We have created a four lesson of a unit for floor hockey to be taught to grade 7-8 students in a physical education setting. The lessons were inspired and developed using the Teaching Games for Understanding model (TGfU). The model emphasizes tactical understanding and skill development together rather than lessons purely being taught based on skill knowledge and skill execution. Our lessons are designed to allow the students to gain an appreciation for the sport through the use of on-the-ball and off-the-ball skills and movements. The students are presented with games that are modified through simplifications, exaggerations, adaptations, or samples that represent the parent game (Game Play and Game Modification Definitions) The purpose of the model is to have students not only move to where they are need to be, but have them understand why they should be there and what to do while they are there. In our lessons, we use on and off the ball movements for defensive roles such as supporting teammates, transitional movements such as creating a moving to open space during a break out, as well as offensive principles such as support and the decision processes with and without the ball. The use of the 4 R’s (read, respond, react, recover) are the fundamental building blocks for the development of tactical understanding and appreciation and create the opportunity for skill development through the practical application of activities. Our lesson plans follow a logical sequence and progress from simple to complex. Each game starts in a simple form for the students to experiment with their own tactical understanding and skill level for the activity then refinements are added to make the activities more challenging for students who are advanced, or simpler for those who cannot facilitate a more complex progression. Variables that can be considered for changing the activities can space, time, equipment and number of players, as well as adding or expanding on tactical issues. The goal for our unit is to have the students able to be professional floor hockey players. The goal of our unit is for the students to have fun, and to understand how to play floor hockey while being able to identify and apply the tactical elements of the game. If students are able to understand not only where to move, but why they are making this decision and what to do next, then their skills will develop with a tactical understanding.

We have created a four lesson of a unit for floor hockey to be taught to grade 7-8 students in a physical education setting. The lessons were inspired and developed using the Teaching Games for Understanding model (TGfU). The model emphasizes tactical understanding and skill development together rather than lessons purely being taught based on skill knowledge and skill execution.

Our lessons are designed to allow the students to gain an appreciation for the sport through the use of on-the-ball and off-the-ball skills and movements. The students are presented with games that are modified through simplifications, exaggerations, adaptations, or samples that represent the parent game (Game Play and Game Modification Definitions) The purpose of the model is to have students not only move to where they are need to be, but have them understand why they should be there and what to do while they are there.

In our lessons, we use on and off the ball movements for defensive roles such as supporting teammates, transitional movements such as creating a moving to open space during a break out, as well as offensive principles such as support and the decision processes with and without the ball. The use of the 4 R’s (read, respond, react, recover) are the fundamental building blocks for the development of tactical understanding and appreciation and create the opportunity for skill development through the practical application of activities.

Our lesson plans follow a logical sequence and progress from simple to complex. Each game starts in a simple form for the students to experiment with their own tactical understanding and skill level for the activity then refinements are added to make the activities more challenging for students who are advanced, or simpler for those who cannot facilitate a more complex progression. Variables that can be considered for changing the activities can space, time, equipment and number of players, as well as adding or expanding on tactical issues.

The goal for our unit is to have the students able to be professional floor hockey players. The goal of our unit is for the students to have fun, and to understand how to play floor hockey while being able to identify and apply the tactical elements of the game. If students are able to understand not only where to move, but why they are making this decision and what to do next, then their skills will develop with a tactical understanding.

RATIONALE

Our lessons

THE TGfU teaching model

Teaching games for understanding (TGfU) is a teaching model that was developed by Bunker and Thorpe (1986) that emphasizes the importance of tactics - the WHY (tactics) before the HOW (skill). Games (1) are modified or simplified to adjust to the cognitive, social and physical development of the students. These games allow the students to develop an understanding and appreciation (2) for the cognitive demands that are involved in the full adult game. This leads to the ability for the students to make informed decisions regarding what to do and how to do it (4). These decisions change for each game situation and leads to meaningful practice and execution of a particular skill (technical) in these situations (strategic).

Every game can be grouped into four categories: target, batting/fielding, net/wall, and territory/invasion. Tactical problems associated with each category can be applied and transferred to many different sports within the category. For example, ball hockey is a territory/invasion game that requires invading the opponents territory to score a goal, while defending a defined area. The tactical problems - such as defense, offense or transition - can be broken into on-the-ball skills and off-the-ball movements. These on-the-ball and off-the-ball skills can be transferred and applied to many territory/invasion games such as lacrosse, ultimate frisbee, or soccer.