TERENCE McWILLIAMS

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TERENCE McWILLIAMS ULSTER GAMES GAA DEVELOPMENT
MANAGER
THE FAMILY OF GAMES
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AIM To help coaches make children better
players of games by planning a series of
progressive and challenging games using the
Family Of Games Approach
OBJECTIVES At the end of the session coaches
will know which games to use with different
ability groups
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Games Planning

• Where do we start?
• How can we help children to be good players of
  games?
• What is our aim?
• What coaching method should we use?
• What type of games do we start with?

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How do we progress? How do we plan for different
ability levels? What are the main principals of
team play? What questions might you ask for
knowledgeable performance to take place? How do
we cope with discipline problems?
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A Model For Games Building
GAME
Game Appreciation
Performance
Skill Execution The How?
Making Appropriate Decisions. What to do? When
to do? How to do?
Tactical Awareness
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Teaching For Understanding
1. Use an adapted game to suit the ability of
the learner.
2. Game Appreciation - focus on what the game is
all about.
3. Tactical Appreciation - solve the problems
posed by the game .
4. Decision Making - use question and answer
technique.
5. Skill Execution - consider skill level of the
learner.
6. Performance - process not product. Motto -
Children First Winning Second.
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Making Games For Children
1.Game Format
7.THE GAME
6.Game Principals Depth, Width, etc.
2.Game Shape
3.Game Modification (i)
Representation (ii) Exaggeration
5. Understanding Games (i) Anticipation
(ii)Power Production (iii)Movement
Replication (iv) Skill
4.Game Type The Family of Games
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Lesson Planning
1.WarmUp - ABCS/RJT
2.Appropriate Game Form Target/Court/Field/Pos./In
vasion
3.Individual or Small Group
Practices CPKs
4.Appropriate Game Form
5.Warm Down
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LEARNING TO BE A GAMES PLAYER

• Build the FUNdamental moter skills.
• Refine basic Hand/Feet/Stick/Bat skills.
• Introduce simple offensive and defensive
  strategies for the above to take place.
• Challenge further by focusing on more complex
  games play, incorporating increasing decision
  making tasks. See Level 3/4.

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• Less able students will enjoy playing the game
  rather than focussing on technical ability.
• They will be more likely to participate and
  demand more challenges.
• Players will eventually come to recognise the
  need for technical skills.
• Interest and involvement is retained as they are
  all involved in decision making based on tactical
  awareness.

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Principles of Play
Ball Possession
Team Defence
Team Attack
The whole team restricting time and space.
The whole team preserving, creating and
exploiting space
Non-possession Challenging and
Covering
Possession, Passing, Moving
Attacking at Set Plays
sideline kicks, frees etc.
Prevent Scoring
Defending at Set Plays
TRANSITION
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THE FAMILY OF GAMES
To roll, throw or strike an object at a target.
Opponents share the same space or are divided by
a net.
Opposing teams taking turns to bat and field.
Invading the oppositions territory to attack a
goal.
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Place These Games In Order Of Difficulty
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4. SCORING RULES
Make your skilful players pass a set number of
times before shooting or use weaker
foot Non-ambulant players can only score etc.
5. CONDITIONING PLAYERS
Nominate certain players where they may or may
not play and how they play.
6. CHANGING THE SPACE
Making the play area larger or smaller will make
the game easier or harder.
7. CHANGING THE TASK
Ball may be thrown instead of striking with the
hands in a volleyball game.
8. CHANGING THE EQUIPMENT
Use a different object to pass e.g. a rugby ball
etc.
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GAMES PROBLEMS
Vision with Decision and then Precision
EYES SEE THE
PROBLEM
VISION
BRAIN SOLVES THE PROBLEM
DECISION
BODY ACCOMPLISHES THE
TASK PERCISION
Passing A visual agreement between the passer
and the receiver.