My Placement Blog

Blog Post 5

In this session, we decided it was time to progress them back onto more
sport specific skills but still keeping it very simple. This is the stage they
are supposed to be at this age group – transitioning between FMS and SSS.
(Gallahue et al., 2012).

Within the session, we decided to focus on passing, movement, and pivoting within netball. At this age, we would expect to see a variety of abilities as it is the transitional stage, so there could be children who are able to do simple passes, and children who are still only able to do fundamental movement skills.

Since the last time we did a basketball session, the participants had a lot more competence with the simple skills that they seemed to struggle with; they had improved with the passing and the moving massively.

We decided to do a drill with 3 attackers and 1 defender which seemed to
work with some groups, but with some groups, they didn’t like to release the ball quickly and waited till a defender was on top of them and lost the ball. To overcome this, I made a rule where they had to pass the ball within 3 seconds of receiving it so they had to pass the ball faster.

Within the drill however, technique went out the window. It made me wonder whether it is more important to focus on the primary goal which is to technique or focus on the outcome which is winning. With this, I did some research and found that it is more important to focus on technique as the primary goal as this in turn helps with the outcome further down the line (Zimmerman and Kitsantas, 1997).

When going into future sessions with groups, i will ensure that the main focus is on technique of skills rather then the outcome which will help me come up with different rules in a game that can help with that.

References

Gallahue, D. L., Ozmun, J. C. and Goodway, J. (2012) Understanding motor development : infants, children, adolescents, adults. Seventh edition. McGraw-Hill Education.

Zimmerman, B. J., & Kitsantas, A. (1997). Developmental phases in self-regulation: Shifting from process goals to outcome goals. Journal of Educational Psychology, 89(1), 29–36.