![]() Another attractive feature of a tactical approach is its sequential nature, which eliminates redundancy in games teaching for both teacher and students.Īlthough skill execution is critical to game performance, deciding what to do in game situations is just as important. Our research and the experience of others indicate that students find a tactical approach motivational and that teachers prefer it (Berkowitz 1996 Burrows 1986 Griffin, Oslin, and Mitchell 1995 Gubacs-Collins 2007 Hopper 2003 Mitchell, Griffin, and Oslin 1994). In addition, skilled students often perceive isolated drills as tedious and irrelevant to their performance during game play.Ī tactical approach provides an exciting alternative through which students can learn to play games. It is possible that the only thing many children learn about games is that they cannot perform the necessary complex skills (Booth 1983). This frustrates both students and teacher. For many students, particularly those who are less skilled, the game that follows is characterized by aimless participation following a breakdown of techniques for passing and setting. As a result, students lose the context of the skill, and games teaching becomes a series of textbook drills (Pigott 1982).ĭrills often lead students to ask, “Why are we doing this?” or “When can we play a game?” For example, you might hear these questions during a volleyball lesson in which students must pass or set the ball against a wall. ![]() Although this format might improve technique, it has been criticized for teaching skills before students can grasp their significance within the game. The traditional approach to games teaching is technical and focuses on teaching skills in answer to the question, how is this skill performed? For example, instruction in badminton often develops the techniques of service, the overhead clear, the drop shot, and the smash by concentrating on specific critical elements of these skills. The tactical approach we advocate in this book promotes an interest in learning games, an understanding of game play, and the ability to play games. We believe that traditional games teaching in schools has done little to educate students about games playing. The link between skills and tactics enables students to learn about a game and improve their performance, especially because game tactics provide the opportunity for applying game-related motor skills. Players defend space by marking opponents, pressuring the player with the ball, covering for teammates, and clearing the ball from danger areas. Another tactical problem in soccer is defending space. In a tactical approach, students are placed in a game situation that emphasizes maintaining possession before they identify and practice solutions such as passing, ball control, and support. Players maintain possession by selecting and executing passing, ball-control, and support skills. For example, a tactical problem in soccer is for the team to maintain possession of the ball. Responses might involve on-the-ball skills, such as passing and shooting, and off-the-ball movements, such as supporting and covering. Tactical awareness, critical to game performance, is the ability to identify tactical problems that arise during a game and to respond appropriately. ![]() The approach we outline in this book links tactics and skills by emphasizing the appropriate timing of skill practice and application within the tactical context of the game. Skills have usually been taught in isolation, out of their tactical context. For example, in units on basketball in which classes spend several days covering passing, dribbling, and shooting, skill development is not apparent during subsequent lessons on game play. Many physical educators teach both the skills and tactics of games but have problems linking these components. Although games teaching should remain a valuable part of the physical education curriculum, we concede that the way games have traditionally been taught is problematic. We believe that sports and games can be fun, educative, and challenging and can enhance health and self-esteem. This negativity perhaps stems from an emphasis on large-sided, zero-sum games in which the winners and losers are obvious, and active participation is minimal for many students. Many people, particularly fitness advocates, have viewed sports and games negatively, labeling them as elitist, overly competitive, and not conducive to developing health and fitness. We believe that, given this emphasis, physical educators must try to teach games effectively. This is an excerpt from Teaching Sport Concepts and Skills-3rd Edition by Stephen Mitchell,Judith Oslin & Linda Griffin.Ībout two-thirds of a typical physical education curriculum involves games teaching and learning.
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