A Key Concept in Teaching Ball Games

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1 A Key Concept in Teaching Ball Games
San Diego AAHPERD Convention Session ID : 48580 Sponsoring Association: National Association For Sport and Physical Education We showed the same video to all 20 subjects individually and then separated them into groups based on the results. Following this, we again showed the same video to both groups individually and let them to provide assessments using different instruments (①Game Performance Assessment Instrument, ②BYPASS assessment instrument). Session Description It seems difficult for school teachers to grasp the hundreds of technical terms used in many ball games. It would be preferable for teachers to use easy language for expressing tactical actions.   “What Kinds of Things Did You Become Aware?”  Assessment From “BYPASS” Instument “I turned my attention also to those students who were not directly involved with the ball. I came to realize that it is not solely flashy play that contributes to the team”. “During the first time, I largely assessed visible play such as shots and rebounds, as well as students who had the ball. However, during the second time, I feel that I was able to see such things as the movements of students who did not have the ball and the amount of space they were able to penetrate”. “During the second time, I became aware of the movements of students who did not have the ball”. BYPASS (avoiding defensive thresholds. ) Significance of Using Easy Language in Teaching Ball Games Point of View If we focus on the track of the ball, one-two pass, pass-and-run, receive toss spike and most offensive actions emerge as “bypass”. Gives teachers a vocabulary to talk about tactics with students Creates opportunities for novice learners to think about tactical actions Creates opportunities for skilled learners to reflect what they have done All learners possess a awareness to common issues Learners who do not have any experience in sports also gain the opportunity to join in the team discussions Theoretical Basement: Breakthrough may usually achieved by individual skills such as dribbles or passes with cooperation among the team members. Most sports have their original technical terms on human skills. That is why teachers have to memorize many names of technics. Many offensive actions, however , will take for avoiding defensive thresholds. So, teachers can find learner’s good plays to contribute to his team. Realistic Methods for Breaking Through the Defensive Threshold 1) Indirect approach (Bypass) 2) Direct approach Ryosuke TSUCHIDA, Joetsu University of Education/ Naoki SUZUKI, Tokyo Gakugei University/ Osamu SUZUKI, Nihon University/ Katsuhiro HIROSE, Kagoshima University/ Takaya KITAZAWA, Nihon University (Graduate School of Literature & Social Sciences), JAPAN

2 A Key Concept in Teaching Ball Games
San Diego AAHPERD Convention Session ID : 48580 Sponsoring Association: National Association For Sport and Physical Education We showed the same video to all 20 subjects individually and then separated them into groups based on the results. Following this, we again showed the same video to both groups individually and let them to provide assessments using different instruments (①Game Performance Assessment Instrument, ②BYPASS assessment instrument). Session Description It seems difficult for school teachers to grasp the hundreds of technical terms used in many ball games. It would be preferable for teachers to use easy language for expressing tactical actions.   “What Kinds of Things Did You Become Aware?”  Assessment from “BYPASS” Instrument “I turned my attention also to those students who were not directly involved with the ball. I came to realize that it is not solely flashy play that contributes to the team”. “During the first time, I largely assessed visible play such as shots and rebounds, as well as students who had the ball. However, during the second time, I feel that I was able to see such things as the movements of students who did not have the ball and the amount of space they were able to penetrate”. “During the second time, I became aware of the movements of students who did not have the ball”. BYPASS (avoiding defensive thresholds. ) Significance of Using Easy Language in Teaching Ball Games Point of View If we focus on the track of the ball, one-two pass, pass-and-run, receive toss spike and most offensive actions emerge as “bypass”. Gives teachers a vocabulary to talk about tactics with students Creates opportunities for novice learners to think about tactical actions Creates opportunities for skilled learners to reflect what they have done All learners possess a awareness to common issues Learners who do not have any experience in sports also gain the opportunity to join in the team discussions Theoretical Basement: Breakthrough may usually achieved by individual skills such as dribbles or passes with cooperation among the team members. Most sports have their original technical terms on human skills. That is why teachers have to memorize many names of technics. Many offensive actions, however , will take for avoiding defensive thresholds. So, teachers can find learner’s good plays to contribute to his team. Realistic Methods for Breaking Through the Defensive Threshold 1) Indirect approach (Bypass) 2) Direct approach Ryosuke TSUCHIDA, Joetsu University of Education/ Naoki SUZUKI, Tokyo Gakugei University/ Osamu SUZUKI, Nihon University/ Katsuhiro HIROSE, Kagoshima University/ Takaya KITAZAWA, Nihon University (Graduate School of Literature & Social Sciences), JAPAN

3 ボールゲーム指導のキーワード Session Description
San Diego AAHPERD Convention Session ID : 48580 Sponsoring Association: National Association For Sport and Physical Education 私達は20人の被験者に同じVTRを見せてから，被験者を２つのグループに分けました。. そして一方のグループには専門的なゲーム分析法を， (①Game Performance Assessment Instrument, もう一方には迂回を意識してゲームを見てもらいました。②BYPASS assessment instrument). Session Description 教師が各スポーツ種目に発達した専門用語を全て把握するのは不可能である。教師にとって，攻撃行動を表現するのに，簡単な用語を使用するほうが好ましいのではないか。   “迂回を意識したら，どんなことに気づきましたか?”  “ボールに直接関与していない子に気づくようになりました。シュートやアシストなど華やかしいプレーばかりが貢献ではないことに気づきました。 “はじめは，シュートやリバウンドなど，目に見えるプレーばかり追っていました。しかし，迂回を気にしてみたらボールを持たないときの動きや，プレーヤーが侵入するスペースなどが見えるようになりました。 “二度目に迂回でゲームを見た時，ボールを持っていないときの動きが見えるようになりました。”. BYPASS (avoiding defensive thresholds. ) ボールゲーム指導で簡単な用語を使用 する必要性 観点 もし，ボールの移動軌跡に着目すれば，ワンツーパス，パスアンドラン，三段攻撃など，効果的な攻撃は，『迂回』として現れる！ 戦術について学習者と話をする用語を教師に与える。 未熟練者が戦術行動について考える機会を与える。 熟練者に，自身が経験してきた技能について振り返る機会を与える。 全ての学習者が共通の問題について気づきを持つ。 未熟練者が経験者との話し合いに参加する機会を作る。 理論的な背景: 突破は個人と集団のドリブルやパスなどのスキルで達成されるのが常である。だが，ほとんどのスポーツ種目は，人の技能にオリジナルな専門用語を付している。よって，教師がたくさんの用語を憶えなければならない事態を引き起こしている。しかし，多くの攻撃行動は相手の防御線を回避する行動なのだから，この回避行動（迂回）に関与した人を見つければ，チームへの貢献を見つけることができる）。 防御を突破する実際の手段 1) 非直接的接近 (迂回　) 2) 直接的的接近 （直進） Ryosuke TSUCHIDA, Joetsu University of Education/ Naoki SUZUKI, Tokyo Gakugei University/ Osamu SUZUKI, Nihon University/ Katsuhiro HIROSE, Kagoshima University/ Takaya KITAZAWA, Nihon University (Graduate School of Literature & Social Sciences), JAPAN