more problemos

Tactical Problem: attacking and defending

Game: Split everyone into 4 groups each group has their own designated corner. In each corner they have 3 cones set-up upside down. The gym is split up into quarters and each group can not trespass into another teams area. The object of the game is to knock down the opponents cones while still protecting your own. You must have a proper balance of offense and defense in order to be successful.



Game: flag snatchers!

                  Everyone is split up into 2 teams and this is to be played on an open court. each player is given a pinnie and it should be tucked into their shorts like flag football. The rules are similar to capture the flag but when pinnies are stolen from you they are dropped right where they are stolen and the player without a pinnie goes to jail. the only way to get out of jail is for players who have pinnies to bring a pinnie that they pick up off the ground back to  the jail. The object of the game however is to be the first team who collects the 4 beanbags from the oppositions net. There are no safe zones but obviously the closer to your net you are the more of your own players there would be.

Tactical Problemos!

Badminton: hitting birdie to open space:

1. Gator-skin badminton
Can have 1 or 2 people on each side of the badminton net. Using the gator-skin balls, play a normal game of badminton with out rackets (throwing the ball over the net and catching it, then throwing it back over). Allow the ball to bounce once (if wanted/needed) before it is caught (or to modify, allow ball to bounce twice). Can also decide to use other balls (like a tennis ball which bounces easier, but is smaller). This game allows the students to look for and throw the ball to open space (the tactical problem) with out having to worry about badminton shot technique (assuming the students already have sufficient throwing skills).

2. triple point badminton
This game will be like a normal game of badminton (1 or 2 students per side) except students receive 1 point each time they hit the birdie over the net and 2 points if the birdie drops on the opponents side with out the opponent touching it. This game allows students (especially less-skilled students) to still receive points but encourages all students to really aim for open space on their opponent's court rather than simply trying to hit it as hard as they can or just getting it over. This could be a good game too, because points can be racked up very easily and students will therefore be able to cycle through much quicker.

This particular Game Performance Assessment Indicator is assessing Floor Hockey. The tactical skills that are being analyzed are, decision making, skill execution, and adjustment.

Skill Execution involves shooting, puck control, passing, and receiving. Adjustment includes moving to the puck, moving into open space, and playing defense. Finally, Decision Making involves shooting, passing, support, defending/ attacking and finding open space.  In the GPAI the students are put into categories. Students are assessed according to their appropriateness and inappropriateness (A's and I's) on a scale of 1 to 5.

This is a fairly easy GPAI assessment from the teacher. It is important to assess all students, and show them your assessment with comments, so that they can learn from their mistakes, develop a better understanding of the game, and improve their abilities. In order to assess students it is very important that you know what you are looking for as a physical educator.  Here is the example I found for the GPAI. Once again it is quite simple and effective!



This table can be put into a graph in order to be analyzed easier.

Names	Decisions		Skill Execution		Adjustment
	A	I	A	I	A	I
Smyth (F)	IIIII (5)	III (3)	III (3)	I (1)	III (3)	I (1)
Jackson (M)	II (2)	III (3)	III (3)	I (1)	I (1)	IIIII (5)
Reed (M)	IIIIII (6)	I (1)	IIIII (5)	(0)	IIIII (6)
Carson (F)	IIII (4)	I (1)	IIIIIII (7)	IIII (4)	III (3)	II (2)
Gode (F)	I (1)	IIII (4)	I (1)	II (2)	II (2)	III (3)
Cindar (M)	IIIII (5)	II (2)	IIIII (5)	II (2)	IIIII (5)	II (2)