Preface:
I was first introduced to the TGfU and Sports Ed model in the Spring semester of 2014 at UVic. I immediately saw their applicability to my teaching, as well as my coaching. I started to incoporate the TGfU model, and later the Sports Ed, without fully understanding the significance, time, and effort in planning, which is necessary to make it succeed. At first, I began to just create games to emphasize certain things, but soon I was able to tie games together, so that they progressed off of each other. Upon reflection, I learned to plan things more carefully, so that they build off of another. For this coaching experience, I was exposed to so much that I started to incorporate everything all at once, without considering the big picture of the model. It was also hard to introduce the model when basic skills were already relatively good. I struggled with this first introduction, but that does not mean the practices were not beneficial. Beginning with practice session 11, I tried to make the practice all game-based, but sometimes had no progression to tie things together. You can see videos and setup diagrams for each game below in the the Video Library section, TGfU tactical implications section for the games' tactical relation to the model, and further information on TGfU and Sports Ed in the Resource section.
TGfU Implications:
The rolling pickup game was essentially a game to work on picking up the quaffle on the fly, off of the ground. I had then hoped to see better pickups in the animal mini games afterwards, but there was no clear connection made. In hindsight, I could have adapted the mini game to different methods of passing, rather than shooting to tie things together. I could also have done this game to lead into other activities that emphasize on the fly movements, or even continue to focus on pickups.
This game can be adapted to multiple strategies or to emphasize multiple skills. As such, it can be applied to the end of a practice, as a culminating activity, or before playing an actual game. This can be applied in practice session 12, where moving into open space to avoid defenders was played with Chinese Gates. The animal mini game can progress this by forcing each team/animal group to play a certain way. For example, the tigers had to find holes in the defense to charge through, while fish had to find a way to cover the open space to block attacks. There is also a change in animals from session 11 and 12. This keeps the game relatively new, and offers different tactics to be exposed.
British Bulldog to Deke Reads to Tackle Line Game & back to British Bulldog:
Practice session 13 was a perfect example of the TGfU model being applied. The focus of the practice was tackling. At this point I had already done basic tackling drills/technique with the team, but many still lacked the aggression and execution. The warm up game of British Bulldog was perfect to get them warm and tackling. The incorporation of beaters allowed the whole team to be involved, and help keeps the game moving. This led into the Deke read game perfectly, as many had a hard time tackling those who faked during the game. It allowed them to understand how to break down, and not buy into the fake. It also allowed me time to set up for the Line Tackle game. This final game brought everything together. It provided a real game situation, which encouraged tackling to happen. I also noticed a lack of aggressive beating in the team, and therefore, applied the zones to the beaters as well. This game promoted tackling and beating to occur, as they were given the practice to touch up on their skills, and read into fakes, and then apply it in an actual game. Since the tackles and beats earned their team points, the need to tackle and beat effectively increased. What went from none aggressive games this season, came an aggressive motivation I hadn't seen unless playing against UBC. The tackles were part of the game and point system, which meant players needed to, instead of idly sitting by.
Capture the Quaffle (CTQ) to 1v1 tackling & 2v1 grid tag to Gauntlet to full Game:
Practice session 14 was not the best example for a TGfU approach, and it was one of the practices where I mistook games with purpose for games with purpose leading into each other. I wrongly applied the model, but the games aspect still held for developing my team. With that being said, I took a rugby approach, and separated positions for this week so that I could continue working on tackling with the chasers. CTQ was a viable warm-up that emphasized moving into open space, teamwork, and execution of techniques. Beaters worked on accuracy of beats, and chasers were allowed to tackle to take out players on their side of the field. This was a nice carryover from last session into this one. However, after the game, chasers continued to work on tackling, as I split them into two teams to face off against each other in a 1v1 tackle game. This allowed them to competitively practice their techniques, but did not lead in to the Gauntlet very well, but did have relations with the previous session and a full-fledged game. Meanwhile, the beaters worked on movement, communication, and accuracy in the 2v1 grid game. They were able to apply accuracy from previous sessions, but this game had no direct correlation other than that. However, it did tie into the Gauntlet, as they had to accurately eliminate chasers, while coordinating with beaters across from them to take out key players, or pass the ball. As such, these games still had a TGfU influence, but was poorly executed upon reflection. It is hard to create a practice that cohesively progresses, for all positions, as beating and chasing are two entirely different positions and demands. With that in mind, I can begin to think more critically on how to use that to my advantage with this model.
Sports Ed Implications:
While this game was more intended to fit with the TGfU model, it can be a sample mini-game that emphasizes a skill for a Sports Ed model. Teams can move through various sets of games/drills with their team, or against other teams, competing and developing their skills throughout the season.
This game is perfect for a Sports Ed approach, as it is so adaptable, and can incorporate smaller numbers. In session 11, I used 3 teams of 4, while in 12 I used 4 teams of 4. This allowed me to work with numbers. If used in a Sports Ed approach, this game can be used as a constant practice element for each team. They are given an animal to learn and develop its skills, and then can rotate animals to learn the other aspects. Or, one could adapt it so that each team teaches/coaches the others about their animal and tactic. I could have definitely used that tactic more than I did, but with such little time, it was hard to accomplish, however, some elements of team-run drills were seen in session 15, where teams were responsible for prepping themselves for the tournament. Many teams used the animal strategies as mini-mini warmp up games within their team.
British Bulldog to Deke Reads to Tackle Line Game & back to British Bulldog:
Again, looking from a Sports Ed perspective, these games would moreso be used as mini starting points for teams to work on individually. A practice could have several stations set up, and teams rotate through them to develop their skills, apply them, and repeat the process. As such, they work in their team, and you can even have them come up with adaptations on their own as an excercise.
Capture the Quaffle (CTQ) to 1v1 tackling & 2v1 grid tag to Gauntlet to full Game:
Again, this was geared towards TGfU, but can be applied to the Sports Ed model. By structuring the practice in a rotational station format, teams can work together on these skills, and play the games with their team in order to get better. This of course requires numbers that I did not have, but can be adapted for that purpose. It can also help, as chasers would work with their beaters in the 2v1 grid tag in order to better them, and understand their position as well. Chasers can see what beaters do, and how they do it to better understand their role in the game, and vice versa for beaters.
The Tournament:
The tournament is a necessary component for the Sports Ed model, but not the TGfU. Teams work throughout the season to culminate their progress in a tournament. Since I had only recently heard of the model, I was late structuring teams, and encouraging the model in its entirety. Once I knew that's what I wanted to do, I began to split the players into the same teams each session to begin the process. My reflections above also show how I could have adapted some sessions into promoting this model more. However, I did my best with the time I had. Without realizing it, my implementation of the models worked better than I had thought at the time. This especially holds true for the TGfU model. During the session before the tournament that teams had free to work on what they chose to, I saw all teams using in some form, the games I had been teaching the whole time. I even saw some examples from the first semester. It was then I realized how much the games had stuck with the players for this to be done. They remembered the games more, and had more fun playing them and learning, because they used them when they were given the opportunity. That's one part of the TGfU model, which encourages play beyond the class or practice. I'm sure if some players on my team had equipment, they would draw upon the games in practice to just have fun on a sunny afternoon. But back to the Sports Ed model and the tournament. You can read session 16 for more information, but the team spirit was there, the enthusiasm and motivation was there, and the development was clear. My team had gotten so much better since September, and really started to develop more critical thinking skills during this Spring semester. It was incredible to watch how the teams adapted to each other, based on strategies from practice, or how their technique and tackles were that much better than before. And above all, the most important thing was that they were having fun. That is what the whole point of Quidditch is, to have fun. Not only did the team accomplish this, but they got better while doing so. There were many things that I could have changed or done differently, but for implementing new resources and models into my coaching, and to see them working so quickly, was fantastic. I hope to take more time over the summer to draw up more functional practices, which emphasize skills through progressions more than I was able to do in such little time this semester.
Sample Reflected Progressions:
Moving Into Open Space:
Chinese gates to CTQ to 3 Step Rolling Pickup Game.
Chinese gates is a great moving into open space warm up game, and can be progressed into CTQ, which adds tackling, and a larger scale picture. Then movement can be emphasized in a Quidditch environment with the 3 Step game. The pickup rule makes it not quite a full game, and the 3 step limit takes tackling out, and emphasizes moving into spaces to support team mates. This can then all be applied in a full game, where players can then work on moving into open space, and supporting teammates during game play.
Tackling:
British Bulldog to Deke Reads to 1v1 Tackling to Tackle Line game.
This structure introduces tackling, then shifts to breaking down and adjusting to the opponent with Deke Reads. 1v1 Tackling allows players to then take what they did in Deke Reads to adjust to their opponent in a forced tackle situation, while the offense tries to fake out their opponent. This game like tackling leads into the Tackle Line game by emphasizing tackling in a real quidditch game. By giving points for tackles, it promotes the skill to occur. This emphasizes the importance of tackling in an actual game.
Passing:
Grid Passing to Monkey in the Middle to Egg Toss to No Step Quidditch (handball) to full game.
Starting with basics, in groups, players can work on passing in a square grid. This promotes understanding of leading a target, catching, and moving to support. Add pressure to this by incorporating a defender (monkey) in the middle of the grid. This advances to the egg toss (adapted from the Mighty Ducks Movie). Once warmed up with passing, players can focus on small techniques, like cradling passes, something crucial when one hand is on the broom. The eggs forces players to pass back and forth, learning quickly how to cradle passes, to absorb the ball, not stop it. Passing can then be played in a larger game of Quidditch Handball, where players can't move with the quaffle or bludger, promoting supporting movements, passing, and catching. Depending on time, a full game could be played afterwards to apply it even further. This would allow players to practice their passing in a game environment, and apply what they have learned.