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