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TERENCE McWILLIAMS ULSTER GAMES GAA DEVELOPMENT MANAGER

TERENCE McWILLIAMS ULSTER GAMES GAA DEVELOPMENT MANAGER. THE FAMILY OF GAMES. AIM : To help coaches make children better players of games by planning a series of progressive and challenging games using the ‘Family Of Games Approach’. OBJECTIVES:

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TERENCE McWILLIAMS ULSTER GAMES GAA DEVELOPMENT MANAGER

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  1. TERENCE McWILLIAMS ULSTER GAMES GAA DEVELOPMENT MANAGER THE FAMILY OF GAMES

  2. AIM: To help coaches make children better players of games by planning a series of progressive and challenging games using the ‘Family Of Games Approach’ OBJECTIVES: At the end of the session coaches will know which games to use with different ability groups

  3. Games Planning: • Where do we start? • How can we help children to be good players of games? • What is our aim? • What coaching method should we use? • What type of games do we start with?

  4. How do we progress? How do we plan for different ability levels? What are the main principals of team play? What questions might you ask for knowledgeable performance to take place? How do we cope with discipline problems?

  5. A Model For Games Building GAME Game Appreciation Performance Skill Execution The How? Making Appropriate Decisions. What to do? When to do? How to do? Tactical Awareness

  6. Teaching For Understanding 1. Use an ‘adapted` game to suit the ability of the learner. 2. Game Appreciation - focus on what the game is all about. 3. Tactical Appreciation - solve the problems posed by the game . 4. Decision Making - use question and answer technique. 5. Skill Execution - consider skill level of the learner. 6. Performance - process not product. Motto - Children First Winning Second.

  7. Making Games For Children 1.Game Format 7.THE GAME 6.Game Principals Depth, Width, etc. 2.Game Shape 3.Game Modification (i) Representation (ii) Exaggeration 5. Understanding Games (i) Anticipation (ii)Power Production (iii)Movement Replication (iv) Skill 4.Game Type The Family of Games

  8. Lesson Planning 1.WarmUp - ABC’S/RJT 2.Appropriate Game Form Target/Court/Field/Pos./Invasion 3.Individual or Small Group PracticesCPK’s 4.Appropriate Game Form 5.Warm Down

  9. LEARNING TO BE A GAMES PLAYER • Build the FUNdamental moter skills. • Refine basic Hand/Feet/Stick/Bat skills. • Introduce simple offensive and defensive strategies for the above to take place. • Challenge further by focusing on more complex games play, incorporating increasing decision making tasks. See Level 3/4.

  10. Less able students will enjoy playing the game rather than focussing on technical ability. • They will be more likely to participate and demand more challenges. • Players will eventually come to recognise the need for technical skills. • Interest and involvement is retained as they are all involved in decision making based on tactical awareness.

  11. Principles of Play Ball Possession Team Defence Team Attack The whole team restricting time and space. The whole team preserving, creating and exploiting space Non-possession Challenging and Covering Possession, Passing, Moving Attacking at Set Plays [sideline kicks, frees etc.] Prevent Scoring Defending at Set Plays TRANSITION

  12. THE FAMILY OF GAMES To roll, throw or strike an object at a target. Opponents share the same space or are divided by a net. Opposing teams taking turns to bat and field. Invading the oppositions territory to attack a goal.

  13. Place These Games In Order Of Difficulty

  14. 4. SCORING RULES Make your skilful players pass a set number of times before shooting or use weaker foot Non-ambulant players can only score etc. 5. CONDITIONING PLAYERS Nominate certain players where they may or may not play and how they play. 6. CHANGING THE SPACE Making the play area larger or smaller will make the game easier or harder. 7. CHANGING THE TASK Ball may be thrown instead of striking with the hands in a volleyball game. 8. CHANGING THE EQUIPMENT Use a different object to pass e.g. a rugby ball etc.

  15. GAMES = PROBLEMS Vision with Decision and then Precision EYES SEE THE PROBLEM VISION BRAIN SOLVES THE PROBLEM DECISION BODY ACCOMPLISHES THE TASK PERCISION Passing = A visual agreement between the passer and the receiver.

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