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Increasing Student Success Using Small Sided Games
Jessica Shawley, M.Ed., NBPTS
Moscow Middle School - Moscow Idaho
2012 National Middle School P.E. Teacher of the Year
~ We are C.H.A.M.P.S. in Physical Education ~
Creating Healthy Active Minds for Personal Success
jshawl742
@JessicaShawley
http://pechamps.weebly.com
If you lose audio, call in at: 415-655-0001, access code: 667 113 290
•
Team Teaching System: 6th-8th grade. 3 Teachers share 575 students. Common
Assessments, Student Reflections. Portfolios: Goal setting, Journals, Activities, Fitnessgram (Presidential Youth Fitness Program) & Community Access Information
•
Accountability: FitStep Pro Pedometers (Daily use & download)
Focus on Achievable MVPA & Physical Activity Time Goals. Provides data, feedback, allows for assessment, & increases motivation.
•
Foundation: Variety of Physical Activity Themes & Lifelong Fitness
“FLASH”: Fitness, Lifetime Activities, Sports & Health
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“The Golden Circle”
by Simon Senek
Learn how to modify “traditionally organized”
activities & capitalize on the opportunities they create.
Learn how to use Small
Sided Games (SSG) in
Physical Education
WHY?
…& maybe learn some
HOW?
new games/activities?
Webinar
Goals
What’s YOUR “why”?…
WHAT?
Reflective teaching promotes growth.
Achieving Student Learning Outcomes
Utilize Best Practices in Physical Education
#GrowthMindset #StudentsDeserveMyBest
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The ‘3 Factors’: Autonomy - Mastery - Purpose
Why?
Physical Literacy
Leads to:
•
Better Performance
•
Personal Satisfaction
•
Higher Level of Engagement
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Appropriate Practices
Inclusion:
• (1.6.2) Lessons/activities are adapted for
students at all fitness levels.
Competition & Cooperation:
• (1.7.3) Students are guided to understand
that some students prefer competitive
situations, while others don’t; and either
preference is acceptable.
Teaching/Learning Styles
• (2.6.2) The teacher allows students guided
choices in matters such as equipment, rule
modification or type of skill practice.
•
Maximizing Participation:
• (2.5.1) Physical educators organize their
classes to maximize opportunities for all
students to learn and be physically active.
Enough equipment is provided so that
students spend virtually no time waiting for
turns or standing in lines. At least half of
class time is spent in moderate-to-vigorous
activity.
•
(2.5.2) The physical educator uses smallsided games (1 v.1, 2 v.2) or mini-activities
to allow students ample opportunity to
participate.
(2.6.3) The teacher emphasizes criticalthinking and problem-solving tactics and
strategies by using higher-order questions.
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Appropriate Practices
Self-Responsibility& Social Skills
• (3.5.1) Physical educators design activities
throughout the program that provide
students with opportunities to work
together, for the purpose of developing
social skills (cooperative and competitive)
and learning responsible behavior.
Situations are designed purposefully for
teaching these skills; they’re not left for
“teachable moments” only.
Assessment:
• (4.1.1) Formative and summative
assessments constitute ongoing and integral
parts of the learning process for all students,
including those with disabilities.Learning
Time:
• (2.4.1) The physical educator plans for skill
and concept instruction and provides
adequate time for practice, skill development
and feedback based on appropriate skill
analysis.
Success Rate
• (2.8.1) Students practice skills at high rates
of success, adjusted for individual skill
levels within a “Try again; mistakes are
okay” learning environment.
Teacher Feedback
• (2.9.1) The physical educator provides
specific feedback (e.g., “Remember to step
forward on your opposite foot when
throwing”) on a consistent basis.
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Grade Level Outcomes
6th Grade
Games & sports: Invasion & field games
Games & sports: Net/Wall Games
Fitness knowledge
S3.M7
Identifies the components of skillrelated fitness (S3.M7.6)
S5.M6
Selects offensive shot based on
opponent’s location (hit where opponent
is not). (S2.M8.7)
Varies placement, force and timing of
return to prevent anticipation by
opponent. (S2.M8.8)
Distinguishes between healthrelated and skill-related fitness.
(S3.M7.7)
Compares and contrasts healthrelated fitness components.
(S3.M7.8)
Standard 4: Exhibits responsible personal and social behavior that respects self and others.
Exhibits personal responsibility by
using appropriate etiquette,
demonstrating respect for facilities,
and exhibiting safe behaviours.
(S4.M1.6)
Social interaction
Throws with a mature pattern for
distance or power appropriate to the
activity during small-sided game play.
(S1.M2.8)
Standard 3: Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Personal responsibility
S4.M1
Throws with a mature pattern for
distance or power appropriate to the
activity in a dynamic environment.
(S1.M2.7)
Standard 2: Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
Reduces offensive options for
opponents by returning to mid-court
position. (S2.M8.6)
S2.M8
Using tactics & shots
8th Grade
Standard 1: Demonstrates competency in a variety of motor skills and movement patterns.
Throws with a mature pattern for
distance or power appropriate to the
practice task. (S1.M2.6)
S1.M2
Throwing
7th Grade
Exhibits responsible social
behaviors by cooperating with
classmates, demonstrating
inclusive behaviors and supporting
classmates. (S4.M1.7)
Accepts responsibility for improving
one’s own levels of physical activity
and fitness. (S4.M1.8)
Standard 5: Recognizes the value of physical acti vity for health, enjoyment, challenge, self-expression and/or social interaction.
Demonstrates respect for self and
others in activities and games by
following the rules, encouraging
others, and playing in the spirit of
the game or activity. (S5.M6.6)
Demonstrates the importance of
social interaction by helping and
encouraging others, avoiding trash
talk and providing support to
classmates. (S5.M6.7)
Demonstrates respect for self by
asking for help and helping others
in various physical activities.
(S5.M6.8)
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What are Small Sided Games? (SSGs)
11 vs 11
11 vs 11
This
vs.
That
That
vs.
This
7 vs 7
7 vs 7
7 vs 7
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Small Sided Games
4 vs 4
3 vs 3
5 vs 5
4 vs 4
3 vs 3
5 vs 5
4 vs 4
•
•
•
Breaking down the larger game context into smaller teams and smaller spaces.
Set up and practice specific game situations
Have students try to practice a select tactic
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Small Sided Games
For Student Success
Increases:
• Overall Success Rate - “Perceived Competence Sustains Participation”
• Participation - Maximizes space & time. All can be active ~ MVPA
• Skill Acquisition - More touches on the ball
• Tactical & Game Sense - Application of strategy. Trial & Error.
Improves:
• Inclusion - All deserve the opportunity to participate.
• Assessment & Feedback - More often, more accurate.
• Progressions - Brings students along step by step for success.
• Fitness - Yes, SSGs can also improve student fitness levels.
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The Importance of Progression
Students are better off to learn the energy, skills and
tactical application in small groups games first. After
this, they can then begin to learn position work,
advanced strategies & how to compete to win as a team.
So…before
we give
them this (or
make them
do this)
*Image credit
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The Importance of Progression
“Perceived competence sustains participation.”
Proper progressions sustain participation.
Let’s give
them this
(or let them
have this).
*Image credit
Small Sided Games.
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4 main things students want in games
Action
Involvement
Excitement
Friendships
*Image credit
Small Sided Games.
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SSG #1: Coneball (similar to Ultimate)
IMAGE
IMAGE
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3 on 3 Coneball
1
2
3
4
5
IMAGE
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Crazy Coneball Series Progression
1
2
3
4
5
3 on 3 SSG’s
1
1
2
1
2 Team Games
Add in position work:
Goalie, Mid, Defense, Forward, etc.
2
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Crazy Coneball Series Progression
“4 Corner”
Crazy Coneball
•
•
•
•
•
Start with “jump ball in middle”
Use 2 to 3 foam balls
Can score on any goal.
Keep score with beanbags, wristbands (or no score)
Same rules as earlier Coneball versions.
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Modifications & Differentiation
Unleash the Creativity!
Beginning Level:
• Start with a new jump ball after each score.
• After attempt to score a goal, regardless of outcome, the other team gets possession.
• Allow 1 to 2 bounces on the pass.
Advanced:
• Allow continuous play. Anyone can rebound a shot and continue play.
• After a score the goalie throws it in after setting back up the cone.
• Do not allow a bounce on the pass.
For any level:
With teams of (4) four during a 3 on 3 game:
• Play with 3 vs. 4 so no one sits out.
• Or whoever takes the shot rotates out (constant rotation). Works well in basketball.
Use “half-court” games with limited space or time. Example: Yard Games or Coneball
If you lose audio, call in at: 415-655-0001, access code: 667 113 290
Modifications & Progressions
Unleash the Creativity!
Modifications:
• Allow more or less bounces on the pass.
• Allow steps (1 to 3) while in possession of ball after the catch.
• Add or remove players or positions.
• No ‘out of bounds’. Play off the walls.
• Jumping Jack guarding - “Arms up & out” - 3 feet away.
• Choose level of competition: Challenge, Recreation Leagues, etc.
Favorites
• You cannot attempt to score twice in a row.
• Require a sequence of passes:
-Everyone must touch ball before trying to score.
-Require a certain number of passes before shot.
• If you score, go exchange places with your goalie. Allows for all to play goalie & share
scoring responsibility
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Large Class Size? Small Space?
Strategy
Session
Sideline
Live Sideline
Fitness
Center
Sideline
1
2
3
4
5
Fitness Center:
Jump Ropes & Body
Weight Exercises
Health Center:
Content Questions
Nutrition MyPlate
OR
Strategy Session
OR
Self-reflection Journal
OR
Peer check Rubric
OR
Self-assess Rubric
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Assessments, Feedback & Pedometer Use
IMAGE
•
•
•
•
•
Encourage daily pedometer use. Log data.
Set achievable goals: Activity Time & MVPA (not steps)
Student self-assess: set personal goal & reflect.
“Meet or Beat” Challenge: Set goal & meet/beat self or teacher
Inter-activity Challenge: Award points for MVPA or content
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Target & Goal Variations
Use a variety size of cones!
New Favorite:
Gopher Stur Tee!
Use physio-ball on
upside down frisbee!
Floor spots all around =
LACROSSE style goal.
You can score from any
direction.
Use an Ominikin-Six
style 18” ball on a
“tripod" of cones.
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Target & Goal Variations
Students hold hoop for any
object to go through.
Ominikin 6 is a fun choice!
Use indoor/outdoor Gopher disc targets
Score from one or any direction!
Vary the height of the target!
Use disc catcher with frisbee or
ball. Score from any direction!
Use hoop holders to hold up
hoops for indoor disc golf on
scooters!
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Teaching Personal & Social Responsibility
Competing with Character!
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Debriefing Students & Strategy Sessions
“Too often, we give children answers to remember rather than problems to solve.”
Roger Lewin, US Humorist, Author
•
•
•
•
The POWER of:
Strategy sessions
A strong lesson debrief - or lesson closure
TGFU (Teaching Games
for Understanding)
Game Sense
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Invasion Games
IMAGE
Soccer
Lacrosse
Rugby
Flag Football
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Ultimate
Invasion Games
Why 4v4?
A year-long study was performed by Rick
Fenoglio of Manchester Metropolitan
University in England at the Manchester
United Academy. The subject of this study
was the benefits of 4v4 games versus 8v8
games in terms of measurable data. When comparing 4v4 to the 8v8 game he
came up with the following findings.
–
135% - more passes
–
260% - more attempts on goal
–
225% - more 1 on 1 encounters
–
280% - more ‘tricks’ attempted”
From: AcademySoccerCoach.co.uk
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If you lose audio, call in at: 415-655-0001, access code: 667 113 290
If you lose audio, call in at: 415-655-0001, access code: 667 113 290
Ultimate Frisbee
Ultimate as SSG
Disc Lacrosse
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Ultimate Frisbee
Ultimate: “Box Style” SSG
Goal
Box = Playing Area
Outside Cones = “The Clear” Area
“Make it - Take it” = Must move disc and catch in
clear area before trying to score again
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Volleyball
Team 1
Team 5
Team 2
Team 6
Team 3
Team 7
Team 4
Team 8
That was then…
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Volleyball
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Volleyball
Team 1 Team 2
Team 1 Team 2
Team 3 Team 4
Team 3 Team 4
Team 5 Team 6
Team 5 Team 6
Team 7
Team 7
Team 8
Team 8
This is NOW!
4 vs. 4
6 vs. 6
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Softball & Cricket (& Wombaball)
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Small Sided Games Recap
IMAGE
•
•
•
•
Overall Success Rate
Maximizes Participation
Increases Skill Acquisition
Promotes Tactical & Strategy
•
•
•
•
Increases level of Inclusion
Assessment & Feedback
Progressions are key.
Fitness levels are improved
If you lose audio, call in at: 415-655-0001, access code: 667 113 290
Resources
Shawley website:
http://pechamps.weebly.com
Copy of powerpoint on site
5 Ways Small Sided Games Make a Big Impact
http://www.gophersport.com/blogentry/5-ways-small-sided-games-make-a-big-impact
by Jessica Shawley
ThePhysicalEducator.com Resource Page
http://www.thephysicaleducator.com/resources/
by Joey Feith
Teaching Games for Understanding Teacher Resource Guide
https://docs.google.com/document/d/1NetYy-pCY6dSPduBT8b-jd6fhGRuqJDZQzFCoGcOCdI/edit
by Naomi Hartle (in interactive google docs folder)
Teaching Spatial Awareness in Small Sided Games Article
Strategies Publication: March/April 2015
If you lose audio, call in at: 415-655-0001, access code: 667 113 290
Resources
Shawley website: http://pechamps.weebly.com
Copy of powerpoint on site
Coneball Progressions Handout on Shawley website.
Wombaball (small-sided cricket)
http://www.blaine.k12.wa.us/bes/bespe/Presentation%20info/Womba-ball.html
by Dan Perrse
Bonkerball (small-sided softball)
http://www.megaform.be/userfiles/file/activityguides/bonkerball.pdf
Disc Lacrosse
file:///Users/jessica_shawley/Downloads/Disc%20Lacrosse%20for%202014%20AAHPERD%20(1).pdf
by Justin Menickelli, Ph.D. at Western Carolina University
Published by edgediscgolf.com
If you lose audio, call in at: 415-655-0001, access code: 667 113 290
Resources
Shawley website: http://pechamps.weebly.com
Copy of powerpoint on site
The Effects of Game Size on the Physical Activity Levels
and Ball Touches of Elementary School Children in
Physical Education
http://wskw.org/publication/2013/effects-game-size-physical-activity-levels-and-ball-touches-elementary-school-0
Author: Kenneth Bell, Tyler G. Johnson, Jane M. Shimon, and John Bale
Journal of Kinesiology & Wellness - Vol. 2 (2013) ISSN 2332-4503
“The use of small-sided games in Physical Education” h#ps://prezi.com/2k5slc5_5jd/copy-­‐of-­‐the-­‐use-­‐of-­‐small-­‐sided-­‐games-­‐in-­‐physical-­‐educa@on/ A ‘Prezi” presenta@on by Jade Stockdale Small Side Matches
h#p://www.fifa.com/abouJifa/footballdevelopment/technicalsupport/grassroots/smallsidedmatches.html Effects of Small-sided Games on Physical Conditioning
and Performance in Young Soccer Players.
http://www.jssm.org/vol8/n3/9/v8n3-9text.php
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Increasing Student Success Using Small Sided Games
Thank you for w atching today!
Co ntact me any time !
Jessica Shawley, M.Ed., NBPTS
Moscow Middle School - Moscow Idaho
2012 National Middle School P.E. Teacher of the Year
~ We are C.H.A.M.P.S. in Physical Education ~
Creating Healthy Active Minds for Personal Success
jshawl742
@JessicaShawley
http://pechamps.weebly.com
If you lose audio, call in at: 415-655-0001, access code: 667 113 290