Motor skill games

Games with opponents

Ivan Fuentes, Marc Gil and Andreu Blanch

2n CAFE
Marià Pasarello
Ciències de l’Activitat Física i l’Esport
UVic-UCC
20-12-2020
 Table of contents

1. Introduction 2
2. The game 4
Definition 4
Background and short history 5
Educational implications and the cross curricular value and domains that can be applied6
Competency 7
Content 8

3. Game session 8
Aim/Aims 8
Session template 9
Assessment of the session 14

4. Conclusions 18
5. References 19
1. Introduction

In this written document we will study and analyze games with opponents to use
them within a session. In to these established concepts we have set ourselves some
aims:

- Understand games with opponents and their role in the world of sports with an
educational function.
- Understand games with opponents and their role in the world of sports with a
competitive function.
- Apply games with opponents in a session following the didactic phases.
- Understand and apply the didactic phases and the phases of the session.
- Prepare a didactic session correctly involving in it all the theorical knowledge.

Once the aims have been delimited, we have decided to plan the work with sections
and subsections in order to achieve these aims. It is divided in five sections: the
introduction, the game, the game session, conclusions and references.

The first section is the introduction. We will explain why we do this work and for what
purpose, the topic on which we will focus our work and the aims, how the work is
divided (sections and subsections) and what it will contain.

The second section is the game. In this we will explain all the concepts and
theoretical framework related to the game. This section is divided into five
subsections:
1. Definition: we will work on the game definition of game from different
perspectives.
2. Background and short history: in this subsection we will introduce the history
of games with opponents, and the background. This will allow us to
understand better the content and be able to contextualize it.
 3. Educational implication and the cross curricular value and domains that can
be applied: in this subsection we will look at the different educational
implications that we can work games with opponents. On the other hand we
will explore what domains and values of the curriculum can be worked with
this games typology. Subsequently, these curricular domains will be used in
teaching sessions.
4. Competency: in this subsection we will analyze the different competencies
that are worked with games with opponents. Then we will explain what we
took for the session and why.
5. Content: in this subsection we will explain what we will work in our teaching
session. To do this we will use a brief theoretical definition of the contents.In
this way we intend to start introducing the people who will participate in the
session with the contents that they’re going to work.

The third section is the game session. This section involves the aim of the session
that we prepare, the template plan and the reflection that we do after the session. To
structure all into this written work we divided these in three subsections:

1. Aim: in this subsection we will explain what our aim is to achieve in the
session, how we decided this aim and finally how we work towards that goal.
2. Session template: in this subsection we will talk about the planning of the
session, the selection of the exercises, the reason for the distribution of these,
how we create the groups, how and why we explain the exercises in this way
the different phases we have followed, why explain because we didn’t use the
game with opponents as content but as a means to reach the aim and several
other things.
3. Assessment of the session: To conclude the third subsection, we will be
assessed by other classmates and will know what did we do right and wrong
and what could we improve within our practical session. In addition in this
subsection we will also add our own reflection of the session. In this we will
talk about whether we have adapted to the plan, what control of the session
we have and finally the things that we have done right and wrong.
The fourth section is the conclusion of the work. On this we will decide if the goals to
be met that we have set at the beginning of the work have been met, we will also talk
about the key ideas we have left at the end of the work that we believe serve us best
to develop better in our professional future.

The last section is the references here we will include all references that we use to
build the work.

2. The game
a) Definition

In the following section we have developed the definition of different authors, what
are the games and physical activities in opposition games.

In agreement with Parlebas (1981) the opposition games is a model that contains a
motor situation coded in the form of competition and that increases the interaction
between teammates and opponents which, in the case of sport, contains an
institutional codification. We can say that opposition refers to those sports games in
which it gives motor interaction between peers and in front of opponents.

As reported by Hernández Moreno (1985,1994) the concept "adversary activity" is

not clarifying enough to define and characterize a particular family or group of these.
The concept of opposition is applicable generically to “any adversary or rival who
faces another, in dispute in a given action. "Thus, they can be included under this
same denomination sports as different as judo, karate, wrestling, fencing, tennis,
badminton, etc

According to Blázquez and Hernández Moreno (1985) developing at a more general

level the term games with opposition, introduce two new parameters in the category
C.A.Ī., of the general classification of physical activities and sports games, which
proposed by Parlebas (1987), (psychomotor activities with partners (C) opponents
(A) and without uncertainty in the medium (Ī) which are the use of space by the
participants (E) and the form of intervention or participation on the mobile (P).
Conforming to Wallon (1984), the child plays to adapt to the social environment and
raises his theory of the evolutionist-sociologist game, where he highlights the
importance of opposition games as a means of socialization and preparation to face
and overcome adversities in the future.

b) Background and short history

Just as Huizinga (1990), the game predates any culture, it is necessary to go back to
the first settlers of the planet. Games are an integral part of all cultures and it is one
of the oldest forms of human social interaction. It is not until the time of classical
Greece, where the foundations of many sports and games that still exist today are
built. According to Callois in his book the theories of the game, the bases of the
opposition games known today are officially created as events, rules and games for
the first time in history within the period of classical Greece.

opposition games appear in conjunction with opposition sports and may have their
origin in practices of very old, distributed all over the world; thus, we find games in
the Inca civilization, such as the called Kiuraypok Apok, possible precursor of
basketball; or the games of ancient Greece, Epyskiros and Harpaston, to name just
two examples. In the 19th century and as a phenomenon influenced by the Industrial
Revolution, proposals appeared such as Rugby, Football, Basketball, Volleyball, all
of Anglo-Saxon origin, and from there they radiate to the rest of the world. In their
early years these sports are taught like their predecessors, the individual sports such
as athletics, swimming, gymnastics among others.

In our session we will practice basketball, and this was born as a solution to the need
to carry out some sports activity during the winter, at the YMCA (Young Men's
Christian Association) school in Springfield, Massachusetts. James Naismith,
professor of physical education in school, he devised basketball as a ball game
based on thirteen rules. The game spread throughout the United States, Canada,
and the rest of the world, undergoing some modifications over time. Many of the
initial rules remain to this day.
 c) Educational implications and the cross curricular value and domains
that can be applied

In this section we have developed the educational implications and the value and
curricular domains that it may be possible to play in outdoor games, within which are
most of the issues that may have advantages and limitations in our game,
competition that works within the dimensions of the curriculum in the field of physical
education, the key contents and the contents used by the activity, furthermore the
link of our activity in another high school subject.

The Advantages that can find about opposition games are:

Can be developed anywhere and do not require a large amount of material

Constant perception, decision and execution schemes are needed to continuously

respond to the uncertainty created.

The integral education of the individual and the harmonious development of the
personality is achieved, properly focusing these activities.

Stress is released.

The integration of all students is favoured, since even those who, due to their
morphological and physiological characteristics, can be "discriminated" in other
activities and without segregation

They learn to accept the rules of the group and to respect other colleagues.

Physical condition is increased in a very global way: strength, endurance, speed and
flexibility.

And the main disadvantages inside opposition games are:

-Unfortunately in a school environment, games with opposition create problems in

children's development if they fail to adapt.

-There is always a winner and a loser.

-They can create segregation and are not very inclusive.

-They are limited and give little range of variants and ways of proceeding.

d) Competency

As reported by Ramírez, E., Serramona, J. (2015). the different competences that

we find within the scope of the basic competences of physical education, we have
determined that both competitions (three and four) have a relationship with physical
activity in opposition games. In the case of our work we have decided to do it with
competence 3.

Competence three, shows us how to effectively apply the techniques and tactics of
the different ones sports. This competition has an eminently oriented orientation
practice. Competition 4 also talks about putting into practice the values ​of sport in a
competitive situation Individual sports (such as: athletics, gymnastics, swimming:
technical, tactical and regulatory aspects).We finally decided to work with
competition three, as it was more suited to the content we wanted to develop during
the session. Noting that the crossover is a technical gesture, and therefore adapts to
the graduation of competition 3, which speaks of efficiently applying basic techniques
and tactics of the sport in complex or opposition situations.in this competition the key
work are:

Individual sports (such as athletics, gymnastics,swimming: technical, tactical and

regulatory aspects).

Opponent sports (such as racquet sports and of struggle: technical, tactical and
regulatory aspects).

Team sports (such as basketball, football, handball, volleyball, hockey: technical,

tactical aspects and regulations).
 e) Content

Our key content for developing and performing the session will be working on
dribbles or crossovers in order to overcome an opposition situation. The approach of
the practical session will be oriented to a series of games in which the player will
always find himself in a situation of opposition in basketball. The purpose of this
approach will always be to link basketball-adapted games that meet this approach to
working our goal during the session.

3. Game session
a) Aim/Aims

Aim​: Effectively apply the dribbling skills through opposition games in basketball to
approximate real game situations.

Key content​:​ Games with opponents

Competence 3:​ Effectively apply the techniques and tactics of different sports.

-Work specific motor skills.

- Adaptation to the school environment.
- Real game situations.

Aim explanation:

Our aim objectifies the acquisition of the dribbling skill inside basketball’s technique.
To do so, we decide and perform different related activities to enhance this
specific ability and we attempt to make a progression in terms of the
development of the session so the classmates may get this skill as easily as
possible. This aim isn’t just about the skill, but to overpass an opponent that will
be defending your moves and skills performance.
As for the performance of this skill, we might utilize different clues or the proper
technique to make a faster and easier progression. The first hint to perform this
skill easier/faster, is the following: We should use our fingers instead of the
palm of our hands to bounce the ball against the ground, while we move our
body to distract or destabilize the opponent. Afterwards, we suggest adopting a
lower position with our knees bent. Our back must be straight and looking at
the opponent besides paying attention adopting a panoramic vision of the
game sequence. Finally, we make the dribble and cross the ball bouncing
below our waist or our knees if we bounce lower.

Lastly, to relate the dribbling skill with the opposition from the other team or players,
we select various dynamics (most of them uncommon activities), to make sure
they need to overpass an opponent through the dribbling that we’ve previously
specified to practice besides having fun and learning new basketball activities.

b) Session template

Andreu Blanch - Ivan Fuentes - Marc Gil

SESSION TEMPLATE

Session title Basketball skills Lesson Length 60 mins

Lesson No 3 Content Dribbling skills

Key Content Apply dribbling skills in a No of Students 20

competitive situation

Equipment Cons and Balls Year 12-13 years old

Level

Student Effectively apply of the dribbling Date 19-11-20

Learning Aim skills throught opposition games in
basketball to approximate real
game situations.

Learning Unit Games with opponents Term 1

title
Specific Core - -
comp

LESSON PLAN

INTRODUCTION

T EXPLANATION Organization

h ​The very start of the session We placed ourselves in front of the

ja about introducing ourselves and class, and the class was right in front of
5’ reminding the last session aim. us towards all the components of our
Furthermore, we explained our
group.
Session and what we would be
Doing in our practice. Afterwards,
We started and putted the Afterwards, we divided half of the
Explanation into practice group

WARMUP

T EXPLANATION Key Teaching

points/Organization/Diagrams

We explained and performed the warmup all These two games are great to warmup
together​.
and get a body-activation.
Corral game 5 min
​ ll within the lines that we indicate.You must make the ball of
A
1 the others go out of the lines that we have said without The key teaching point is protecting
removing yours. when you manage to steal the ball you get a
0 point. Whoever has the most points wins. your ball while you try to steal
Tails 5 min
’ All of you will have a tail on and you must steal it from each someone’s ball at the same time
other.​Whoever ends up with the most queues at the
end of the game wins.​You have to have control of the ball
otherwise it will not be worth taking the tail

LESSON FOCUS

T EXPLANATION Key Teaching

points/Organization/Diagrams
 The four corners game
The space formed by the corners with the cones and the central circle is In this section we divided the group to
a safe place.Everyone will go with ball except those who steal.When we
say everyone should change from safe place to somewhere else.If you release these activities.
get to another corner without having the ball stolen, you have been
saved if they take it away, you must leave the ball and start stealing too.
3 spider
The classic game of the spider but with three spiders. If they The key points to highlight in these activities
steal the ball, you have to stay with that aranya. are: looking at the adversaries foot, so we
3 1 vs 1
Now we will do 1 vs 1 in a quarter court each pair. For the basket to may notice where he’s going to move. Pay
0 count, there must be a change of hand. If you make a basket you keep
attacking. To start the attack we must pass the ball to the partner and he attention to your teammates who will be
’ must return it
Ball stealing (waves)
​They had to steal the classmate’s ball trying to keep their ball at the
moving all over the place looking to receive
same time
King of the court (waves)
the ball.
Now we will make groups of X people. It consists of a 1v1 whoever gets
a basket stays the other one leaves and another from the group enters
Finally in the king of the court game, overall
and they do the same. The player that get more consecutive basketball
at the end of the game wins.
be aware of where the ball is at anytime.
Match
We did 4 teams. ​It is a normal match. Normal baskets are worth two
points and triples three. If during the play before scoring between the
whole team they make 3 changes of hand, the normal basket is worth 4
points and triple 6.

COOL DOWN

T EXPLANATION Key Teaching

points/Organization/Diagrams

Mirror We divided the group in mini-groups and

X player commands and a change of performed this activity, letting the classmates
hand or a dribble is invented, the others freedom to choose the movements.
must imitate it. Each person must
10’
imitate one.

REFLECTION AND CLOSURE

T EXPLANATION ORGANISATION

The following questions are the ones we tried to We divided the group in four peace’s
ask the class at the end of the session:

5’ 1. Which was the main aim of today’s As we observed, the questions didn’t work or could not be
session? answered, we divided the class in different groups. Each
2. Do you believe we’ve acquired the component of the group had a free-kick and if he/she
objective? failed, he would have to answer the question and say why
3. What changes would you purpose to he/she took whatever side besides arguing the answer.
improve the session?
4. Which was the game u most enjoyed?
5. Did you see the relation between each
activity?

ADDITIONAL NOTES / OBSERVATIONS

- We had some aspects that we could improve over the session, however it was generally
a good and dynamic practice in which the students enjoyed and learned.
 c) Assessment of the session

In this section we will do a self-assessment of the sesssion we prepared. To do this

we will focus on three points to analyze. First of all in the comments and evaluations
that our colleagues told us, then we will analize the things that went well and wrong
and why. After these we will present our proposals for improvement for our session
based on our mistakes.

The colleagues who analyzed us did so by dividing the session into four blocks of
analysis. We will follow these four blocks to make it clearer. First of all we will
analyze the introduction phase.

The first block is the introduction, they have assessed that we have made a brief
summary of the previous session clear and concise quite correct. Going into the
explanation of our session they have already mentioned that our placement was
correct having all the students in front of us. We also explained the objective first and
then we made a small sketch of what the session will be like and how we will work
on the objective. Note that the time used at this stage has been adequate and that
the explanation has been brief and concise.

In the second block they analyze the structure of the session. They say that we
waited for everyone and that during the explanations there was no need to ask for
silence (they point out that we used the balls as a method of getting silent). Our
position was correct during the course as we were placed outside the playing area.
On the other hand, they have noticed that some members of the group had difficulty
speaking English and that at certain times we used catalan or invented words. On
the other hand they noticed that we had a very clear session and that we had the
vocabulary of the material prepared. In some activities they emphasize the need for
a greater explanation since they have found colleagues who have been left half-dead
without knowing what to do and others who have had to explain to each other. In
reference to the introductory phase they mention a correct explanation of the
objective on the other hand they say that we have made too brief the explanation of
the activities that we would have carried out during the session.
They later say that the explanation has not always been accompanied by a
demonstration and that this has made it difficult to stop the activities (the activities
that have been demonstrated have been the most understood). The exploration of
the previous ideas has been good anyway they add that it was not totally focused on
dribbling. The last analysis of this blog talks about the separation of groups,
mentioning that in some activities I have succeeded in creating small groups but that
the activities I did with the whole group together should also have created
subgroups.

The third block is the game. They say we have been creative in the reflection phase
and the return to calm that we have put together to get more participation. Some
exercises have not been very creative as they were very popular and many students
knew them. The thing they liked most was that we came up with it all as a game and
not in a methodical and disciplinary way. They say they would change exercises that
they believe do not work the goal.

The fourth block is reflection. In this one they have remarked that the way of asking
the goal has made that not everyone can understand it, they say that they have not
asked me how the goal works from the exercises. On the other hand they value very
positively that the questions were of complex answer and not binary. They
re-emphasize the creativity of putting two phases together and making a game to
involve people in responding in the reflection phase.

After having analyzed the things we believe are most important from this analysis
that we have done and together with our criteria we will first set out the things we
have done well and why. Once finished we will continue with the things we have
done wrong and why. We will end our reflection as we have said before with
proposals for improvement.

From our point of view, we believe that the session we conducted was quite correct,
as it was a sport that we believed no one had practiced before and was motivating
as it was outdoors. We also believe that we did well in the session parts,
introduction, warm-up, main part of the session and the final part of reflection.
Language was a great condition for explaining certain parts of the activities in a clear
and understandable way. This led to errors in certain parts of the expression in
making the participants understand the proposed activities.

From a more critical point of view of the session, we believe that the introduction we
made was long and caused many people to disconnect from the information we were
saying. Also, in the main part of the session we should have said where the scoring
space was since we wanted them to look for it but it cost them a lot. Finally, we think
that the feedback we passed on to our peers could have been more elaborate, as we
asked very few questions and there was not much involved.

Some times during the main part, some members of the group had a hard time
remembering us or developing some game proposed by another member of the
group. This came as a result of not understanding the game correctly from the
beginning. This fact caused us some uncontrollability of the session, just as in some
activity having to repeat its explanation more than once.

As things of improvement explained by our teammates, we were told that at the end
of the session we should have better controlled the time.

Also, as things to improve, we were told that the main part of the session, there were
games that are made long.

And finally, things that didn’t work out according to what we planned were time. We
thought we had more time and suddenly we realized that the session was almost
over, which reduced the main part.
4. Conclusions

To conclude what the work has been, we definitely believe that it is very important to
know what competency we have chosen, since without the competition one or more
goals cannot be determined to prepare a proper session. Working out or defining a
goal is not easy; you have to consider what you want to teach and what the
participants of the session need to learn/improve. We have proposed some
objectives to help us with our game typology (opposition games). It is in our case
competence 3, followed by key contents and contents chosen by the members of the
group that will determine how the practical session will go and where it will be
focused.

Aims achieved:

Know in depth the topic of work

We all worked together to find the same goals and to find information we didn't know
about opposition games.

Discover characteristics and knowledge of the chosen sport; With the help of the
information, we have learned new things about the sport or game of choice.

All this thanks to the help of information we have found.

Timing the work to do; Although we started a little lost at work, we managed to bring
every part of the work to our daily life.

Establish the roles of each member of the group; The positive part of our group is
that we know each other a long time ago and we already know what each one of
them has to play, so there were no hassles when it came to preparing various parts
of the work. Everything has been very organized.
Aims not reached:

Work personally what I have learned. this was not achieved because some members
of the group sought more information than others, so some had more learned
concepts than others.

Solution: We can improve this by looking for information together and especially by
increasing the readiness of each person.

Transmit the knowledge between the members of the group. Obviously not having
the same information all together, some members of the group could not share their
learning with the other members.

Solution: The solution would be that before you start doing the work everyone will
have to propose what they have learned along with some key ideas so that the work
will be more dynamic.

Get used to finding information outside of the most common sources. The main
difficulty we have had is the difficulty of finding reliable information from different
sources of information. A lot of information was found correctly while some
information was not found in the correct source, which was inconvenient on the day
of the presentation.

Solution: One of the solutions we could get to avoid the problem would be to search
from an author we have already worked with or from Wikipedia to find links that
would help us find information more easily.

Learn to work with new people so that you can draw more conclusion. As we know
each other, we have always had the opportunity to work with different people who
are not part of our daily lives.

Solution: Try to get the next job done with different people who are not close to your
social environment.

Have clear work ideas among the members of the group. Here we had
complications because, as we said before at the beginning of the work, we were a
little lost, so it was difficult for us to have clear ideas at work.
Solution: Have a pre-work organization so after you get started you have no problem
getting ideas on what you want to work on.

5. References
5.1 Used

Hernandez Moreno, J. (1994). ​Fundamentos del deporte análisis de las estructuras del
juego deportivo.​ Barcelona: Inde.

Luiz Carlos Dos Santos, S. (2011).​Opposition games: new approaches to teaching combat
sports.​ Recover from:
https://www.researchgate.net/publication/50434525_Opposition_games_new_approa
ches_to_teaching_combat_sports_JUEGOS_DE_OPOSICION_NUEVAS_METODO
LOGIAS_PARA_LA_ENSENANZA_DE_DEPORTES_DE_COMBATE_Jogos_de_op
osicao_novas_metodologias_para_o_ensino_dos_esport

Luiz Carlos Dos Santos, S. (2014). ​Opposition games: new approaches to teach wrestling in
brazilian schools.​ Recover from:
https://www.researchgate.net/publication/280180778_Opposition_Games_New_Appr
oaches_to_Teach_Wrestling_in_Brazilian_Schools

Ramírez, E., Serramona, J. (2015). ​Competències bàsiques de l’àmbit de l’educació​ f​ ísica:

Identificació i desplegament a l’educació secundària obligatòria​ ​.R
​ ecover from:

https://campus.uvic.cat/aules/pluginfile.php/579229/mod_resource/content/2/compet
ències%20Bàsiques%20de%20lambit%20de%20leducació%20fisica.pdf

5.2 Recomended

Grau, L. (2015). ​Recursos i Activitats per quan plou a l’Educació Física​ (Treball de fi de grau
no publicat). Universitat de les Illes Balears, Illes Balears. Recover from:

https://dspace.uib.es/xmlui/bitstream/handle/11201/145437/Garau_Caballero_Laura.
pdf?sequence=1&isAllowed=y
Rincón, F. ​Freeball nuevo deporte colectivo de cooperación y oposición​. Diseño y aplicación
del freeball en la educación secundaria. (tesis doctoral no publicada). Universidad de
Madrid. Recover from: ​http://oa.upm.es/360/1/02200432.pdf