Post date: Jul 25, 2015 2:49:50 PM
Create safe/positive culture - Either create the culture or the culture will be created for you. The latter is not ideal
Inclusion - have progressions and regressions so that everyone is included and challenged appropriately
safe place for all
set tone - have 4 basic rules
listen
be nice
try your best
have fun
back up rules with a reward system
Community - students should feel safe and free to explore all the various movement patterns...they should be supported and encouraged...they should compete hard and display good sportsmanship
Co-creation - Children are creative beings...use their creativity in game play design; incorporate rules and variations that students create
Fun - Bring it back
Instill the notion that hard work and skill development can be fun...make it challenging but not difficult...what’s the difference?
Challenge promotes self reliance and task completion
Difficult promotes struggle and frustration.
There is a fine line between the two.
Anybody can make things difficult. It takes experience to develop the skill of recognizing movement compensation and know how to incorporate a system that provides the most appropriate progression or regression to correct or challenge the movement pattern. Keep student interested not frustrated
Play games that reinforce skills that have been developed in mobility, general movement, strength and/or object manipulation practice
alter rules to focus on different skill sets
properties of play
better coordination
agility, speed, force production improves
improve character, teamwork good decision making
speed and agility are not just physical. It’s mental! need to be able to make quick decisions under pressure
Transference
To teach character, one must first be a person of character
coach passes on knowledge that student can carry on into every other aspect of life
Training is behavior shaping
Practice
being a leader
being a good kid
being yourself
game play is taking skill out for a spin
play with purpose
Points of Interest
Eyeball Effect - Get to their level
Be Present --The second you greet them, you should be observing the mood of the student...watching and observing throughout the entire session--be a professional observer
Environment/Variability
make it fun
know what’s available
mix with tools, skill, desired outcomes to create variability
Implementation
Games can be played as rewards, warmups, finishers or conditioning depending on goals
prioritize based on available time
5-9 year old need more free play
Execution
set the stage
specific rules
general expectations
tone
energy
attitude
teach and reinforce good behaviors
don’t discipline bad behavior
co create the stage (buy in)
global desired outcome
micro desired goal
guide the game - need to recognize
when there is less than 100% inclusion
when game is getting tired
time to move on
when game isn’t working/reinforcing skill set you are teaching
probably didn’t explain activity clear enough
anchor the goods
wrap up
reward what you are asking for
what went well?
what needs to get better?
champion of the day
best teammate
best effort
time out - middle of the game
point out (30sec)
improvement in technique
feedback to implement better technique
outside of class
affirm good behavior
send positive emails to parents
in game flow
5 name rule
try to use each person’s name at least five times during a session
avoid too much cuing--praise the process not the results
give students process time, time to learn
create the situation for them to figure it out on their own
Architecture
What is the purpose of the game? Why are we playing this game?
What are the desired outcomes?
What criteria do we use to determine if the game was successful?
Is training working? What needs to be worked on more?