbee, hockey and handball. Simplification: As in the last progression, the simplist way for students to play this game and get used to offensive and defensive strategies is to use their hands first. Using a larger ball and decreasing the target zone will also also for simplification Exaggeration: Boudary lines could be widened to allow for a larger field of play. Also a larger ball or target could be used. Modification: A modification that could be used is that students use their non-dominant legs to kick the ball. Also different balls and targets could be used during the game. Questions: 1) When on offense should is it effecient to stand in one spot and wait for the ball? 2) When on defense where should you position yourself in relation to the offensive player?

TGFU - Badminton

Game Sequence #1
Tactical Problem / Focus: Students will learn about placing shots in an open area which makes
it impossible for an opponent to execute a returning smash. Skill Focus: Students will learn how to: Move backwards and forwards in order to get to the birdie Make their opponent move backwards and forwards Execute a variety of badminton shots including the underhand / overhand clear and the underhand / overhand drop shot Description 1. Students need to be in groups of two 2. Each group will need a tennis ball and a long, narrow badminton court (about one half of the actual badminton court is ideal) 3. The object of the game is to make the tennis ball land on the opponent's side of the net using only underhand throwing 4. The tennis ball must be caught before bouncing, and then immediately thrown (underhand!) back across the net Simplification Students can use a larger ball if the tennis ball is too difficult to catch A "once bounce" rule can be put into effect if students have trouble moving quickly Exaggeration The court can be made wider so that students need to move further to catch the ball A rule can be put into place so that students can only move when the ball has crossed the badminton net. This would reduce the time that the students have to get to where the ball is going in order to make the catch. Modification Use a rubber chicken instead of a ball. The purpose of the game is to get students to realize that they should be throwing the ball into areas that are furthest away from the opponent. Any implement that will make the game more fun while keeping this goal in mind should be used. Questions Q: Why is it easy to catch the ball sometimes while it is difficult at other times? A: I had to move to get the ball or the ball wasn't in the air long enough for me to get to it. Q: If you don't want your opponent to catch the ball, where should you throw it? A: To an open space far away from where my opponent is standing. Q: Are there any sports that you can think of where this strategy would come in handy? A: Yes. Badminton, tennis, volleyball, etc.

Progression #1
Description 1. Students will swap out the tennis ball for badminton rackets and a birdie 2. The court is the same, but now underhand and overhand shots are allowed 3. Instead of catching and throwing, students must now get the birdie across the net by hitting it with their racket Simplification Reduce the size of the court. Although we are trying to teach strategy regarding movement, some students may really struggle with just hitting the birdie. Reducing the area of play makes it a little bit easier so that students can concentrate on placing shots rather than just worrying about getting the shot over the net.

Exaggeration Emphasize hitting the birdie as high as possible during clear shots to ensure that it goes over the opponent's reach, and to develop the specific muscles associated with hitting clear shots. Suggest hitting the top of the net with the birdie during drop shots. This is very tricky to do while still making the birdie go over the net, so it will give the students who are badminton pros something to strive for during this game. Modification Disallow smashes. Lots of students have trouble hitting clear shots far enough, and we don't want those students to become scared of the birdie as a result of getting it smashed into their faces repeatedly. Use a volleyball net. This allows students the time to get under the birdie, and it also enforces nice high clear shots so that the birdie travels above the opponent while staying out of his or her reach. Questions Q:What is the easiest shot to return? Why? A: Shots that were in the middle of the court. I didn't have to move in order to get them. Q: What is the most difficult shot to return? Why? A: Drop shot / clear shot / smash. I didn't have time to get to the birdie. Q: How can we use this in a real game of badminton? A: Hit a drop shot, followed by a clear, followed by a drop shot, etc. Get the opponent moving constantly.

Progression #2
Description 1. Students play again, this time in pairs on the full badminton court. 2. This is very similar to the actual game of badminton, but in true TGFU fashion, we aren't going to emphasize protocols for starting a game, rules of serving, or ideal shot mechanics. The students should again be focusing on placing shots away from the opponents, as well as how the extra opponent changes the various strategies regarding movement. Simplification Go back to throwing a ball if the students don't understand the new strategies. Some students may be too focused on hitting the birdie rather than thinking about the tactics when there are two people per side. Exaggeration Tape some circles in the corners of the court. If the team scores a point by getting the birdie to land in one of these designated areas, the point is worth 2 points. This will encourage students to place the birdie in areas which are extremely difficult to get to for the opposing team. Modification Make the students switch who has to hit the birdie every time. So if I hit it this time, my teammate would have to hit the next return, then me again, etc. This would bring about new movement strategies related to other wall games such as doubles squash. Questions Q: What is the main difference when playing against two opponents rather than only one? A: I can hit the birdie side to side with the wider area of play and it's harder to catch the opponents out of position. Q: How did you decide who hit the birdie when it was close to both you and your teammate? A: We didn't and we lost the point or we communicated and one of us took it. Q:How were you and your partner arranged on your side of the net? Could there be a more

effective way to cover the court while playing doubles? A: Side to side / diagonal / front and back. Front and back is the best way to set up because it's easier to move to the sides than it is to constantly move backwards and forwards.

Game Sequence #2
Tactical Problem / Focus: Students will learn about the value and strategy of placing shots in
the short range and the long range, as well as improving their aim. Skill Focus: Students will learn how to: Move backwards and forwards in order to get to the birdie Make their opponent move backwards and forwards Execute a variety of badminton shots including the underhand / overhand clear and the underhand / overhand drop shot Description 1. Students need to be in groups of two 2. Each group will need rackets and 6 birdies as well as a narrow badminton court (about one half of the actual badminton court is ideal) 3. The students will alternate and take turns trying to get 3 birdies in the front hoop (directly on the other side of the net) and 3 birdies in the back hoop (at the very back of the court) 4. For each birdie that lands in its target the student recieves a point. 5. The game goes back and forth untill both students have improved their short and long aim. Simplification Students can use a tennis ball if the birdies are too difficult for them to aim. Once they have mastered the tennis ball, they should progress to the birdies again. Exaggeration

Smaller hoops can be used or the hoops can be moved to practice aiming for different range shots if the game becomes too easy.

Modification The students can be come the targets instead of using hoops. SAFETY NOTE--> NO OVER HAND SHOTS, ONLY UNDERHAND SHOTS CAN BE ALLOWED IF THE STUDENT IS THE TARGET. This will allow for the students to aim for a more realistic target, their opponent. This will help them develop the skills to rally. Questions Q: What is the purpose of aiming for these two specific areas? A: These are two very difficult shots to return. Q: Using these two shots how can I make it more difficult for my opponent A: By alternating between the two areas.

Progression #1
Description 1. Students will put the hoops away and mark two zones on each side of the net with cones. One close to the net and one at the back of the court. 2. The court is the same, but now underhand and overhand shots are allowed

3. The students will play a game to 5, but a point can only be scored if the birdie lands in one of the two designated zones. Simplification Make the zones at the front and back of the court bigger so that the space between them is smaller. Remove the net and play over a line on the floor. Exaggeration The students must choose one area to stand in (ie they can not stand in the middle between the two areas) and they can not leave that area untill their opponent has made contact with the birdie. Modification Disallow smashes. Lots of students have trouble hitting clear shots far enough, and we don't want those students to become scared of the birdie as a result of getting it smashed into their faces repeatedly. Use a volleyball net. This allows students the time to get under the birdie, and it also enforces nice high clear shots so that the birdie travels above the opponent while staying out of his or her reach. Questions Q:Where is the best place to shoot for? A: The area that your opponent is not standing Q: Where is the best position to stand on defense. A: In the middle between the two areas, so that they are equal distance between each area. Q: How can we use this in a real game of badminton? A: By shooting back and forth between the two most difficult areas this ensures that your opponent is moving constantly.

Progression #2
Description 1. Students play again, this time in pairs on the full badminton court. 2. This is very similar to the actual game of badminton, but in true TGFU fashion, we aren't going to emphasize protocols for starting a game, rules of serving, or ideal shot mechanics. The students will still have two designated areas that they can score in, but now it will be a three foot space along the whole back of the court and up to the service line along the whole net. Simplification Go back to throwing a ball if the students don't understand the new strategies. Some students may be too focused on hitting the birdie rather than thinking about the tactics when there are two people per side. Allow two hits per side, this will allow the studets to more time to decide where they will put the birdie, it will also allow for some team work. Exaggeration

To make it more difficult, each shot must alternate between team mates. Hopefully the students will have realized that it is easiest to have one player taking the shorter shots and one player taking the longer shots. (This will be addressed in the questions to follow).

While each player must alternate taking shots, the opposing team can place the birdie in either area. Modification If the students are still having trouble with these strategies, play this game with a tennis ball using only underhand shots. This will atleast allow them to learn and appreciate the different strategies involved in badminton. Questions Q: What is the best defensive strategy? A: To designate a specific area to each player (eg. onestudent takes short, one takes long) Q: What offensive strategy worked best when team mates had to alternate shots? A: Putting the birdie in the same section twice, it forced the opponents to trade areas, multiple times.