PLAYGROUND LEADERS - TEACHER CARD 4 - THE ‘STEP’ PRINCIPLETASK
AIMS-To showthe prospective Playground Leaders that a TASK can be changed to make it more suited to the ability of theparticipants.
To encourageLeadersto effectively run simple activities, by understanding theimportance of giving clear instructions, and knowing when to use demonstration.
To illustrate the importance of having rules.
GIVING INSTRUCTIONS-
The main points for a Young Leader to remember when giving instructions are:
- Know exactly what you are talking about. If it’s not clear in your head, you won’t make anyone else understand.
- Keep it simple. Don’t use 100 words if 10 will do.
- Make sure everyone is quiet and listening before giving instructions.
- Every activity will have the same basic things to explain:
-What is the aim of the activity? How do you score? By getting from one place to another? By doing more than another team? By doing it fastest? By scoring the most points? Etc.
-How you achieve that aim? By getting the ball between the cones? Running across the area? Etc.
-What happens if you do achieve the aim? Does the other team gets the ball? Go again? Etc.
IMPORTANCE OF RULES-
Play a game of Dragon’s Treasure giving each group a basic outline. Ask ‘leaders’ to develop rules as necessary to make the game run smoothly & be fun. Ask ‘leaders to explain why they have made certain rules & if they have been successful or not. Try a couple of examples out. Play the game as outlined below & ask - How does it differ? Is it better or worse than your game?
CHANGING THE TASK-
STICK IN THE MUD-
Play a game of ‘Stick in the Mud’ using 1 tagger, then 2 taggers, then half of the group as taggers. Ask the group – How have the changes affected the game? Now play the games again using chains of 2 then 3 as taggers. Repeat the question – How have the changes affected the game?
NOW LET THE PROSPECTIVE LEADERS WORK IN GROUPS TO PRACTISE GIVING INSTRUCTIONS & CHANGING THE TASKS.
Almost any game could be used to allow the leaders to practise giving instructions. Some of the following sets of instructions may not be suitable for every group, so the teacher must decide which are most appropriate. Be aware of safety issues. Here are some examples of games that could be used.
TRAFFIC LIGHTS
Players are spread out in the area. The leader stands at the side in order to see everyone and to shout out instructions.
- Red: stop
- Amber: sit
- Green: run in any direction
- Taxi: give someone a piggy-back
- Traffic jam: whole group has to get into a line and sit behind eachother
- Speed bumps: jump around the area, 2ft together
- Reverse: slowly walk backwards
- Roundabout: whole group forms a circle and runs as if going around a roundabout
- Lollypop lady: stand still with one hand holding the lollypop and the other directing people across the road
- Pedestrian crossing: whole group has to lie down on their backs side by side.
ABOARD SHIP
Similar to Traffic Lights, in that instructions and actions are required.
- The captain is coming: salute with hand
- Brush the deck: pretend to brush the deck
- Man the lifeboats: in 2’s, row sitting down (or standing)
- Shark attack:wave hands in the air and run around
- Rats aboard: move feet very quickly
- Scrub the deck: pretend to scrub the deck.
TUTOR NOTES
Both of these activities give lots of opportunity for Young Leaders to practice making decisions about which instruction to shout next and actually shouting their instructions in a loud, clear manner. It may be appropriate for your Young Leaders to also explain the game and use demonstrations so that the players understand exactly what each instruction means. This responsibility may start off as the Course Tutor’s and become the Young Leaders’ as their confidence develops.
If Young Leaders are to lead a range of activities, then we need to give them opportunities to also lead activities which are a little more complex in their set up.
Below are some activities that will allow the Young Leaders to practice giving more in
depth instructions and also highlight the need for a demonstration. Rabbits & Radishes will need to be played before the TASK worksheet can be completed.
Dragon’s Treasure
Key
D
The Dragon (D) protects his/her treasure (could be beanbags or similar).The Dragon turns his back to the players and they have to creep forwards towards the treasure. When the Dragon turns round the players must freeze. If the Dragon sees a player moving then that player will be sent back to the start. If a player is successful in reaching the treasure without being caught moving, they can try to pick it up and return it to the start line before the Dragon catches them. Once the Dragon has left his/her den to catch the player who has stolen the treasure the other players must remain still until he/she returns.
TUTOR NOTES
Many drills and activities can be used for a whole range of different games because the skills are transferable. Below is an example of such an activity. It doesn’t matter whether your leaders use basketball, football, netball or any other invasion game, the basic activity doesn’t change.
By using this game you can demonstrate to your leaders that the skills and activities that they have been learning will be useful to them in a whole range of situations.
N.B. The games Alphabet & Numbers Race, Rabbits & Radishes, andChain Tag games to be used here are included in the games section at the back of the pack.
TASK WORKSHEET
1)Give 2 reasons why it is important to give instructions that are loud and clear.
______
______
2) In ‘Stuck in the mud’ what is the aim of the activity if you are
a) the tagger ______
______
______
b) not the tagger ______
______
______
3) Write down the following for a game/activity of your choice
Game/Activity ______
a) What is the aim of the game? ______
______
______
b) How do you score or win the game? ______
______
______
c) what happens when you achieve your aim? ______
______
______
d) What are the most important rules? ______
______
______
______
4) Put the following instructions in the correct order so that someone could play ‘Rabbits & Radishes’
- The radishes then try to catch the rabbits____
- Stand back to back on a line____
- Does everyone understand?____
- Get into pairs____
- The other are radishes____
- The rabbits try to catch them____
- One line are rabbits____
- When I shout rabbits they all run forwards____
- When I shout radishes they all run forwards____