Pages: 57

No chapter abstract available.

Pages: 15

This chapter explains how theoretical frameworks and approaches have been used to support a game-based pedagogy. After a brief description of the sections and chapters of the book, an overview is presented of relevant frameworks and approaches. The chapter begins by explaining the basis from which the book was written. This is a game-based approach with an emphasis on its origin in Teaching Games for Understanding (TGfU). The chapter shows core elements of TGfU such as didactic principles (exaggeration, sampling, tactical complexity, and representation) and the TGfU model, which is about shaping rich learning environments with an emphasis on tactical awareness and game decision making. The chapter concludes with an explanation of frameworks that have influenced the writing of this book, such as ecological dynamic systems, nonlinear pedagogy, embodied cognition, and affordances.

Pages: 7

This chapter describes the central pedagogical principle of the book: design of rich learning environments. Fundamental aspects and practical consequences that in particular determine the heart of this game-based pedagogy are given through hallmarks that underpin the view on both games learning and games teaching. The reader is informed about game categories and underlying game principles. Fundaments of a method for analysis is proposed by introducing game balance as subject of observation. The chapter concludes with an explanation of how the state of game play, in terms of balance, results in distinguishing different game types.

Pages: 12

This chapter describes the procedure of game balance analysis, which is a didactical tool that supports analysis of gameplay. This tool can be applied during class with the goal to make appropriate teaching decisions. The approach consists of four pedagogical steps that teachers can take while teaching games. The steps are following a structure that facilitates structure for teachers and coaches to constantly create rich learning opportunities within the game situation. The analysis can be applied to games that have simultaneous defensive and offensive roles in the categories net and wall games, invasion games, and striking and fielding games. In four paragraphs each step of the analysis procedure will be described.

Pages: 15

This chapter describes how developments in digital technology can be aligned with pedagogical and didactic principles. Two applications are described. The first is the digital application Game Balance Analysis. This application helps teachers of games to make structured teaching decisions within a game-centered approach. The second application that is described gives insight into how the tagging of essential game moments can support the shaping of a tactical debate of ideas. Finally, a setup for a digital formative assessment is given that can be used in teaching.

Pages: 6

The central purpose of this chapter is to provide the reader a roadmap to understand the structure of the practical chapters. These chapters (6–13) consist of detailed descriptions of basic modified team sport games. Each chapter contains descriptions of two or three modified games that are designed for students aged 10–14 years. These games are called core games. A core game is a basic configuration of a small-sided game that teachers can use when planning their lessons. The structure of each chapter is described. Particular headings and definitions are explained to give an understanding of how a core game can be prepared by teachers for PE lessons. Explanations are given of what the concept scenario in the game means, how teachers may work with learning opportunities, and how they can use interventions during the teaching process. Finally, attention is paid to the principle of mandate teaching (a teaching strategy for supporting game play) with regard to teaching students a core game.

Pages: 156

No chapter abstract available.

Pages: 40

This chapter addresses practical activities of small-sided games (SSG) in soccer for students aged 10–14. Descriptions of two core games and related frequently occurring playing scenarios are given. The first game is modified soccer 3v1 plus one goalkeeper. The second game is 4v2 plus two goalkeepers. The chapter concludes with examples of mandate soccer games.

Pages: 45

This chapter addresses practical activities of small-sided games (SSG) in handball for students aged 10–14. Descriptions of three core games and related frequently occurring playing scenarios are given. The first game is Circle Ball. The second game is Tchoukball, and the third core game is Small-sided Handball. The chapter concludes with examples of mandate handball games like ‘Get in the Circle’ and ‘Jump Shot Handball.’

Pages: 30

This chapter addresses practical activities of small-sided games (SSG) in basketball for students aged 10–14. Descriptions of two core games and related frequently occurring playing scenarios are given. The first game is 3v2 basketball. The second game is 4v3 basketball. The chapter concludes with examples of basketball mandate games like ‘shoot-outs.’

Pages: 39

This chapter addresses practical activities of small-sided games (SSG) in Rugby for students aged 10–14. Descriptions of two core games and related frequently occurring playing scenarios are given. The first game is Tag Rugby 3v1. The second game is Tag Rugby 4v3. The chapter concludes with suggestions for rugby mandate games.

Pages: 56

No chapter abstract available.

Pages: 37

This chapter addresses practical activities of small-sided games (SSG) in volleyball for students aged 10–14. Descriptions of two core games and related frequently occurring playing scenarios are given. The first game is ‘One-Touch Volleyball.’ The second game is volleyball with catch rules. In the latter, scaffolded levels of playing volleyball with catching rules are described using different variations like ‘In and Out Volleyball’ and ‘Smash Ball.’ The chapter concludes with suggestions for volleyball mandate games.

Pages: 17

This chapter addresses practical activities of modified badminton games for students aged 10–14. Descriptions of modified 1v1 badminton and related frequently occurring playing scenarios are given. The chapter concludes with suggestions for badminton mandate games.

Pages: 50

No chapter abstract available.

Pages: 29

This chapter addresses practical activities of small-sided games (SSG) in softball for students aged 10–14. Descriptions of two core games and related frequently occurring playing scenarios are given. The first game is ‘hit-and- run.’ The second game is ‘hit-and-run advanced.’ The third core game is small-sided softball with the use of three bases. The chapter concludes with suggestions for baseball and softball mandate games like ‘peanut ball’ and ‘keeper game (fielding).’

Pages: 19

This chapter addresses practical activities of small-sided games (SSG) in cricket for students aged 10–14. Descriptions of two core games and related frequently occurring playing scenarios are given. The first game is ‘hit and tap: continuous cricket.’ The second game is ‘small-sided cricket.’ The chapter concludes with suggestions for cricket mandate games like ‘zone batting.’