Assessment Tool

Bocce Bag	1 Beginner	2 Intermediate	3 Expert
Strategy	- At times shows knowledge of offensive tactics - Limited shot selection and comfort	- Acceptable level of knowledge of offensive tactics - Comfortable with variety of shot types	- Advanced level knowledge of offensive tactics - Mastery of all variety of shot types
Skill	- Shows 1 out of the 4 phases of throwing technical process - Limited hand eye coordination (blatant attempt to hit target regardless of outcome)	- Shows 2 out of the 4 phases of throwing technical process - Implies hand eye coordination (blatant attempt to hit target resulting in occasional success)	- Shows all of the 4 phases of throwing technical process - Advanced hand eye coordination (capable of hitting a target at ease)

Learning Center- TGFU

Physical Education

Primary

Bocce Bag

Students begin at the first taped throwing line, facing two pylons. One student at a time will slide the beanbag underhand trying to strike a pylon to make it fall over. Each individual will have 5 bean bags to knock down the 2 pylons with their underhand throw. After the individual is done, the rest of the members of the group do the same. This introduces students to the importance of underhand accuracy and is a great game for representation of multiple target games.

Skill acquisition – Throwing technique

- Step forward with opposite foot when throwing

- Have knees bent

- Eyes on the target

- Follow through towards the target

-Keep bean bag loose on an open palm

Variation Activity:

- Instead of having 5 bean bags to knock down the targets, each individual is given 3

- Instead of 2 pylons, we’ll have 4 pylons set up

- Individuals can now take alternate shots, seeing who can knock down the most targets when they are all down.

Modifications to increase difficulty:

- The throwers must now line up at the second taped throwing line, increasing the distance to the target

- The throwers can attempt to knock down the pylons while throwing with their non-dominant hand

Group Participants:

Pierre LeVert Desveaux

Ryan Fahey

Andrew Hickey

G.C.O:

Knowing:

- demonstrate an understanding of the concepts that support human movement

Doing:

- demonstrate motor skills in all movement categories using efficient and effective body mechanics

S.C.O:

Skill Development:

- 5.9 throw various objects (e.g., ball, beanbag, Frisbee) at targets and play target games

- 5.10 demonstrate techniques for throwing (stance, step, follow-through)

Materials:

- Bean Bags (8-10)

- Pylons (3-5)

- Tape

- Computer for access to website

- Activity Board

Learning Modalities:

- Kinesthetic

Learn through doing the activity

- Visual

Reading the information on the website in order to understand how to do the activity as well as the modifications and skill acquisitions

EGLs:

- Aesthetic Expression

- Personal Development

Multiple Intelligences:

- Kinesthetic

- Interpersonal

- Intrapersonal

Teaching Games for Understanding (TGfU)

Games Classifications:

Games can be classified into categories based on a number of attributes (e.g., structure, rules, intent).  These games (generally) vary from lower levels of tactical complexity to higher levels of tactical complexity.

Increasing Tactical Complexity
Target	Net/Wall	Striking/Fielding	Territorial
Archery Bowling Golf	Badminton Pickleball Volleyball	Baseball Softball Kickball	Basketball Hockey Soccer
Billiards Croquet Curling	Handball Squash Paddleball	Cricket Danish Longball Stoolball	Ultimate Football Rugby

Rubric

Strategy

	Excellent	Adequate	Limited
Offense	-Student is consistently attempting to create space and move for a pass, to score a goal. Student is able to maintaining possession while dealing with pressure from the defense.	-The student is often correct in their inhibitions to move into open space to obtain a pass.  This sometimes results in a goal. - Student usually is able to maintain possession when facing pressure.	-Student does not understand how to move into open space. Rarely results in a goal. -Student easily loses possession of the ball when faced with pressure.
Defense	-Students consistently position themselves between their opponent and the goal. -Proficient in covering marks, as well as defending zone areas.	-Students are occasionally in the correct position between their opponent and the goal. -Student is able to cover marks, and defend zones 50% of the time.	-Students do not understand how positioning themselves between the offensive player and the goal are beneficial. - Students are not able to cover marks, and frequently allow the offense into their zones.

Skill

	Excellent	Adequate	Limited
Ball Control	-Students are able to consistently direct the ball in the desired direction towards a goal.	-Students try to handle the ball and make correct passes to their teammates, but cannot always maintain possession in order to score a goal.	-Students are unable to make complete passes to their teammates, and cannot keep control of the ball in order to score.
Defending Space	- Students are in an optimal defensive stance with arms up, knees bent and head on a swivel. Body positioning is between the offensive player and the goal.	- Students have one or two of the components of an optimal defensive stance: knees bent, arms up and head on a swivel. Body positioning is often between offensive player and the goal	- Students rarely if ever are in a defensive stance and may have one, if any, of the optimal defensive stance components: knees bent, arms up and head on a swivel. Body positioning if rarely is every between the offensive player and the goal.

Adapted From:
Robinson, D. & Melynchuk, N. (2009). Asssessing Games for Understanding. ProQuest Education Journals. 22 (5). 26-28.

Invasion/Territory Games- Overview

             Invasion/territory-type games involve controlling an object, such as a ball and keeping it away from opponents and moving it into a scoring position to score on a target. Games can be modified to be simple running games or to use a specified skill (kicking, throwing) (e.g., soccer, handball, ultimate Frisbee, football, basketball, lacrosse, field hockey, etc). Throughout this session, we will be presenting variations of different sport games such as Basketball, Rugby and Ultimate Frisbee.

For example, the “Keep Away Game” using the basketballs implies the general tactical problem of maintaining possession, which is a lower scale level of tactical complexity. In this game, each player dribbles a basketball within a confined space, individually trying to maintain control while applying invasive pressure on the other players. While maintaining ball control, you also have to defend your own personal space. This game will be played on two different courts whereby, if you lose control of your ball, players join in on the other court; making it continuous so no one is eliminated. After trying this game, we will apply modifications such as shrinking the playing area and using the non-dominant hand.

The second part of our session is a game called “Sticky Shoe Tag.” The two tactical focus points of this game are create space and defend space. These two are both moderate tactical complexity. A set of partners must pass through two rows of defenders without being tagged. Defenders can only move laterally on the line, not forward and backwards. The objective is for the ball carrier to draw the defense to the side before passing to open space, and there has to be a pass. Forms or variations on this game could include just making a simple pass, whereby players must make legal rear-wards rugby pass. Equipment such as a real rugby ball or even a tennis ball could be used. Changes made to the court could either be narrower or wider and players could also walk instead of run. To make the game a little more complex, extra lines of defenders and taggers could be added.

Our third and final activity is a variation of ultimate Frisbee, known as European handball. As we progress through this session, the generic tactical problems increase from the first two games, as does the tactical complexity. European handball incorporates generic tactical problems such as maintaining possession (offensive), regaining possession (defensive), creating space (offensive), defending space (defensive) and also attacking the goal (offensive). The tactical complexities range from 1 to 5, which involve more advanced tactics. European handball combines features of basketball and rugby. In this variation, 4 to 5 players move the ball down the court that is smaller than a basketball court into the offensive zone and try to score by throwing the ball at the blue mat, which is our representation of the goal. Each player on the team must touch the ball before a goal can be scored (1pt).  Changes made to the court could be narrower or wider, and players could also walk instead of run. To score a goal, adaptations could be made to the goal, such as a hockey-like goal, a basketball backboard, throwing it through a hoop, etc.

Sticky Shoe Tag- A Variation of Rubgy

Equipment: Cones to mark off the perimeter, different sizes and forms of balls (including a rugby ball).

Safety: Student- Student- Proper clothing and footwear (not baggy, clean shoes, shoes tied, no jewelry)

Equipment- All balls are properly inflated

Facility- Make sure you have a clean and clear playing area, boundaries are visibly marked, and activity performed away from obstacles.

Playing Area: Gymnasium floor.

Tactical Focus:  Maintaining Possession (Level 1), Create space ( Level 3); Defend space (Level 4)

·         Teams must pass by 2 rows of defenders without being tagged.

·         Defenders can only tag a player with the ball.

·         Defenders have special “sticky” on their shoes, and are stationed on a line. They can move side to side on the line, but not forward and back off the line.

·         The objective is for the ball carrier to draw the tagger to their side before passing to a player in open space.

·         If the ball carrier is tagged, that team becomes the sticky shoe taggers.

·         Stay within the boundaries.

Variation

·         Instead of just passing, players must make a legal rear-wards rugby pass

·         Using a rugby ball

·         Using a tennis ball

Tactical awareness

·         What were some strategies that the defenseman used?

·         How did you communicate with your partner/team?

·         How did your pace affect the outcome?

·         What did you find difficult about the passing strategy?

·         How did your body language help you create space?

Adaptive considerations

·         Make the playing surface narrower, or wider

·         Instead of running players could only walk

·         Add more lines of defenders

·         Add more taggers to a line

Move it Around- A Variation of the Skill of Basketball

Equipment:- 1 basketball per student, and cones to mark off the perimeter.

Safety: Student- Proper clothing and footwear (not baggy, clean shoes, shoes tied, no jewelry)

            Equipment- Basketballs are properly inflated

            Facility- Make sure you have a clean and clear playing area, boundaries are visibly marked, and activity performed away from obstacles. 

Playing Area: Gymnasium floor.

Tactical Focus:  Maintaining Possession (level 1)

·         Each student starts off by dribbling a basketball in the designated area.

·         Students travel through the designated area while controlling their dribble.

·         At the same time, students are striving to make their opponents lose control of their basketballs.

·         Once control is lost, the student retrieves their ball, and joins in on the game occurring in the other box/designated area.

Variations:

·         Modify the size and weight of the ball.

·         Increase/decrease the size of the playing area.

·         Have designated offenders and defenders.

Tactical Awareness:

·         How were you traveling around with the basketball? Were you staying low to to ground?

·         What was the best position to have your body in to maintain control of the ball?

·         What was the best way to dribble the ball? Waist height? Lower to the ground? Up high to your chest?

·         How did you position yourself so that you can see both the ball and your opponents?

Adaptations:

·         Reduce the size of the playing area

·         Allow players to dribble with two hands

·         Encourage dribbling with both the left and the right hand.