4320 ch5

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4320 ch5

  1. 1. Creating Modified Games
  2. 2. Modified Games Defined Resemble the sport on which they are based, but adapted to suit the players’ age, size, ability, skill and experience. (Hillary Commission of New Zealand)
  3. 3. Nature of Games Fundamentally revolves around “solving a problem.” For ex. Volleyball: Strike ball over the net & inbounds in a way that the other team cannot return it. Softball: Put runners on base, and move them over by hitting the ball in a way that fielders cannot catch it on the fly.
  4. 4. Types of Game Rules Primary Rules: Define the way a game is played – Changing a primary rule alters the game fundamentally. Secondary Rules: Those rules that can be changed without changing the fundamental nature of the game.
  5. 5. Which rules to modify? Primary Rules: Define the way a game is played – Changing a primary rule alters the game fundamentally. Examples of Secondary Rules: Size and type of equipment, size of field/court, duration of game, net height, scoring methods Allows for matching of the game’s challenge with the developmental level of players
  6. 6. Key Strategies for Modifying Games Make scoring easier (e.g., differential scoring). Slow the movement of the ball/object. Increase opportunities to practice techniques & tactics. Sequencing games to enable learning of tactics. Change the scoring rules.
  7. 7. Modifying Individual Sports Modifications here also include changes in equipment and/or playing area. Examples: Track & Field: Expanded take-off board; Lower hurdles; use line instead of circle for shot/discus. Swimming: Use of fins; start race in water. Gymnastics: Use long bench for balance beam.
  8. 8. Modifying Dual Sports Modifications here also include changes in equipment and/or playing area. Racquet games examples: Move in serve lines. Short-handled racquets. Short wide / longer –narrow court. Different (i.e., slower moving) ball Shorter-handled racquets
  9. 9. Modifying Dual Sports (cont’d.) Modifications here also include changes in equipment and/or playing area. Target games examples: Archery: Shorten distance to target; Larger targets. Bowling: Shorten lane length; Use bumpers (when @ bowling alley). Golf: Play from 150 or 200 yds. in.
  10. 10. Modifying Team Sports Sample modifications for Invasion Games Equipment Use larger balls Use slower balls. Use shorter handles on striking implements (e.g., hockey sticks) Gaining possession Do not allow direct stealing of a ball from one player by another. Increase the ways in which a player can actually gain possession Progression Scoring Allow players some steps in games where none is allowed (e.g. Frisbee). Make a goal larger. Increase the time an individual player can have possession without being penalized or in which they must make a pass. Consider including the opportunity of scoring by progressing the ball (or object) across an end-line rather than into a specific goal. Reduce the pressure on a player as she or he attempts to put the ball in play after an out-ofbounds play or a penalty (e.g. do not allow players to stand too close to the sideline). Make a goal lower.
  11. 11. Modifying Team Sports Sample modifications for Batting /Fielding Games (a.k.a sector games) Equipment Use larger balls Batting Hit from a tee rather than a pitch Fielding Have larger targets to hit (e.g. cricket) Use shorter handled bats Allow the batter to receive a pitch/bowl from his or her own team Reduce the size of the sector ** Have the duty team to provide a pitcher, aiming to present batter friendly deliveries Base running Limit the stealing options ** with smaller sectors, team size is reduced as well
  12. 12. Modifying Games Within A Class GENERAL RULE: Within groups, differences in experience increases across grade levels, even in “novel” activities.
  13. 13. Modifying Games Within A Class OVERRIDING GOAL: Arrange evenly matched competition enabling ALL students to enjoy the games and experience success “Graded Competition” A - Competition B - Competition C – Competition Between-level differences in equipment, rules etc.
  14. 14. Including Students w. Disabilities Modifications generally focus on different rules, playing positions, and equipment. Modify activities to equalize competition allow a student to kick or hit a stationary ball where it might otherwise be pitched in volleyball allow them to catch the ball and throw it and/or allow the ball to bounce allow certain length of time to get to base or the goal that is commensurate with the student student’s abilities involved the disabled student in the decision making concerning rule modifications Decrease distances move bases closer together allow students to be closer to the target/goal/net in volleyball or badminton allow them to serve from midcourt Provide more chances to score three foul shots instead of two; four strikes instead of three; ten arrows instead of six etc Analyze positions according to the abilities of handicapped students allow them to be goalie, pitcher, or other position, which entails limited mobility a student with a heart problem may be goalie in soccer, or a pitcher in softball a one-leg amputee may be a pitcher or first baseman Provide adapted equipment that makes performance easier larger bat, larger, lighter and/or softer ball larger, flat bases, goals, baskets etc. Shorter racquet shaft or larger racquet face
  15. 15. Including Students w. Disabilities (cont’d.) If using a Sports Board, recruit its assistance in finding ways to design inclusive strategies.

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