Integrating assessment with instruction can aid in learning
We have four major beliefs about assessment: (a) it should be ongoing and regular, (b) it should be authentic, (c) planning what to teach is the same as planning what to assess, and (d) assessment should serve as a system of checks and balances for teaching and learning.
This reference outlines a tactical approach to teaching sport skills,
with detailed lesson and unit plans and a DVD-ROM containing
reproducibles and videos of sample lessons. Elementary lessons teach
basic concepts and tactics, while lessons for middle and high school
students delve more deeply into 12 sports. This text also includes a
NASPE standards-linked Game Performance Assessment Instrument (GPAI).
The third edition of the popular book Teaching Sport Concepts and Skills: A Tactical Games Approach for Ages 7 to 18 now covers the elementary level as well as middle and secondary levels. It shows teachers how to move from a traditional to a tactical games teaching approach with detailed unit and lesson plans, a DVD-ROM with video clips and reproducibles, and a standards-linked Game Performance Assessment Instrument (GPAI). Teaching Sport Concepts and Skills, Third Edition, not only explains the tactical games approach, but it also contains more than 330 ready-to-use lessons to help teachers apply it. Elementary school teachers will use games to teach the basic concepts and tactics of these types of sports:
Net and wall
Striking and fielding
Middle and high school teachers help students develop sport-specific tactical and technical skills for 12 sports, including soccer, lacrosse, and flag football (new to this edition). The lessons feature more than 240 diagrams that make for easy setup and execution of the games.
For those new to the tactical approach, the accompanying DVD-ROM includes video clips of actual lessons that demonstrate the tactical approach in action. The DVD includes ready-to-use reproducibles for in-service teachers that also serve as examples for preservice teachers.
Focusing on tactical awareness helps students develop problem-solving skills through game play. The tactical approach also allows teachers to individualize instruction for novice, developing, and advanced performers by either reducing or increasing the challenge of the tasks involved. The third edition of Teaching Sport Concepts and Skills will help current and future teachers structure positive and engaging learning experiences that set the stage for improved performance and lifelong enjoyment of sport.
Part I. Tactical Games Teaching Chapter 1. Tactical Games Explanation and Review Chapter 2. Principles of Games Teaching and Learning Chapter 3. Preparing Students for a Tactical Games Approach Chapter 4. Getting Started With Tactical Games Teaching Chapter 5. Tactical Games Curriculum Model Chapter 6. Assessing Outcomes
Part II. Lesson Plans for a Tactical Games Approach at the Elementary Level: Building Sport Foundations Chapter 7. Invasion Games at the Elementary Level Chapter 8. Net and Wall Games at the Elementary Level Chapter 9. Striking and Fielding Games at the Elementary Level Chapter 10. Target Games at the Elementary Level
Part III. Lesson Plans for Tactical Games Teaching at the Secondary Level: Developing Sport Performance Chapter 11. Soccer Chapter 12. Basketball Chapter 13. Lacrosse Chapter 14. Rugby Chapter 15. Flag Football Chapter 16. Volleyball Chapter 17. Badminton Chapter 18. Tennis Chapter 19. Softball Chapter 20. Cricket Chapter 21. Golf Chapter 22. Bowling
About the Author
Textbook for undergraduate K-12 physical education teaching methods
courses. Reference for K-12 physical education teachers and sport
Steve Mitchell, PhD, is a professor of physical education teacher
education at Kent State University. He received his undergraduate and
master's degrees from Loughborough University, England, where the
tactical approach was developed. He earned a PhD in teaching and
curriculum at Syracuse University. An avid soccer player and licensed
coach, he has employed a tactical approach in teaching and coaching at
the elementary, middle school, high school, and college levels since
Mitchell is a member of the American Alliance for Health, Physical
Education, Recreation and Dance (AAHPERD); the Ohio Association for
Health, Physical Education, Recreation and Dance (OAHPERD); and the
National Association for Sport and Physical Education (NASPE).
He resides in Kent, Ohio. In his free time he enjoys soccer, tennis,
golf, swimming, kayaking, cycling, and skiing when his aching knees
Judy Oslin, PhD, is professor emeritus at Kent State University.
She received her undergraduate and master's degrees from Kent State and
earned a PhD in sport pedagogy at Ohio State University. Oslin has more
than 35 years of experience as a physical educator and teacher educator.
She has used the tactical approach with elementary, middle school, high
school, and university students.
Oslin has also presented numerous papers and workshops focusing on
implementation of the tactical approach and the Game Performance
Assessment Instrument at the international, national, regional, state,
and local levels. She continues to work with teachers locally,
nationally, and internationally to improve the quality of curriculum and
assessment. Oslin is a member of numerous professional organizations,
including AAHPERD, National Association for Physical Education in Higher
Education (NAPEHE), the American Educational Research Association
(AERA), and the National Association for Girls and Women in Sport
Judy resides in Kent, Ohio, and enjoys traveling and participating in
numerous outdoor activities.
Linda Griffin, PhD, is a professor and associate dean for
academic affairs in the School of Education at the University of
Massachusetts at Amherst. She earned her bachelor’s degree from Black
Hills State University, her master’s degree from Ithaca College, and her
PhD from Ohio State University. She has more than 35 years of experience
as a physical educator and teacher educator. Her research and scholarly
interest for over 20 years have focused on the teaching and learning of
sport-related games through a games-centered approach grounded in
constructivist learning. Throughout the United States and abroad, Linda
has presented numerous papers and workshops focused on the tactical
Griffin served on the planning committee for the first Teaching Games
for Understanding Conference in New Hampshire in 2001. She is a member
of AAHPERD, NASPE, NAGWS, and AERA. Griffin has also served as chair for
the Curriculum and Instruction Academy, president of the Research
Consortium, and a reviewer for various professional journals, including Journal
of Teaching in Physical Education and Research Quarterly.
Linda stays active by biking, walking, kayaking, and practicing yoga.
She enjoys the sound of the ocean and listening to books on long walks
with her dogs, Finnigan and Devon. She lives in Holyoke, Massachusetts.