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Course of Study:
(EDN248) "Teaching Health and Physical Education in Primary Schools"
Title of work:
Play with purpose; a resource to support teachers in the implementation of the
game-centred approach to physical education, 2nd ed. (2010)
Section:
Developing movement skills pp. 43--48
Author/editor of work:
Pill, Shane.; Australian Council for Health, Physical Education and Recreation.
Author of section:
Shane Pill
Name of Publisher:
2. Pill, S. (2010). 'Developing movement skills.' In Play
d
with purpose. (2n ed.). (pp. 43-48). Hindmarsh, South
Australia: ACHPER.
Developing Movement Skills
We know}rom observing elite sports people that they often kick a ball or swing
a racquet in a unique way. Don Bradman practised cricket by hitting a golf ball
against a rainwater tank) Nick Parr Jones threw rugby balls through car tyres
strung up in treesj and Craig JohnstonJ as a young apprentice in England) set up
his own practice sessions using targets drawn on walls and ntbbish bins to create
obstacle courses.
-------- - - ··--· . .
Key questions: What do you have to do with your thumbs to 'brake' the ball and stop it going through your hands
and landing on your nose?
What happms if you don't get your hands behind the ball?
Progression: Can you throw the ball higher above your head before catching it in front of your eyes?
Key questions: What do you do with your arms to get the ball highm· into the air?
Are there any other parts of your body that you can use to help your a>ms get the ball high in the air?
Progression: How many times can you clap befm� catching the ball now that you can get it high in the air?
Key question: What do your eyes and head have to do while you are clapping so that you catch the ball in front of
your eyes?
............. ............. . . . . . . . . . ....... . . . ..... . . . . . . . . . . ..... . . ...... . . ..... . . . . . . . . . . . . . . . . . . . . . . . . . ...... . . ...... . . . .... . . . .. . . . . . . . . . . . . . . . . . .. . . . . . . . . . .
As in all examples of the use of the game-centred approach, the teacher resists the temptation to give answers and
stimulates learning through guided-discovery and problem-solving.
Keeping Off
Game emphasis: Passing and retaining possession of the ball
Play a modified, small-sided version, eg. basketball - SvS, emphasising the game skill of possession. The aim is
to keep possession for 5 consecutive passes. Use this to develop passing to advantage and receiving in space.
After a period of time stop the game and ask key questions.
How can play be improved so that you can keep possession for longer?
The group may come u p with the absn·act concept 'making space'. Find out what they understand 'making
space' means, and if they know how to achieve this. Alternatively, players could participate in a role play
scenario or an activity to teach them how to make space before returning to the game.
After a period of time ask more key questions.
Key question: How do you support your team-mate with the ball when you are not in possession?
Progression: This opens up the possibility of developing cotJceptual understatJding related to passing lanes, and
support in front of and behind the player with the ball.
.. . . ... . . . . .. .. .. . . . .. . . . . . . .. ..
.. . . . .. .. . . . . ..... . .. ...... . . . . . . . . . . . .. . . . . . . . . . . .. . .... . . . . . .. . . . . . . . . . . . . .. . . . . ... . . . .. ... . . . ... . . ' .. ' ' ' ' . . . . . . . . . . . . . . . . . ...
Key question: How can you i11dicate that you want possession of the ball?
Progression: The group may suggest, 'call for it'. Find out what they understand 'call for it' means, and if they
know how to achieve this. Alternatively) use a role play scenario or an activity to teach them how to
'call for it' before returning to the game.
. . . .' . . . . . . ' . .
. ' . . . . . ' . ' ....... ' . . . ... . . . . ...... . . . . . ' . . . . . . ' . . . . . . . . . . . . . ' ' . . . . . . . . . . ' . . . . . . . . ........ ' . . . . . . . ..... . . . . . . . ' ' . ' . . . .. . . ...... ' . . . . . ' . . . . .... . . . ' .
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Key questions: How can you prevent the other team from maintaining possession of the ball?
How can you force the apposition into error and create a turn ove-r in possession to you?
Progression: This opens up the possibility of developing conceptual understanding related to Pe>'Sonal and team
defensive strategies.
Keeping Off can also be shaped by adding rules to develop aspects of play or game understanding related to
n·aditional team sports.
Court Ball
Game emphasis: Court Ball simplifies tennis so the generic game understanding can be introduced.
Using basic tennis rules and scoring, begin by throwing a soft ball with a reasonable bounce over the net to
simulate a tennis serve.
Rules
Key questions
• Where should the first throw over the net go? What is the advantage of this?
• Where should you position yourself to receive the ball? Why?
Where should you try and place the ball to win the rally?
Where would you throw the ball if a player is at the back of the court? Why?
Where would you throw the ball if a player is at the front of the court? Why?
Progressions
Add a service box.
Alternate sides for serving, as in tennis.
Use a tennis ball.
• Use totem tennis or paddle bats.
Use half-court tennis racquets.
Grip Ball
This game can be used to inn·oduce most ball sports or generic game thinking using a game-centred approach.
It is rich with possibilities for modifying rules and playing space to teach tactical understanding. In sports like
hockey and lacrosse substitute sticks with Grip Ball sets, so players can immediately be placed in a game of
Grip Ball with the essential rules and game understandings.
Grip Ball sets are a great tool to introduce game understanding in a fun way. If they are not available, softball
gloves and a tennis ball can be used.
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Rules
The Grip Ball mit must be used to catch the ball on the full.
If the ball hits the ground or goes out of bounds, the team who touched it last loses possession. The
opposing team receive a free pass.
The ball must be caught by the GR on the full on the grip.
If the GR drops the ball, or it reaches the GR on a bounce, or goes past them, the goal is incomplete and the
opposition has a free throw from the end line.
Players in possession of the ball are allowed 5 seconds before they must pass the ball.
After a goal is scored the opposing team begins with a pass from the centre of the field.
This is a non-contact game. All contact is penalised with a free pass.
All players must be at least 5m from the person with a free pass.
As play understanding develops, add rules and challenges to shape the game towards a more complete
'soccer' game, eg. add goals and a goalkeeper instead of a GR to score.
When teaching junior players, the elimination of one element of complexity will allow them to focus attention
on strategy and understanding the game, eg. modify game or equipment.
Ultimate Frisbee
Game emphasis: Teams of7 on a rectangular field. The object is to gain points by scoring goals when a player
successfully passes the frisbee to a team mate in their attacking end zone. The team with the most points at the
end of the game is the winner.
The game recommences after each goal, with both teams lining up .on the front of their respective end zone
lines, and the defence throws the frisbee to the offence. The frisbee may be advanced in any direction by
completing a pass to a team mate. Players may run but not with the frisbee, and no physical contact is allowed
between players. The player with the frisbee has 10 seconds to throw. The defender guarding the thrower
calls out the 10 counts. When a pass is not completed (eg. out of bounds, dropped, blocked, intercepted), the
defence immediately takes possession of the frisbee.
Frisbee Golf
Game emphasis: Throw a frisbee into a target hoop.
Introduce scoring and tactical golf play using a frisbee instead of a golf stick and golf ball. Use hoops instead of
a hole in the ground, and see how many shots it takes from 'teeing off to get the frisbee in the 'hole'.
Key questions
How does yout body movement change when throwing a frisbee for distance compared to throwing for accuracy?
When is it best to throw a fdsbee for distance, m· accuracy?
What do you look at when you throw the fdsbee?
How do you target your throw of the fl'isbee?
What is the best angle of 1�/ease if you wish your frisbee throw to have the best combination of accuracy and
distance?
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Batters hit the ball from a tee to score mns.
Rounders/Hit and Go
Game emphasis: Hit a ball, run to a marker and back as many times as possible.
Use an oval (cricket), a diamond (softball/baseball), a rectangle or a square. One complete round, or up and
back, is one run. The batter can be caught out, tagged, or run out if a fielding player throws down a target.
Players are challenged to explore when to take risks and when to play safe while attempting to score runs,
what are safe hitting areas, how to place the ball to maximise running time between markers, and how to work
together in the field to reduce the number of runs.
Modified Rounders
Team sports, such as Tee Ball or rounders, can be modified to teach movement and game concepts without an
emphasis on sport-specific technical development. Tee Ball can be modified into 'kick ball'. While students are
developing their kicking skills (in place of hitting off a tee they kick the ball; in place of catching and ground
fielding they trap and pass the ball) they are also learning basic rules and game requirements including offence
and defence strategies. Instead of being used as a lead-in game for Tee Ball, kick ball can be used as a fun
game for teaching fundamental game skills like kicking, passing and trapping.
Quoit Badminton: Quoits can also be used in place of badminton racquets and shuttles.
The advantage of these adaptations is that they are potentially more inclusive of all abilities and interests than
traditional programs based entirely on sporting experiences.
Game emphasis: Make a fist and contact the football on the 'nose' to handball it above your head and then catch it
in front of your eyes. (Use correct technique to demonstrate.)
Key questions: W'hat do you have to do with your thumbs to "brake" the ball and stop it going through your hands and
landing on your nose? ·
\\?hat happens if you don't get yow· hands behind the ball?
Progression: How do you handball above your head before catching it in front of your eyes?
Key questions: W'hat do you do with your arms to get the ball higher into the air?
Are there any other parts of your body that you can use to help your arms get the ball higher in the
air?
Progression: Can you clap once before catching the ball?
How many times can you clap before catching the ball now that you can get it higher in the air?
Key question: W'hat do your eyes aud head have to do while you are clapping to make sure yau catch the ball i n
front of your eyes?
Progression: As you catch the ball in front of your eyes, jump in the air and raise one kuee.
. .
. ' . . . . . .. . . . . . . . . . . ' . ..
. . . . . . . .
. ' . . . ' . . . . . . . . ... . .. .
. . . ... . . ..' . . . . . .
. . . . .. .. . ' . ' ' . . . . . ' . . . . . . . . . . . . . . . ' . . . . . ' ' . ' ' . ' .. . . . . . .. . . ' ' ' . . . . . .. . . . . . . . . . . . . . . . . .. . . .
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Key questions: Why is it important to lift your knee when jumping for a mark?
l!7hat difference did it make to your marking attempt to jump and raise your knee?
Progression: Run a few steps and while moving, handball tilto the ail; then mark the ball above your head while jumping
with one knee raised.
f
Students placed in 3's: two players and one umpire*.
line)? Why?
Initial rules:
• Where is the best areafor you to
1. The ball must always be played above the head with two hands play the ball from? Why?
2. You lose the rally if the ball hits the floor on your side of • How shouldyou be trying to
the court re-position your opponent to gain
an advantage?
3. The ball must be transferred over the net by taking it in turns
to hit the ball. • How can YOll give yourselfthe
advantage of more time to get
4.Feet must be stationary when the ball is in hands. into the best position on court to
S.Ball is played by a 'push': that is, a chest-pass type movement
receive an opponents retum?
where the fingers extend towards the ceiling at the completion • What factors determine how
of th e movement. Umpires* are instructed to look at the mucltforce you can apply on
direction of the players fingers at the end of a 'push' pass: if
the ball for speed, distance and
.
fingers are pointing forwards rather than to the ceiling it is a
height?
loss of point.
• W'ltat does a push-pass look like
6. Rally point. Service remains with the player who wins
{eg. elbows wide, fi'ngen behind
the point.
. the ball before contaCt etc.)? .
I
is facing (and players are
not allowed to twist at teaching of the finger
the waist to change the pass/set technique may be
direction). required.
Introduce a serving transferred over the half as possible in the game teaching
technique to start and way line. sequence so that they learn to problem
restart play. Include the addition of solve through the application of
a net. A similar game game the mles. This is also a context
Limit the contact to a
development sequence for the development of assertive
push. That is, remove any
option of a catch and push can be applied to provide communication skills and leadership
to play the ball. a racquet sport learning through the application of initiative
experience. in problem solving and dispute
resolution.
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