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Wednesday, October 10, 2012

TGFU UNTUK BOLA SEPAK


TGFU - SoccerThis is a featured page
TGFU - Soccer - Teaching Games for Understanding

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

Game 1

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?
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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?

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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?

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TGFU - Soccer - Teaching Games for Understanding

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? Game 2 - Introduction to Skill

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.
Game 2 - Progression #1

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?

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