““Away From The Everyday”Away From The Everyday”

Sports CampSports Camp

Melissa Carroll Kevin Moote

Andrew Timmers Fil DaSilva

Introductory Game for Sepak TakrawIntroductory Game for Sepak Takraw

““Keep it up” gameKeep it up” game

- groups of 5- groups of 5

-using appropriate part of body-using appropriate part of body

Sepak TakrawSepak Takraw

Video Video Technique Technique Skills/conceptsSkills/concepts Strategies/tacticsStrategies/tactics Rules/modifications – team sizeRules/modifications – team size Questions???Questions???

Future hopesFuture hopes

The ultimate goal is to get this program The ultimate goal is to get this program implemented into the secondary school implemented into the secondary school curriculum as another option for physical curriculum as another option for physical education courseeducation course

Target populationTarget population

Children aged 11- 13Children aged 11- 13 Grades 7 and 8Grades 7 and 8

Purpose/ObjectivesPurpose/Objectives

To avoid high school physical education To avoid high school physical education and and general physical activitygeneral physical activity dropout dropout

Introduce many non traditional games from Introduce many non traditional games from the four games categories (net wall, batting the four games categories (net wall, batting fielding, invasion, target games)fielding, invasion, target games)

To increase To increase the current and futurethe current and future physical physical activity levels in our target population activity levels in our target population

To increase awareness of games played by To increase awareness of games played by different culturesdifferent cultures

Location/Duration/ProgressionLocation/Duration/Progression

LocationLocation - Our program will have to be run - Our program will have to be run through an institution with the appropriate through an institution with the appropriate resources as it would be far too expensive resources as it would be far too expensive to start-upto start-up

DurationDuration – variable – variable ProgressiveProgressive – beginning with a lead-up – beginning with a lead-up

game using basic skills and progressing to game using basic skills and progressing to the more complex skills and tactics used in the more complex skills and tactics used in the formal gamethe formal game

Evidence-based Rationale Evidence-based Rationale for Programfor Program

Over half of children and youth aged 5 to 17 are not active enough for Over half of children and youth aged 5 to 17 are not active enough for optimal growth and development (Cragg, Cameron, Craig, & Russell, optimal growth and development (Cragg, Cameron, Craig, & Russell, 1999).1999).

In 2002, only 12% for girls and 24% for boys were classified as being In 2002, only 12% for girls and 24% for boys were classified as being active enough (Craig & Cameron, 2004).active enough (Craig & Cameron, 2004).

In 2001, 5.3 billion dollars in Canadian health care costs were In 2001, 5.3 billion dollars in Canadian health care costs were attributed to physical inactivity (Katzmarzyk & Janssen, 2004).attributed to physical inactivity (Katzmarzyk & Janssen, 2004).

Children from economically disadvantaged families have fewer activity Children from economically disadvantaged families have fewer activity opportunities for physical activity participation (Canadian Council on opportunities for physical activity participation (Canadian Council on Social Development, 2001).Social Development, 2001).

41% of Canadian children receive PE only 1 - 2 days per week while 41% of Canadian children receive PE only 1 - 2 days per week while 74% of Canadian adults feel PE should be delivered daily (Cameron, 74% of Canadian adults feel PE should be delivered daily (Cameron, Craig, Coles, & Cragg, 2001)Craig, Coles, & Cragg, 2001)

Less than 1/3 of young people from industrialized and developing Less than 1/3 of young people from industrialized and developing nations are sufficiently active to benefit their present and future health nations are sufficiently active to benefit their present and future health (World Health Organization, 2000).(World Health Organization, 2000).

Explanation for Target PopulationExplanation for Target PopulationStages of Development in Sport from Early Childhood to Late Adolescence

- introduce children to more possible activities that they will continue as they grow older

(Cote, Baker, & Abemethy, 2003; Cote, 1999: Cote & Hay, 2002)

Examples of activitiesExamples of activities

TargetTarget Net/WallNet/Wall Striking/Striking/

FieldingFielding

InvasionInvasion

BowlingBowling

GolfGolf

CurlingCurling

Lawn bowlingLawn bowling

CroquetCroquet

bocce ballbocce ball

archery archery 

tennistennis

badmintonbadminton

handballhandball

racquetballracquetball

table tennistable tennis

squashsquash

paddle ballpaddle ball

sepak takrawsepak takraw

jai alaijai alai

kickballkickball

softballsoftball

lob balllob ball

slow pitchslow pitch

3 pitch3 pitch

cricketcricket

roundersrounders

rugbyrugby

lacrosselacrosse

ultimate frisbeeultimate frisbee

speedballspeedball

broomballbroomball

field hockeyfield hockey

ringetteringette

European European

handballhandball

Teaching Games for Understanding Teaching Games for Understanding (TGFU)(TGFU)

Teaching games through gamesTeaching games through games Break game into their simplest form then Break game into their simplest form then

increase the complexityincrease the complexity Develop Knowledgeable performers in Develop Knowledgeable performers in

games games Every leaner is important and involved Every leaner is important and involved Focus on the development of tactical Focus on the development of tactical

awareness and decision making. awareness and decision making.

TGFU Games categoriesTGFU Games categories

1)1) Target Target 2)2) Striking/Fielding Striking/Fielding 3)3) Net/Wall Net/Wall 4)4) InvasionInvasion

Students gain skills and knowledge of a variety Students gain skills and knowledge of a variety of games associated with the four games of games associated with the four games categoriescategories

Student become literate in a variety of games Student become literate in a variety of games

Pros and Cons of the TDFU Model Pros and Cons of the TDFU Model

ConsCons-- If the teacher, coach or camp counsellor is If the teacher, coach or camp counsellor is not qualified they will: not qualified they will: – not have enough time not have enough time – won’t have sufficient equipmentwon’t have sufficient equipment

ProsPros-- more variety of sports and skills acquired more variety of sports and skills acquired– less kids dropping outless kids dropping out– maximum participationmaximum participation– games literacy games literacy – more learner centered more learner centered

Introductory Game for European Introductory Game for European Handball Handball

Ultimate SpaceUltimate Space Rules Rules

- - Players may only take three steps with the ball, and pass Players may only take three steps with the ball, and pass or throw at the target within five seconds. or throw at the target within five seconds. - Players without the ball may not use any body contact to - Players without the ball may not use any body contact to get the ball away. If a player succeeds in knocking down a get the ball away. If a player succeeds in knocking down a target, a point is scored and play begins again with target, a point is scored and play begins again with opponent’s team having possession of the ball. opponent’s team having possession of the ball. - If the player does not succeed in knocking down the - If the player does not succeed in knocking down the target, each team attempts to gain possession of the ball target, each team attempts to gain possession of the ball without body contact and the team who gains possession without body contact and the team who gains possession makes passes and takes steps towards their target cone.makes passes and takes steps towards their target cone.

European HandballEuropean Handball

Video Video Strategies/tactics- one timersStrategies/tactics- one timers Rules/modifications – team and court size, Rules/modifications – team and court size,

netsnets Questions???Questions???

Developmental Appropriateness of Developmental Appropriateness of European Handball and Sepak European Handball and Sepak

TakrawTakraw

Uses the on & off ball skills that are Uses the on & off ball skills that are necessary in almost every invasion necessary in almost every invasion and and Net/Wall gameNet/Wall game

By this age, most children will have the By this age, most children will have the appropriate abilities (sending & receiving appropriate abilities (sending & receiving skills with both hands and feet, hand-eye skills with both hands and feet, hand-eye coordination, accuracy, etc.) from coordination, accuracy, etc.) from mainstream games to succeed in both of mainstream games to succeed in both of our activitiesour activities

Developing Personalized GoalsDeveloping Personalized Goals

Through the use of the Teaching Through the use of the Teaching Games for Understanding (TGFU) Games for Understanding (TGFU) model, students are able to make model, students are able to make goals in the lead-up games and apply goals in the lead-up games and apply them to the activitythem to the activity

Encourage individual and group goal-Encourage individual and group goal-setting throughout the programsetting throughout the program

EvaluationEvaluation

At the end of our program we will At the end of our program we will have a satisfaction survey to see if have a satisfaction survey to see if the program has met our original the program has met our original goals and standardsgoals and standards

This will be included in the program This will be included in the program packagepackage

Wrap-UpWrap-UpBy having children participate in our By having children participate in our program we hope to decrease the ever-program we hope to decrease the ever-increasing drop out rate increasing drop out rate Also our program, if successful, will help Also our program, if successful, will help our children with the growing obesity our children with the growing obesity problemproblem““When students experience quality When students experience quality programs, they value their time spent in programs, they value their time spent in physical education lessons. They enjoy physical education lessons. They enjoy being active, like to be fully involved in being active, like to be fully involved in their lessons and believe they are their lessons and believe they are improving their skills” (CAHPERD)improving their skills” (CAHPERD)