Teaching Games for Understanding

EDPJ 3100/EDJI 2100: Teaching Physical Education in the PJ and JI Division

Names: ​Cansu Gumustas, Trevor Fedyck, Kati Fester, Linda Vu, Leora Walfish
Grade:​ 6
Game Category:​ Net/Wall Activities
Technical Skill Focus:​ Send and Receive Different Objects (Understand throwing and receiving)
Tactical Skill Focus:​ Precision, Hand-Eye Coordination
Overall Curriculum Expectations (Technical and Tactical):

Technical:​ B1.​ “perform movement skills, demonstrating an understanding of the basic requirements of
the skills and applying movement concepts as appropriate, as they engage in a variety of physical
activities”

Tactical:​ B2.​ apply movement strategies appropriately, demonstrating an understanding of the

components of a variety of physical activities, in order to enhance their ability to participate successfully
in those activities.

Specific Curriculum Expectations (Technical and Tactical):

​Technical:

B1.3​ send and receive a variety of objects (e.g., rubber chickens, rings, beanbags, soft foam balls, discs,
tennis balls, utility balls), adjusting for speed and distance, while applying basic principles of movement*

(e.g., use different amounts of force to send an object to a teammate, depending on relative positions
and type of object being thrown, batted, or kicked; send an object through a hoop, into a bucket, to a
target on a wall, to a specific spot on the other side of a net, to a partner; bend knees, keeping arms out
and head up in a ready position to prepare to receive an object; use the body to absorb an object that is
sent with greater force; follow through in the direction of the target to improve aim and accuracy) [PS,
IS]

Teacher prompt:​ “Once you are comfortable throwing and catching an object with a partner
when you are stationary, try sending the object so your partner needs to move to catch it. After
that, try sending and receiving it when both people are moving.”

Tactical:

B2.2​ describe common features of specific categories of physical activities* (e.g., individual, target,
net/wall, striking/fielding, territory), and describe strategies that they found effective while participating
in a variety of physical activities in different categories [CT]

Teacher prompt:​ “Striking/fielding games such as cricket, softball, lob ball, three-pitch, stickball,
kickball, soccer baseball, and beep baseball all involve striking, running, retrieving an object, and
returning it. Runners hit, kick, or throw an object, then score runs by running around a
designated area or areas, usually called bases. Fielders work to retrieve the object quickly and
 return it to stop the runner. What strategies might be common to all of these activities?”
Student: “In all of these games, sending the object away from the fielders can help you score
more runs. You need to watch the position of the ball, think about how far you have to run, and
think about how fast you can run in order to plan when it is safe to run from base to base.
Fielders need to be ready to retrieve the object quickly and work together to try to stop the
runner.”

Materials/ Equipment Needed:

Materials should be enough for each student to have one of their own prior to the game:
● Balloons (All blown up to different sizes: Small, Medium, Large)
● Ping Pong Balls
● Paddleboards
● Badminton Racquets
● Badminton Nets
● Birdies
● Hoola Hoops (for alternative game)

Game Form (Representation and Exaggeration):

Keep It Up! 

➔ Students are each given a choice of a paddleboard or a badminton racquet

➔ Students are to be divided into pairs, each pair receiving one balloon for each different sizes
(Small, Medium, Large)
➔ Each student must first attempt to use the paddleboard or badminton racquet to hit the large
balloon to their partners without the balloon touching the ground ​(using any forms and
strategies that will help them keep the ball in the air)
➔ Have students try to keep the balloon up for as long as possible when volleying the balloon with
a paddle or racquet
➔ Have students/pairs count the amount of passes or volleys they can achieve without balloon
contact with the floor
➔ Have students transition to medium balloons and progressively towards small balloons overtime
➔ Have students try to beat their own score for each sized balloon within the time permitted
➔ Modifying Rules Throughout Game (optional)
◆ Students must have the paddle or racquet palm ​facing up​ when balloon arrives under
hips
◆ Students must have paddle or racquet palm ​facing down​ when balloon arrives over head
◆ Students should transition to ping pong balls to increase the difficulty of the activity

Teacher Prompts:

1. How did you hit the balloon so your partner has more of a chance to receive the pass
successfully?
2. How did you prepare to receive the balloon?
3. Did distance matter while you were passing the balloon? Did you notice any differences?
4. What did you do to successfully pass the balloon? How was the paddle or racquet positioned?
 5. Did you have to adjust based on the size of the balloon? If yes, what did you do or how did you
adjust yourself?

Skill Execution/ Acquisition:

Note​: ​Feel free to use a birdie when students are felt to be ready or if teacher feels it is appropriate at
this stage

Teach:

1. The teacher must demonstrate how to send and receive a balloon/ping pong ball (PPB) using a
paddle board or a badminton racquet
○ The teacher will demonstrate safe and correct body positioning to prevent bodily harm
and acute injuries ​(which is often sustained through incorrect body form)
i. When anticipating the balloon, students must always be in a ready position: in
their stance, feet and legs shoulder-width apart, knees bent, and arms forward
ii. Students must be light on their feet when moving to send/receive the balloon,
shuffling side to side, and backward and forward
iii. Students must be aware of the space around them when hitting the balloon
iv. Students must pivot on their feet when changing directions to send/receive
balloon/PPB

2. The teacher will demonstrate how to correctly send and receive a balloon/PPB with a paddle or
racquet overhead and under the hips
○ Sending and Receiving Balloon Overhead​: Students must use their wrist and forearms
extended above their head to hit the balloon/PPB. Elbows should be initially bent and
gradually fully extended ​(if object is far away)​ when the paddle/racquet hit its target.
Students should be on their toes or the balls of their feet when sending and receiving
○ Sending and Receiving Balloon Under Hips​: Students must have the paddle/racquet
facing downwards or down at a slight angle. The opposite arm/hand should be
outstretch bent in front of the student to maintain balance. Once object arrives,
students are to follow through flicking the wrist when hitting the target
○ Sending and Receiving Balloon at Hip/Chest level​: Students must have paddle/racquet
extended away (typically sideways) or close to the body to quickly defend the object
from hitting the floor.

3. The teacher will show safe and correct body positioning in regards to serving or passing the
balloon/PPB
○ Body must be perpendicular to the net, with non-dominant foot forward and
non-dominant hand extended ​forwardly​ away from the body holding the balloon/PPB
○ Dominant hand with the paddle or racquet should be bent at the elbow, extended
behind​ the body. Wrists should also be bent back when paddle/racquet is extended
back
○ In Motion:
i. When swinging the paddle/racquet forward to make contact with the
balloon/birdie, elbow must be bent and forearms and wrists must be doing
most of the movement
 ii. Students must shift weight from right foot to left foot as the paddle/racquet
follows through
iii. Right hip must move forward as well when the paddle/racquet follows through

4. The teacher must demonstrate alternative forms of hitting the balloon/PPB when it arrives on
the opposite side of dominant hand
○ Backhand​: Students must extend arm across the body with the back of the
paddle/racquet hitting the balloon/birdie in order to send it off
○ Torso/hips should be twisted or turned to reach the furthest opposite side and to
effectively pass the balloon/PB back at an angle
Practice:

● Individual Time​: the skill can be broken down by students initially practising alone to keep up a
balloon and eventually getting the balloon/birdie over the net without it going ​into the net​ or
touching the net
● Group Time​:​ Once students are comfortable with the concept of hitting a balloon/birdie with a
paddle/racquet over a net, students should be paired with a partner, one partner on the
opposite side of the net facing their partner
○ The partner with no paddle/racquet should throw the balloon/birdie towards their
partner with the paddle/racquet (P/R)
○ Partner with the P/R should use the techniques taught to hit the balloon/birdie
○ Have them aim to hit it in areas and spaces that their partners are not occupying
○ Have the hitting partner return back to the middle of the court or of their space after
hitting the balloon/birdie each time
● Students should switch roles and offer descriptive feedback and advice to their partners of their
partner’s performance

These suggested activities assist with student’s locomotor movement skills, as well as their manipulative
movement skills.

Diagram

(Diagram drawn on hard copy)

Teacher Prompt(s)(Questioning):

1. How do you or did you adjust your footing position to serve a balloon/PB to your partner? How
did you adjust your position when receiving the balloon/PB?
2. How much force did you use or will you use to successfully carry out different ‘throws’ or ‘sends’
3. How did you improve your aim or accuracy while passing the balloon?
4. Would you be able to describe how to hit the balloon/PB to a classmate? Would you be able to
also demonstrate it?
5. What was the most difficult task and how do you think you will address or modify it next time
around?

Skill Application/Culmination (Transfer of Knowledge):

Fusion Frenzy

Within this culmination activity, students are to transfer their knowledge taken from the game form and
skill execution/acquisition session, and apply it to a friendly exhibition tournament that resembles the
traditional sport of badminton.

❖ The First Group​:​ Students will form into teams of 3, each representing their own team during the
individual 1-on-1 gameplay (1,2,3 vs 1,2,3)
❖ Each team member will receive a number of 1, 2 or 3. The 1s will compete against each other,
while the 2s compete against each other in the middle of the court, and the 3s will compete
against each other on the other far end of the court (1 vs 1, 2 vs 2, 3 vs 3)
❖ Players must use any form and strategies taught to hit the birdie over the net in their
opponent’s zone with the birdie visibly touching the floor
➢ Opponents must defend by hitting the birdie back with the same goal in mind
❖ Each subteam will have to keep score of their points within a 5 minute time frame and add the
scores up with their team members on a scoresheet after each round
❖ The Second Group:​ The next group of students are subbed onto the court, representing yet
another set of two teams of 3
❖ Repeat this cycle for however many groups the classroom has

*If there is enough time for a second round, students in each group should switch up opponents*
.
❖ As only two teams can play at a time (altogether 6 students on court), other teams will have the
choice to play keep up on the sidelines with their birdies OR observe their peers for observation
learning or peer evaluation
❖ Students should also be encouraged to practice lunges and high jumps to strengthen their
legs/quads, as well as flexibility for their games

Alternative Game (Hoola Dunk): 

➢ Students are similarly divided into teams of 3 and competing 1 on 1 with each other
➢ This time, each side will have two hoola hoops to which players must attempt to land the birdies
into their opponents hoola hoops with the techniques and strategies they have learned in skill
acquisition.
 ○ Overall, there should be 10 hoola hoops if there are 6 players on the court
○ With each birdie landing successfully, student hitting the birdie receives a point
➢ At the same time, players should aim to defend their own hoola hoops by hitting the birdie away
and over the net to their opponents
➢ Players are given 5 minute rounds and should record their scores (representing their original
team) on a scoresheet
➢ Groups should rotate accordingly and if time permits, rotate opponents for new challenges and
diversity

This allows students to hit the birdie in a strategic way as to score a point using basic principles of
movement according to their intent and action

Diagram

(Diagram drawn on hard copy)

Diagram for Alternative Game:

(Diagram drawn on hard copy)

Teacher Prompt(s) (Questioning):

1. How did you have to first change your power with the ping pong ball and then with the birdie ?
2. How did you effectively cover the space? How did this change your focus, if at all?
3. Did you notice a difference with your movement while passing with the ping pong ball and then
the birdie? If yes, what did you notice?
4. Explain the ready position. How does this allow you to execute/carry out effective returns to
your partner?
5. Does your opponents height change where you place the ball/birdie?
6. Did you think you were successful with your passes? If so, how do you know? What made you
realize you were successful?