Physical Activity at School - Teaching Games for Understanding (TGfU)

Instructions:

1. Students do the same activity as Weigh-a-lot except that they try to curl the scooter board behind the target.
2. The second partner will retrieve the scooter board, and attempt to curl the scooter board behind the target.
3. If one partner succeeds at curling the scooter board behind the target, the target will be moved to a different distance.

• Objective: To assist students in improving their skills in connection with the tactic/strategies their team may want to implement during a real game of curling (for example, curling behind their opponent's rock).
• Progression: If one partner succeeds at curling the scooter board behind the target, the target will be moved to a different distance.
• Safety: Do not stand on the scooter board. Be aware of stray scooter boards. Stop scooter board with two hands; do not trap with feet.

Questions:

Q. Why would you want the scooter board to curl?
Q. What would happen to the scooter board if you spun it clockwise (where would it go)? Counter-clockwise?
Q. Why might you want to put a spin on a scooter board? (Possible answers: get it in behind an opponent's scooter board, behind one of your guards)
Q. How would you apply force to the rock to get it to spin? Do you add power to a spin?
Q. Why might a team decide to sweep or yell "harder"? (Possible answers: Need scooter board to be heavier, move faster, not going to make it over the hog line, need to create enough force to take out opponents scooter board)

"X" Marks the Spot (Involves pushing and aiming)

1. Divide the gym equally into 3 sections (width-wise). Make it so that each section is wider and shorter than it is longer and narrower. Use benches (if any are available) to divide the sections or mark the divisions with pylons.
2. Divide the class into 6 equal groups. Two groups will be assigned to play against each other in each section. Give each team 1 scooter board only.
3. At the opposite end where students are standing, tape an "X" on the floor and another "X" approximately 2 metres in front of it. To be consistent, put the "X" on one of the floor markings to ensure that all 3 sections are labelled in the same spot.

• Objective: To shoot the scooter board in between the "X" markings on the floor.
  • Each team will alternate their shots. After each board has come to a stop, the team will retrieve the board to keep the playing surface clear for the next shot.
  • Have each team complete at least 2 rounds.
  • A point will be awarded each time a board lands between the "X" markings.
  • The team with the most points wins.
• Progression: Have students try to do this with their non-dominant hand.
• Rules: Only retrieve the scooter board once every player has completed their shot.
• Safety: All members of both teams must remain behind the release line until everyone has released their scooter board. If benches are not available to separate the "curling lanes," use pylons instead and make sure students are fully aware of adjoining areas of play.

Questions:

Q. Why is it important to practice and understand the skills before jumping into a game situation?
Q. After practicing a few times and seeing where your scooter board goes, how did you change your technique to make it more accurate?

Safety:

1. No running after scooter boards. Walk only.
2. Each warm-up, activity and modified game has its own safety rules.
3. Ensure the class knows what your start/stop signal is.

Modifications:

1. For the warm-up, you may want students to throw a bean bag or ball to their partner to practice aiming for a target. Have the students throw to each other by getting down on one knee and then tossing to their partner at the same time that they push off from their back leg and lunge slightly forward. This will help simulate the proper leg stance for curling. Tell students to have a continuous throwing sequence. Once partners are able to catch 2 throws each, have them take a step back, etc.

Questions:

Q. How does the curling stance help with the delivery of the bean bag?
Q. How is your weight distributed?
Q. Does your stance alter how you throw? Why or why not?

2. For the activity, have students change the position of their pylon after each shot. For example, students can move the pylon ahead, back, to either side, etc. This will help students practice their aiming skills.

Q. When the pylon changes position, how do you change your shooting?
Q. How would you have to position yourself to ensure a tight weave and accurate pass?

3. To make the modified game more challenging, create a house using tape surrounding the "X". Give each student a scooter board. Allow teams to shoot alternately until all scooter boards have been shot. If a student's scooter board lands on the "X", they are awarded 5 points. If the board lands anywhere on the house, then they are awarded 2 points. Have teams play 3 rounds. The team with the most points wins the game. Try to mark the scooter boards so they are recognizable for each team (i.e. place a piece of tape on the scooter boards belonging to 1 team). This game will allow students to practice their tactic/strategy skills because they will have to knock other scooter boards out of the way and position their boards so as not to be hit.

Q. When would you want to aim outside the button? Where are your partner's rocks? (you and your partner have the same target area)
Q. Why would you want the last shot in the end (the hammer)?
Q. What are some reasons you may want to put scooter boards in front of the house rather than in the back half? (guards, so you can bump them back later)
Q. Why may you want to spread your scooter boards out in the house? (so that opponents can't take out more than one scooter board at a time)
Q. How could you incorporate the skills that were used in previous drills into this game?
Q. How will communication amongst teammates become important in this game?
Q. What strategies could be used to achieve success in this game situation?