HLTH 2204

Curriculum Models in Physical Education

Tutorial Two
Games for understanding – A tactical games approach

 Introduce SEPEP season – Committee allocation - Week 3 Selection and fixtures

 Resource file – Service rule and service sequence of singles and doubles
Teacher decides how they begin the class
- Students rock up and set up and start warming up
- Students have the get the name ticked off – if not then a point is taken off their team
- Framework for SEPEP
- Resource file – SEPEP: how it would look like for each year group – resources for each year group

Structure of SEPEP in own experience:

- Structured roles  role for whole season
- Duty team  bye team is duty team  umpires, score keeping, set up equipment

NOTRE DAME SEPEP season

- 15 students in class – 3 people in each role
 Sports board (2)
o 2 people
o Run the lesson and in charge of the competition
o Introduce how everyone will communicate
 Fixtures (4)
o How are we organising it
o  Plan A/B/C – 3 pools of 5 – 4 pools of
o Share fixtures with results people
 Selection (3)
o How do we create a rank from 1-15
o selection criteria
o Require evidence to reasons why they chose the selection
 Results (3)
o How it will be organised and shown
o How will scores be recorded
o Excel or hard copy – end of each game put in results how?
 Publicity and festivities(3)
o Publicity (how we get the info out there) and festivities (Who makes the decision – what makes it more
enjoyable/ awards / best costume/ reward fair play)
o Code of conduct

Wk 2. R&R/ tasks
Wk 3. Fixtures ready for wk 3// singles
Wk 4.festivities and publicity – code of conduct /singles and doubles
Wk 5 festivities and publicity – code of conduct / doubles
Wk 6. Doubles ready to set up

Games for understanding:

- Are we teaching them tactics and strategies – focus on decisions and refine the skill – were not taught how to execute
- Skills: overhead clear/drop shot
- Tactic: where do I move my body and what is the best position to be in to get my desired result
- What shot are you playing and why are you playing it
GERT
- G Game sample (is the game being played does it fit the game understanding )
- E exaggerated (boundaries line was exaggerated) 0 width and length
- R representation (are the skills representing the game)
- T tactics/ tactical complexity – level of tactics – does tactics fit into the game – can you make sure students at their
level to understand the complexity of the tactics

HPE2204 Semester 2 2019

Warm up – Footwork and Movement

In pairs facing each other (shuttle at the end of each line)

One of the pair decides to touch the side line or collect the shuttle before
the other.
G – length/agility of the player across the length of the game
E – exaggerated in the reached and awareness of boundaries line
R – represents the reaching for a shot
T – tactics used when variations introduced
Variations/ change of rules to get desired action from students
- Cant not fake it
- Can fake it
- Only use one hand
- Why we use only one hand – backhand footwork practice

o Allowed students on their feet and made them make

quick decisions/movements.
o Got them reaching for the shuttlecock (similar to
reaching for a shot in badminton).
o Layout of students is important so they don’t run into
each other (stagger the shuttlecocks).

Participating in DC1/DC2 and through appropriate teacher questions students will become familiar with the level of strategic and
tactical complexity required for divided court games. Students at the Middle Childhood and Early Adolescence phase of
development should be directed to setting up an attack by creating space on the opposite side of the net and on defending space
on their own side of the net. Creating and defending space are two tactical problems fundamental to the game of badminton.

Experience will inform the teacher when to introduced their students to the skills and game of Badminton.

DC3. Badminton - Half Court Singles Game (from Week 1)

Court Area

Conduct Rules
- Half court badminton game
- Fair play  serve being fair & Shaking hands after game
- Serve being fair – not sashing overheads at each other (underarm only).

Procedural Rules
- Begin every game with a serve
- Scoring – won the point you kept serving – rule in badminton if you win the point

Tactical Solution
Attack:
- Be agreesive
- Create space
- Push them back
- Creating a mistake to get shuttle in hitting area where you can get point
- Be aggressive to create space (pushing the person back or bringing them forward).

Defence:
- Low, Light, Active on stance to be ready to go
- Guess where they will serve – reaction time
- Reacting to what the player and shuttle is doing

GERT
G: game sample used how you use overhead/ serve
E: exaggerated the overhead clear and serve
R: represent how in a game you use the space
HPE2204 Semester 2 2019
T:
- Both students getting the chance to serve > relates back to the game.
- Working on offence and defence strategies relates back to game sample and how
- Using skills learnt from the warm up to win points and to move around the court.

No comment is made about racquet parts or grip. Grip can be corrected individually (Frying pan grip)
Beginning the game is a difficult skill for some students. Modified equipment will help.

DC 4 Badminton – Developing the Defensive & Offensive Strategies of Space and Time

Create a situation where the students are required to play an Overhead Clear

Court Area ½ a badminton court

Conduct Rules Alternate Serve & score a point if student wins the rally

Procedural Rules Introduce underhand shot and service line to begin the game of cooperative singles.
High and deep – OHC – OHC play the point out

Tactical Solution - year 10, 11,12

Attack: Understand the value of forcing opponent back.
More power can be generated from overhead shots*
Creating space
Q Where are the available spaces A Front & Back
Q Is it harder to attack from the Ft or Bk court A Bk court

Defence: Create time

Deny and control the space
Q Where is base position A Centre towards bk of court.
Q Is it easier to send the shuttle to the rear of the court with an under arm or overhead shot
A Overhead*

* Inside the fight of the shuttle. This should dictate court position. Turn side-on to play the OHC

Overhead Strokes

HPE2204 Semester 2 2019

There are 3 overhead strokes, each of which has different methods of application

Clear defensive/standard/attacking
Drop fast/slow
Smash long/steep

All overhead strokes should be approached the same way. The aim is to threaten as if to smash and then, as late as possible,
adjustments should be made to play another shot.

 Body in balance behind the shuttle

 Grip - cocked hand
 Eye on shuttle
 Angle of racket face
 Where to strike the shuttle in relation to body*
 Weight transfer
 Follow through & recovery of racket and body
 The player should be aware of the effect of the shot on their opponents game

Forehand Clear KTP’s

 Get under the shuttle using efficient footwork (long strides)*
 Line up shuttle with non-hitting arm
 Break the elbow
 Throw the racket head at the shuttle & Snap the wrist – use in Resource file

DC 5 Badminton – Pushing the opponent back (Backhand)

Court Area ½ a badminton court

Conduct Rules Maintain overhead rally forcing your opponent onto their backhand
Cooperative singles. High and deep – OHC – OHC play the point out

Procedural Rules Alternate service & score every serve

Tactical Solution How can you force your opponent back if the shuttle does not come to your strong forehand side
HPE2204 Semester 2 2019
 Attack: Creating space
Where are the spaces?
Is it harder for your opponent to attack from their forehand or backhand side?

Defence: Create time

Lean across or be in a position on court and play the shuttle on your forehand.
Return the shuttle to your opponents’ backhand

* Students take up a position or “run – around” their backhand to receive the shuttle on their forehand. This will hopefully
emphasise the open space in the forehand court

DC 6 Badminton – Introduce the drop shot

Court Area ½ a badminton court

Conduct Rules High Serve - OHC - Drop Shot - as opening moves. Then play the point out.

Development High Serve - OHC - OHC - Drop Shot - as opening moves. Then play the point out

Procedural Rules Alternate service & score every serve.

Tactical Solution Awareness of available space at front of opponent’s court

Attack: Where is the space you can attack to win a point?

What are the advantages of disguise?

Defence: Create time

Lean across and play the shuttle on your forehand

Drop Shot KTP’s

Disguise and prepare as forehand clear
Stiff wrist on contact
Shuttle should land between net and service line.

KTP’s
- Which ones are better for what age? -
o This is crucial when making resource files/lesson plans to aim the correct KTP’s to the correct age.

HPE2204 Semester 2 2019