TEACHING SPORT CONCEPTS AND SKILLS. A TACTICAL GAMES APPROACH + DVD

Description

• Help students expand their ability to perform specific skills through modified game play in which they apply tactics in gamelike situations.
• Learn and use key concepts to help you successfully teach and coach students.
• Get more lessons and ideas to help you apply the tactical games approach.
• Teach students and athletes how to transfer problem-solving knowledge and experience from one sport to another.

Already a classic in the field of sports and physical education, Teaching Sport Concepts and Skills: A Tactical Games Approach, Second Edition, has been greatly expanded to make it an even more valuable resource. The tactical games approach is a proven method used in teaching students and athletes sport-specific skills through modified game play in which they must execute tactics in gamelike settings. This book explains how to apply this approach and provides 245 ready-to-use lessons to help you do it.

These lessons include tactical questions to help you elicit students’ responses that identify the need for skill practice. The lessons also guide you in adapting them to your students’ needs, either simplifying or increasing the challenge of the tasks involved. The lessons feature more than 200 clear diagrams that make setup and execution of the games easy.

This book will help you

• expand your students’ ability to perform skills and tactics,
• use key concepts throughout your teaching and coaching to facilitate your students’ learning and development of game play skills,
• teach students and athletes how to transfer problem-solving knowledge and experience from one sport to another, and
• add variety to your curriculum as you enhance your students’ tactical understanding and skill development.

Teaching Sport Concepts and Skills: A Tactical Games Approach, Second Edition, presents significant new material:

• New chapters on tactical transfer among games and tactical games as a curriculum model and a concluding chapter with tips on additional ways to teach your students through this approach
• New chapters on lacrosse, rugby, cricket, and bowling
• A DVD with 14 lessons demonstrated in a variety of sports and settings, showing you the theory in action in real-world teaching and coaching

Through Teaching Sport Concepts and Skills: A Tactical Games Approach, Second Edition, you’ll learn how you can use this model to help you teach across your curriculum, and you’ll benefit from the collective wisdom of the authors, who wrote this book by drawing from their combined decades of experience in teaching through this approach.

Contents

• Preface

Part I. Tactical Games Teaching

• Chapter 1. Using This Book

• Chapter 2. Tactical Games Teaching: Explanation and Review
• Rationale for a Tactical Approach
• Games Frameworks
• Game Performance
• Levels of Tactical Complexity
• Teaching for Tactical Awareness and Skill Acquisition

• Chapter 3. Transfer of Tactical Learning
• Transfer of Tactical Knowledge in Games
• Implications for Curriculum Development
• Summary

Part II. Lesson Plans for Tactical Games Teaching

• Chapter 4. Soccer
• Level I
• Level II
• Level III
• Level IV
• Level V
• Summary

• Chapter 5. Basketball
• Level I
• Level II
• Level III
• Level IV
• Level V
• Summary

• Chapter 6. Lacrosse
• Level I
• Level II
• Level III
• Level IV
• Summary

• Chapter 7. Rugby
• Level I
• Level II
• Level III
• Summary

• Chapter 8. Volleyball
• Basic Triad Formation
• Summary Tips for Teaching Volleyball
• Levels of Tactical Complexity
• Level I
• Level II
• Level III
• Level IV
• Level V
• Summary

• Chapter 9. Badminton
• Level I
• Level II
• Level III
• Summary

• Chapter 10. Tennis
• Tips for Tactical Tennis Teaching
• Level I
• Level II
• Level III
• Summary

• Chapter 11. Softball
• Level I
• Level II
• Level III
• Level IV
• Summary

• Chapter 12. Cricket
• Level I
• Level II
• Level III
• Summary

• Chapter 13. Golf
• Safety
• Tips for Instruction
• Tactical Reality Golf
• Level I
• Level II
• Summary

• Chapter 14. Bowling
• Organization of Lanes and Equipment
• Tips for Instruction
• Establishing an Authentic Context
• Level I
• Level II
• Level III
• Level IV
• Summary

Part III. Tactical Games Curriculum

• Chapter 15. Tactical Games Curriculum Model: A Step Beyond
• Model for Tactical Games Curriculum
• Conceptual Framework
• Model-Based Instruction
• Summary

• Chapter 16. Assessing Outcomes
• Assessment Beliefs
• Assessment Strategies
• Assessing Learning Outcomes
• Summary

• Chapter 17. Getting Started With Tactical Games Teaching
• Conceptual Framework For Planning Tactical Teaching
• Putting the Planning Framework into Action
• Skills and Attitude for Teacher Change
• Implementing Practices
• Reflections and Conclusions

• Chapter 18. Final Thoughts
• References
• About the Authors

Author

Stephen Mitchell, PhD, is a professor of sport pedagogy at Kent State University. He received his undergraduate and master's degrees from Loughborough University, England, where the tactical approach was first developed; and he earned a PhD in teaching and curriculum at Syracuse University. An avid soccer player and licensed coach, he has employed a tactical approach in teaching and coaching at the elementary, middle school, high school, and college levels since 1982. Dr. Mitchell is a member of the American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD), the Ohio Association for Health, Physical Education, Recreation and Dance (OAHPERD), and the National Association for Physical Education in Higher Education (NAPEHE).

Judith Oslin, PhD, is a professor of sport pedagogy at Kent State University. She received her undergraduate and master's degrees from Kent State and earned a PhD in sport pedagogy at Ohio State University. She has 30 years of experience as a physical educator and teacher educator. She has used the tactical approach with elementary, middle school, high school, and university students. Dr. Oslin has also presented numerous papers and workshops focusing on implementation of the tactical approach and the Game Performance Assessment Instrument at the international, national, regional, state, and local levels. She is a member of numerous professional organizations, including AAHPERD, NAPEHE, the American Educational Research Association (AERA), and the National Association for Girls and Women in Sport (NAGWS).

Linda Griffin, PhD, received her doctorate in physical education and teacher education from Ohio State University. As a physical educator and coach since 1976, Dr. Griffin has conducted extensive research, published nearly 30 articles and book chapters, and given numerous presentations on the tactical approach. She served on the planning committee for the first Teaching Games for Understanding Conference in New Hampshire in 2001. A former college volleyball player and coach, she is a professor and chair of teacher education and curriculum studies at the University of Massachusetts at Amherst and a member of AAHPERD and AERA.