Andrew Timmers
Fil DaSilva
“Away From The Everyday”
Sports Camp
Melissa Carroll
Kevin Moote
Introductory Game for Sepak Takraw
 “Keep it up” game
- groups of 5
-using appropriate part of body
Sepak Takraw
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Video
Technique
Skills/concepts
Strategies/tactics
Rules/modifications – team size
Questions???
Future hopes
 The ultimate goal is to get this program
implemented into the secondary school
curriculum as another option for physical
education course
Target population
 Children aged 11- 13
 Grades 7 and 8
Purpose/Objectives
 To avoid high school physical education and
general physical activity dropout
 Introduce many non traditional games from
the four games categories (net wall, batting
fielding, invasion, target games)
 To increase the current and future physical
activity levels in our target population
 To increase awareness of games played by
different cultures
Location/Duration/Progression
 Location - Our program will have to be run
through an institution with the appropriate
resources as it would be far too expensive
to start-up
 Duration – variable
 Progressive – beginning with a lead-up
game using basic skills and progressing to
the more complex skills and tactics used in
the formal game
Evidence-based Rationale
for Program
 Over half of children and youth aged 5 to 17 are not active enough for
optimal growth and development (Cragg, Cameron, Craig, & Russell,
1999).
 In 2002, only 12% for girls and 24% for boys were classified as being
active enough (Craig & Cameron, 2004).
 In 2001, 5.3 billion dollars in Canadian health care costs were
attributed to physical inactivity (Katzmarzyk & Janssen, 2004).
 Children from economically disadvantaged families have fewer activity
opportunities for physical activity participation (Canadian Council on
Social Development, 2001).
 41% of Canadian children receive PE only 1 - 2 days per week while
74% of Canadian adults feel PE should be delivered daily (Cameron,
Craig, Coles, & Cragg, 2001)
 Less than 1/3 of young people from industrialized and developing
nations are sufficiently active to benefit their present and future health
(World Health Organization, 2000).
Explanation for Target Population
Stages of Development in Sport from Early Childhood to Late Adolescence
- introduce children to more possible activities that they will continue
as they grow older
(Cote, Baker, & Abemethy, 2003; Cote, 1999: Cote & Hay, 2002)
Examples of activities
Target
Net/Wall
Striking/
Fielding
Invasion
Bowling
Golf
Curling
Lawn bowling
Croquet
bocce ball
archery
tennis
badminton
handball
racquetball
table tennis
squash
paddle ball
sepak takraw
kickball
softball
lob ball
slow pitch
3 pitch
cricket
rugby
lacrosse
ultimate frisbee
speedball
broomball
field hockey
ringette
European
jai alai
rounders
handball
Teaching Games for Understanding
(TGFU)
 Teaching games through games
 Break game into their simplest form then
increase the complexity
 Develop Knowledgeable performers in
games
 Every leaner is important and involved
 Focus on the development of tactical
awareness and decision making.
TGFU Games categories
1)
2)
3)
4)
Target
Striking/Fielding
Net/Wall
Invasion
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Students gain skills and knowledge of a variety
of games associated with the four games
categories
Student become literate in a variety of games

Pros and Cons of the TDFU Model
 Cons- If the teacher, coach or camp counsellor is
not qualified they will:
– not have enough time
– won’t have sufficient equipment
 Pros- more variety of sports and skills acquired
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–
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less kids dropping out
maximum participation
games literacy
more learner centered
Introductory Game for European
Handball
 Ultimate Space
 Rules
- Players may only take three steps with the ball, and pass
or throw at the target within five seconds.
- Players without the ball may not use any body contact to
get the ball away. If a player succeeds in knocking down a
target, a point is scored and play begins again with
opponent’s team having possession of the ball.
- If the player does not succeed in knocking down the
target, each team attempts to gain possession of the ball
without body contact and the team who gains possession
makes passes and takes steps towards their target cone.
European Handball
 Video
 Strategies/tactics- one timers
 Rules/modifications – team and court size,
nets
 Questions???
Developmental Appropriateness of
European Handball and Sepak
Takraw
Uses the on & off ball skills that are
necessary in almost every invasion and
Net/Wall game
By this age, most children will have the
appropriate abilities (sending & receiving
skills with both hands and feet, hand-eye
coordination, accuracy, etc.) from
mainstream games to succeed in both of
our activities
Developing Personalized Goals
Through the use of the Teaching
Games for Understanding (TGFU)
model, students are able to make
goals in the lead-up games and
apply them to the activity
Encourage individual and group goalsetting throughout the program
Evaluation
At the end of our program we will
have a satisfaction survey to see if
the program has met our original
goals and standards
This will be included in the program
package
Wrap-Up
By having children participate in our
program we hope to decrease the everincreasing drop out rate
Also our program, if successful, will help
our children with the growing obesity
problem
“When students experience quality
programs, they value their time spent in
physical education lessons. They enjoy
being active, like to be fully involved in
their lessons and believe they are
improving their skills” (CAHPERD)