ACHPER International Conference 2009 - Contemporary Games Teaching
Strategy and tactics
What was the initial strategy and how did the selection of the first batter reflect this?
Describe any tactical changes that were made as each batter came to the ―T‖? What elements of play were taken into account to make these changes?
What suggestions around technique would you give the batting team?
What changes occurred in technical ability during the innings?
How did the batting team use technical ability to determine the roles and positions of the batters in their strategic and tactical plans?
Figure 1 Questions for the game analyser in the SEPEP model
Effective Questioning and Responses
As important to the whole TGfU and SEPEP approach of deep understanding of games is the art of successful questioning and evaluating responses because without it the approach will not succeed. Questioning skills and the ability to develop appropriate activities to allow the questions to be answered are central to the success of the Game Sense (TGfU) approach (Light 2003) which are fundamental reasons for the approach being so valued as a pedagogical model of quality teaching (Pearson, Webb and McKeen, 2005). Questioning can be applied to four areas: strategies, technical, rules and psychological which has been illustrated above. It is important that teachers can move beyond the beginning stage of asking questions to an intermediate or advanced stage. An example of this related to Voluntary T Ball is as follows. The teacher may ask the following question to the game analyser which is illustrated in figure 1 above.‖List all of the decisions that a fielder may have to make (consider both on ball and off ball decisions plus in play and before play decisions) Response: ―Where to field, where to throw the ball, who to cover, who will cover them and where to move?‖. Teacher says ―Good answer‖. However, the questioning has only reached the beginning stage as each situation has to be extended. For example, where to field is related to the whole fielding team and requires the spaces in the field to be covered according to the abilities of the fielding team but also must take into account the batter‘s strength and weaknesses.It is important that actual situations are illustrated on the field so that a deep understanding develops.
Teaching games for understanding has been adopted by teachers and coaches around Australia for over a decade. SEPEP has also been used by teachers to increase participation