A ‘T.A.C.T.I.C.’ approach to teaching Net/Wall games: A progression of games

Principle of Play	Game and focus	Modifications/Extensions				CONDITIONS/PROBLEM Tactical Awareness Components To Increase Cognition
						Initial			Advanced
		Players	Imple-ment	Area	Rule Focus	SPACE Where	FORCE How	TIME When	SELF OTHER In relation to…
Consistency ¯ Placement & Positioning ¯ Spin/Power	Line game 1 Throw ball down between pylons. Co-op then compete Line game 2 Strike ball down between pylons	2	Hand	Between 2 pylons	One bounce own side of pylons	Where do you send the ball to keep it in play?	How do you use force to be accurate and reach target?	When can you anticipate where ball will go?	Watch ball into hands	Try to send away from opponent
		2	Bat	“	“	Where do go to prepare for the next shot?	How do you use force to send ball to spaces?	When do you stand back from pylons to get ball?	Use favoured side to send balls	Use spin and power to change the flight of the ball
Consistency ¯ Placement & Positioning	Area defend Bounce/ Send. Co-op then compete	2	Hand or bat	Area between four pylons	One bounce initially. No bounce for bad-minton and for challenge	What is your partner's target area?	How will you apply the force to keep the ball in?	When use height to recover?	Area get self into to be ready for next shot	Anticipate placement of partner’s shot.
Consistency ¯ Placement & Positioning	Castle game Bounce to hit target. Co-op then compete	2	Hand or Bat	Area around Target	One bounce. Must go above head height	Where do you go after striking the ball?	How much force on ball for height to get ready for next shot?	When will partner hit ball to target?	Position to use favoured side	Sometimes hit ball where not expected
Consistency ¯ Placement (accuracy and depth) & Positioning ¯ Spin/Power	Over Space Throw ball over space into opponent’s area	2	Hand	Send over 3m wide space into defined area	One bounce or no bounce. Must send up	Where do you go when the ball is hit, (1) short, or (2) long?	How much force do you put on ball to clear space and go into target area?	When do you move back to create time to play shot?	Focus on tempo of the object's flight and bounce	Disguise shot with changes of preparation and swing.
	Over Space Strike ball over space into opponent’s area	2 or 4	Hand or Bat	Hit over 3m wide space into defined area	One bounce or no bounce. Must hit up	With spin or power, where can you hit the ball?	How apply force on ball for spin to control flight of ball	When do you move forward to reduce opponent's time to respond?	Anticipate flight of ball	Surprise with change of spin or power

Each of the games listed in the table can be played co-operatively or competitively. The usual progression is from individual to co-operative play to competitive play. All of these games can be played with a wall or in a space. Players should be given options with 2 or 3 different types of ball that make the skill harder and easier to perform.

The principle of play column indicates when these net/wall principles can be focused upon in the respective games. The simple games have been used because of their appropriateness to realizing the associated principle of play.

The modification and extension column suggests key game component ideas. More players can be added to the games with slight modifications. Other implements such as a scoop can be used. In addition, the area of play can change to challenge students' abilities. The rule and focus column indicates the important rules needed to make the games worked. These rules can be adapted based on the idea that "rules are to make games play."

The T.A.C.T.I.C. columns suggest possible strategic elements that can be developed within the games. The tactical components (space, force, time, self and other) combine with the principles of play to enrich the play of children within the games shown. Understanding of these elements can be taught within a guided discovery approach to learning as children play the games. The same ideas can be applied to other net/wall modified games and eventually to the formal games such as tennis, volleyball and squash.

Drs Tim Hopper and Rick Bell.

University of Victoria