SES 240 Mark Smith Fall 2011

Game Creation Take Home Exam (Based on the Articles) 1) The article by Curtner-Smith detailed how the TGFU approach and "Games Invention" can be used at the elementary level in addition to the secondary level. As a result he presented "threestep model". Based on this article answer the following: a) What does TGFU stand for? (1 Point) b) Describe the three step model that Curtner-Smith outlined? (10 Points) c) c) What are the purposes of games invention according to Curtner-Smith? (4 points) 2) Rovegno and Bandhauer's article examined the misconceptions that teachers and preservice teachers have about "child-designed games". Based on the article answer the following: a) Rovengo and Bandhauer discuss the potential that using student created games can have on physical education. For 4 points, discuss why each one is an important component of physical education? (4 points) b) Of the 10 presented misconceptions, select two that you feel are very important to consider when using student-created games with students. For each one discuss why these are to consider and discuss what you would do to eradicate this misconception. (6 points - 3 points for each assumption) 3) In recent years the notion of teaching physical education through a tactical approach has become a popular teaching concept. Gail Wilson's article examined the tactical approach to teaching through the invasion game form. Answer the following questions about her article: a) On page 21 Wilson wrote "Many physical educators have an insufficient understanding of fundamental concepts needed to teach the cognitive aspect of team game play." Discuss what you believe she meant by this statement. (5 points) b) Wilson, presented a generic framework of cognitive concepts for invasion games that is based on four interconnected modules. For the game that your group created address and discuss each module. Use examples to justify your answers (10 points 2.5 points/module) Bonus QU 1: In Wilson's artice Morris and Stiehl (1999) is a referenced book. For 1 point tell me the University that Stiehl works at? Bonus Qu 2: How does Matthew Curtner-Smith have ties with the Univeristy of Northern Colorado?

SES 240 Mark Smith Fall 2011

1) a) TGFU means teaching games for understanding. This approach

utilizes modified game play and questioning to teach tactics and skills associated with games. b) Step 1: Games Selection. It is recommended that teaches choose games from the target, net/wall, or fielding games first, then advance to more complicated, invasion, games. The games should be modified to provide a game that is simplified by having few rules and little technical demand to promote teaching of tactics and stretegies. Step2: Games Playing. In this part, it is necessary teachers know their students strengths and weaknesses and cater to them. This step may also be an experimental one at first. Equipment, rules, and game set-up may need to be further modified to promote success. In this step it is also necessary to focus on tactics and strategy, rather than skill execution. A focus on this with modifications will allow better game play and more practice of the skills. Beginning students may need more coaxing in the form of questioning to learn the tactics or strategies. Step 3: Games Invention. After ample practice has ensued, students will be asked to make a game in small groups. This may first be accomplished with a lot of teacher input and parameters. The teacher may also need to facilitate safety and ensure all team members are allowed to contribute. Later, teachers may be able to step to the role of facilitator, providing input only when invited, to allowing one group member to be the leader, and finally allowing all group members to have equal rank. It is recommended that no matter where the students are on the responsibility of their games creation, teachers need to define certain parameters of the game in order to view learning of a particular strategies, skills, cooperation, etc. c) It helps students develop an understanding of games. It is a good way to see if students have understood prior lessons in skills, strategies, and tactics taught about particular games. It also allows for a practice in responsibility, problem solving, group cooperation, and creativity.

2) a) 1) To engage actively with and explore components of game play

(skills and strategy) and, in turn, to construct a deeper understanding of these components. The components of game play are a vital part of physical education. Students who develop games will be able to explore their skills in an environment of their choosing. Strategy is also a part of this. Designing a game allows a student to also recognize the strategy(s) utilized within a certain game. 2) To think critically about their experiences playing games and to think critically about their experiences playing games and sports in recess and after school. Play is everywhere outside of school, especially in elementary. Many students are developing games at home, on the playground, or even in their neighborhoods. Students will be able to draw from these

SES 240 Mark Smith Fall 2011

experiences to create games in class. Some may even be able to draw from video games. Also, bringing fun from outside of school into the classroom can be motivating for students. 3) To learn how to learn cooperatively and solve problems in groups. This one is very important and inevitable. Even in my own games creations or group work for that matter, I have seen this. Lets face it, the world is full of people and eventually everyone will have to communicate with someone else. Most will need to develop skills to work as a group. The ability to practice this is great for learners. Group work also allows a teacher to assess these group working skills and be able to teach group skills if any problem arises. If games creation is used in the elementary level, this will be a good place to practice to gradually decreasing me complex of younger children. 4) To create games that are meaningful to them as children while also focusing on significant skills and strategies of game play. This is a bit of a combination of 1 and 2. The games that they create are meaningful to them because they created them. They are also meaningful because they may resemble games they play outside of school. When creating a game, students should be aware of the skills and strategies within their game by the time they are ready to play or present. This allows them to attach words and thought to movements or tactics they may do every day after school. b) -A child-designed game should not look like any other game and should not look like a sport. I have not seen many child-designed games, but I can imagine that many of them look like a known sport or game, especially at the secondary levels. This should not be something that will be graded on or even a focus when creating games. Children will use their previous experiences with games to develop a game. If a group develops a game that is similar to another sport or games, but changes a few things to make it more successful, fun, challenging, etc., then they have successfully created a game. The article does mention that equipment and purpose can make their game look like a sport so I will not go into that. I would also like to point out, firstly, that a game that resembles another can be very beneficial to students. If a group develops a game that uses a basketball and focuses on dribbling, but does not need a hoop, then they will be able to (outside of class) play a game with a basketball (or any ball that can bounce for that matter), without needing a hoop. Secondly, games that resemble other games will be more than likely the games that the teachers are referencing in their own practice designs and students are allowed to be creative, while still practicing the skills the teacher wants them to learn. Thirdly, many teachers games resemble sports and so it is a bit hypocritical to ask students to develop something completely original, when teachers do not. After all, we are not looking to reinvent the wheel, just teach students how to be active.

SES 240 Mark Smith Fall 2011

-Teachers are untrue to the philosophy behind child designed games if they tell children what to do. As with the safety issue mentioned in the article, I do believe it is necessary that teachers have some say in the game creation. Also, I believe that a child designed game is a great assessment tool for students. Teachers can formulate the game creation activity to allow students to demonstrate their learning of particular skills, games, etc. After all it is the teacher who has a plan for their class and is looking to see certain things learned in their class. I also believe establishing parameters allows for a more successful game creation because it gives students an idea of what teachers are looking for. The teacher should also have created an environment for students that allow them to come to the teacher for advice. All in all, the teachers parameters or inputs on the game creation will not hinder, but help game creation, while still allowing for many different and unique games.

3) a) I believe she means that the understanding pre-service teachers have

about team game play are very narrow. Most likely, many of the students studying to teach P.E. have engaged in team game play, but only in a few sports. In their preferred sport, they may be able to define every aspect of successful play, but are unable to see the similarities within team games. For instance Wilson mentions that many invasion games are similar that they all depend on scoring an object into a goal. This is just one of the similarities they share. I think her main point is that physical educators make games much more complicated than they really are by focusing on skills, rules, or any other complicated aspect of game play. The tactical model was put into place to see that students learn the very basics of game play such as finding open space to receive a pass in an effort to play games and eventually refine skills to make game play more enjoyable. She may also be referring to the fact that teaching using the tactical games approach requires great questions in order to facilitate the best learning. A depth of knowledge about tactics will allow a teacher to develop the best questions and the right questions to ask students that will further their knowledge. Bad questions can hinder learning the cognitive sides of games. b) 1) Participants and Their Roles In our game there is an on-ball attacker who is the person in possession of the ball. off-ball attackers creating passing opportunities for the on-ball attacker. on-ball defender may or may not be present on their defensive side because defense is made to be one man short, but this player will be to influence the person with possession of the ball. off-ball defenders will be marking and staying close to off-ball attackers in an effort to disrupt or intercept passes. There are 2 goalies, one at each end, but they are essentially off-ball defenders with a boundary they may not exit and are mainly looking to reject scoring tries, rather than passing attempts.

SES 240 Mark Smith Fall 2011

2) Objectives - Attackers are looking to advance down court to score, while

defenders are looking to thwart advances or attempts at scoring. Attackers are also looking to retain possession in order to not allow the other team possession and the ability to move down court and score.

3) Action Principles Attacking

Mobility the on-ball player only has three steps, so the mobility is mainly on the shoulders of the off-ball attackers who want to gain passing lanes. The player in possession must pass to advance, so this is a major part of the attack. Advancement This is solely based on the ability to make successful passes that eventually result in positive court gain. Width Players who are able to utilize open space will be successful in creating passing opportunities. Also, by spreading the offense towards the goal line they may be able to make crossing passes to catch the goalie on the opposite side of the one they want to shoot from. Offensive Depth This will come in handy when a player in possession is trapped and needs an outlet pass to regain momentum in the advancement. A player that provides negative support will be able to essentially restart the advancement. Also, this player may be helpful in scoring by receiving a negative pass and being able to pass to a player with an advantageous scoring opportunity.

Defending

Engagement The on-ball defender, as well as any other defender, is not allowed any physical contact to gain possession of the ball so their main objective is to be a distraction to the ball carrier. The off-ball defenders stay close to other offensive players in an attempt to intercept or distract passes. Defensive Depth this concept is somewhat forced by the game by allowing the offense to have one more player than the defense. The defense will try to distract the player with possession, but must keep other offensive players close as to not allow a pass behind them. Since there is no significant advancement by individual players, the concept of supporting a player who has been beaten by an offensive player with the ball is not present. Contraction This concept may be more closely related to the defense played near the goal. Players must place themselves in a position to intercept or distract passes, but not allow the offense to have an uncontested shot at the goal. The goalie is the best example of this concept, by being forced to defend the goal zone. Expansion This describes the strategy used by defenders in the game. Players may choose to be goal-side to defend players in possession or ball side when they want to intercept passes. It may also be advantageous to the off-ball defenders to play more ball side defense to intercept passes, because if an offensive player receives a ball, they cannot advance freely to the goal so the risk is not very great. Defensive players also have the option

SES 240 Mark Smith Fall 2011

to leave a player completely unguarded, which allows uninterrupted passing, but since they cannot move, it is not a complete threat.

4) Action Options

on-ball attackers attempt to score using throw or paddle, which player to pass to, which direction to take 3 allotted steps, how to pass force, hitting vs throwing with paddle. off-ball attackers finding open space for a pass, how far from the ball to move, provide a negative or positive pass. on-ball defender where to place self to interrupt pass, whether or not to help guard off-ball attackers. off-ball defenders how close to stay to off ball attackers, defend goalside or ball-side, stay with marked player or switch upon players crossing, whether to swat ball away or intercept by catching. goalie positioning for best opportunity to stop a scoring attempt. Bonus #1 University of Northern Colorado Bonus #2 Matthew attained his degree of education at University of Northern Colorado in Sport Pedagogy in 1991.