Teaching Sport Concepts and Skills

Steve Mitchell, PhD, is associate dean in the College of Education, Health and Human Services, and a professor of physical education, at Kent State University in Ohio. He received his undergraduate and master's degrees from Loughborough University (England), where Teaching Games for Understanding was developed. He earned a doctorate 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. Mitchell is a member of SHAPE America and the Ohio Association for Health, Physical Education, Recreation and Dance. Judy Oslin, PhD, is a professor emeritus at Kent State University. She received her undergraduate and master's degrees from Kent State and earned a doctorate in sport pedagogy at Ohio State University. Oslin has more than 35 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. 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. Having retired in 2007, she now enjoys playing games (particularly golf and pickleball), traveling, hiking, camping, and staying fit by walking and weight training. Linda Griffin, PhD, is a professor in the College of Education at the University of Massachusetts at Amherst. She earned her bachelor's degree from Black Hills State University, her master's degree from Ithaca College, and her doctorate from Ohio State University. She has more than 35 years of experience as a physical educator and teacher educator. Her research and scholarly interest for over 20 years have focused on the teaching and learning of sport-related games through a games-centered approach grounded in constructivist learning. Throughout the United States and abroad, Linda has presented numerous papers and workshops focused on the tactical approach. Griffin served on the planning committee for the first Teaching Games for Understanding Conference in New Hampshire in 2001. She is a member of SHAPE America, National Association of Sport and Physical Education (NASPE), National Association for Girls and Women in Sport (NAGWS), and American Educational Research Association (AERA). Griffin has also served as chair for the Curriculum and Instruction Academy, president of the Research Consortium, and a reviewer for various professional journals, including the Journal of Teaching in PE and Research Quarterly.

Part I. Tactical Games Teaching Chapter 1. Tactical Games Explanation and Review Rationale for a Tactical Approach Game Frameworks Game Performance Levels of Tactical Complexity Teaching Tactical Awareness and Skill Acquisition Implementing a Tactical Games Approach Using This Book Summary Chapter 2. Preparing Students for a Tactical Games Approach Training Students to Play Small-Sided Games Teaching Appropriate Sport Behavior Teaching Rules and Routines Teaching During Game Play Physical Activity Considerations in Games Teaching and Learning Pedagogical Considerations and Strategies for Promoting Moderate to Vigorous Physical Activity Summary Chapter 3. Getting Started With Tactical Games Teaching Conceptual Framework for Planning Tactical Teaching Putting the Planning Framework Into Action The Teacher and the Change Process Implementing Practices Summary Chapter 4. Transfer as a Principle of Games Teaching and Learning Transfer of Tactical Knowledge in Games Implications for Curriculum Development Ultimate as an Example of Transfer in Action Summary Chapter 5. Tactical Games Curriculum Model Assumptions Underpinning a Tactical Games Curriculum Conceptual Framework Model-Based Instruction Summary Chapter 6. Assessing Outcomes Assessment Beliefs Assessment Strategies Assessing Learning Outcomes Summary Chapter 7. Aligning a Tactical Games Model With Content Standards Content Standards in the United States Content Standards in England Content Standards in Australia Content Standards in Singapore Tactical Games Alignment With the International Baccalaureate Summary Chapter 8. Digital Technology for Teaching Tactical Games and Enhancing Skill Development Digital Planning Tactical Awareness and Skill Development Formative Assessment and Self-Assessment Summary Chapter 9. Teaching and Learning Social Justice Through Inventing Games Revisiting the True Meaning of Competition Teaching Social Justice and Democracy in Action Summary Chapter 10. Integrating Social and Emotional Learning Into a Tactical Games Approach Overview of Social and Emotional Learning Overview of SEL Teachers and Their Classrooms Situating Social and Emotional Learning Within a Tactical Games Approach Summary Part II. Lesson Plans for a Tactical Games Approach at the Elementary Level: Building Sport Foundations Chapter 11. Invasion Games at the Elementary Level Elementary Invasion Games Tactics Levels of Elementary Invasion Game Complexity Modifications for Elementary Invasion Games Progressions for Teaching Elementary Invasion Games Scope and Sequence Level I Level II Level III Teaching Cues for Invasion Game Skills Summary Chapter 12. Net and Wall Games at the Elementary Level Elementary Net Games Tactics and Levels of Game Complexity Modifications for Elementary Net and Wall Games Progressions for Teaching Elementary Net and Wall Games Level I Level II Level III Summary Chapter 13. Striking and Fielding Games at the Elementary Level Elementary Striking and Fielding Games Tactics Levels of Elementary Striking and Fielding Game Complexity Modifications for Elementary Striking and Fielding Games Progressions for Teaching Elementary Striking and Fielding Games Level I Level II Level III Level IV Summary Chapter 14. Target Games at the Elementary Level Elementary Target Games Tactics and Levels of Game Complexity Modifications for Elementary Target Games Progressions for Teaching Elementary Target Games Bowling as an Exemplar for Teaching Target Games Target Games Lessons Level I Level II Level III Summary Part III. Lesson Plans for a Tactical Games Approach at the Secondary Level: Developing Sport Performance Chapter 15. Soccer Level I Level II Level III Level IV Level V Summary Chapter 16. Basketball Level I Level II Level III Level IV Summary Chapter 17. Lacrosse Level I Level II Level III Level IV Summary Chapter 18. Rugby Level I Level II Level III Summary Chapter 19. Flag Football Level I Level II Summary Chapter 20. Volleyball Volleyball Tactics Teaching Volleyball Levels of Tactical Complexity Level I Level II Level III Level IV Level V Summary Chapter 21. Badminton Level I Level II Level III Summary Chapter 22. Tennis Level I Level II Level III Summary Chapter 23. Softball Level I Level II Level III Level IV Summary Chapter 24. Cricket Level I Level II Level III Summary Chapter 25. Golf Safety Instruction Tips Tactical Reality Golf Level I Level II Summary Chapter 26. Bowling Organization of Lanes and Equipment Instruction Tips Level I Level II Level III Level IV Summary