Game Skills





Purpose of Game Skills


Provide instruction for learners which will help them become skillful games players who enjoy participating in games

All learners can improve in games playing skills

All learners should be able to reach their full potential

Individual differences should be accommodated



Most games require open skills

Students will differ in abilities

Competition calls for making someone "miss"

Games should emerge from series of skill lessons

MEF can be applied into ANY game/skill teaching




A careful analysis of each game important

Students should develop repertoire of movement patterns to help them become versatile in their ability to cope with changing game situation

Students need to be able to make decisions as skillful games players

Tasks need to be designed to allow for individual progress


The emphasis in beginning lessons will be on working alone or with a partner (cooperation) and challenging self and others (competition)

"game-like" situations

The game should be a continuation of skills practice

Skills should not deteriorate in game situation

Game Skills - Movement Framework THEMES


Theme 1 - Introduction to Basic Body and Manipulative Control


Manipulative Activities











traveling and stopping; running; jumping; sliding; sidestepping

active pause - state of alertness/readiness

Gaining possession of an object







Traveling with an object (keeping object under control)

propelling - dribbling with hands, feet or stick

Sending object away


striking with bats, rackets, or body parts (feet)


Examples of Theme 1


Keep the balloon going in the space right around you by gently tapping it with different body parts

As you continue to propel the ball, sometimes send it away to an empty wall space using different surfaces of your foot. Control the rebound and continue on.

Send the ball back and forth between you and your partner as you both travel. Use different surfaces of your foot to first control the ball, and then send it away again.




THEME 2 - Introduction to Space


Focus is on learner as MOVER in environment (how learners use space)



what is required to be done with object


player may need to alter directions


How are the categories used in learning skills and game play


Examples of Theme 2


Softly toss and catch bean bags in a variety of hard to reach places around you. Think about doing this at different levels.

Carefully toss your object in a space away from you so you have to stretch to catch it. Work in spaces above you, beside you, behind you, and at different levels.

In groups of 3 -4, play a catching game in which the ball, as well as the players are continually traveling. Score one point for 5 consecutive catches.


THEME 3 - Introduction to Movement Quality and Effort

force - strong or light

speed - fast or slow

learners must alter amount of force used

learners must be able to alter speed

All related to game play


Examples of Theme 3


Using a variety of body parts, strike the balloon alternating soft hits with forceful hits. Start stationary and then move if you are ready.

Make your soft dodgeball crash into the wall at different levels each time. Change the distance you are standing so you will have to vary the force you are using.

As you propel your ball around the room show me clear changes in speed. Avoid collisions. I also want to see clear starts and stops.


THEME 4 - Movement Flow


Flow of movement as related to game playing

free flow - running; overhead smash

bound flow - toss of ball in tennis

Keeping game "alive"

Integrates content from themes 1 and 3


Examples of Theme 4


Travel around the entire general space moving continuously until I ask you to stop.

Toss and catch a yarn ball as you travel continuously around the gym. Be prepared to stop at any time.

Send the ball back and forth between you and your partner. Try to keep it going and under control using a variety of body parts. Can you find ways to change the level of the ball without stopping it?


THEME 5 - Introduction to Basic Relationships


relationships needed for skillful games playing

relationship within environment

relating movement to others

relating movement with others;against others

relating to boundaries

adjusting due to rules

Individual child as a player in a game

Knowing where ball is or should be

Knowing where to take ball (object) when you are in possession & why

Examples of Theme 5


In your group of 2 or 3, toss the ball so group members have to catch it while on the move.

Combine propelling with passing. Send your object away so your partner can collect it ahead of him/her.

Deliberately plan your pass to a group member so that he/she must collect it ahead, beside, or behind them while on the move.


THEME 6 - Advanced Body and Manipulative Control


help learners gain skillful use of body

revisits control

locomotion; non-locomotion

Utilization or proficiency stage


Examples of Theme 6


Toss a bean bag in the space above your head and jump to catch it. Practice catching with each hand. Use a ball when you are ready.

Toss a bean bag to your partner in a way that he/she has to travel a short distance and jump to catch it.

Using your racket or paddle, travel and reach to strike the ball (object) back which your partner has tossed.


THEME 7 - Introduction to Complex Relationships


passing to spaces - ahead of; behind; even with

creating spaces - for another player to move into or for self to cut back

covering spaces - defense


Examples of Theme 7


In groups of 3- 5, pass a ball (using your hands) among yourselves working on:

When you pass, send the ball ahead of the receiver

When you want to be a receiver, cut quickly into an open space

We are working on creating and covering spaces.