Page 45 - Pickleball LTPD_APRIL FINAL_v2
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Closer Look: Teaching Games for Understanding
Following LTPD principles and the TGfU model, the Other than the basic description and demonstration,
best way to help participants learn movement and there is no in-depth skill instruction. Instructors let
sport skills is by maximizing engagement in activities, the participants figure it out. Some will be more
experimentation, creativity, and questioning. proficient right away and others less, and that’s OK.
Participants play the short, non-traditional games The instructors do not spend time on “perfecting”
and then are asked practical questions and discuss skills with the group or individuals. Only if the
the use of concepts, tactics and strategies. This majority of the group seems confused or unable to
develops decision-making and tactical exploration perform a certain action, should the instructors stop
with skill development. the action and offer an additional explanation or
demonstration. Let them play- they will learn faster
Activities should be designed so everyone is playing and retain the knowledge better!
almost all the time. For example, the coach/
instructor may: TGfU helps build “games sense”, an important part
of physical literacy. Games sense is the knowledge
• Briefly explain the next activity: “Now in the next and understanding necessary to “read” a game,
game, let’s see how many times you can hit the anticipate patterns of play, and use movement
ball into these different buckets…” and tactical skills to respond appropriately and
creatively to game situations. These are cognitive or
• Demonstrates some key movements: “You can “thinking” skills, not only physical skills. Participants
swing the paddle like this (demonstrate) if you are with games sense interact with teammates,
farther from the target, but if you are closer, try like opponents and the game positively and develop
this (demonstrate)…” decision-making, confidence and a sense of
mastery.
And then quickly get the participants into action.
After a few minutes playing the modified game,
• Ask thinking questions about the activity: “How did
your swing change as you tried to hit the ball to
closer or farther targets? Did you position your feet
differently? Why?”
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