Character Module Game Play Overview
Game Play Category: Striking and Fielding
What Striking and Fielding Games Develop
Striking and fielding games involve and offensive team (striking) and a defensive team (fielding). The primary objective of the striking team is to hit the object into a specified open area, while the fielding team tries to catch the object or get it to a designated area. Some traditional striking and fielding games include softball, tee ball, and cricket. Variations include games such as cricket, slow-pitch, 3 pitch, soccer baseball, tennis baseball, rounders, lob ball, and many others.
Striking and fielding games teach the fundamental skills of catching, throwing, running and striking.
- Manipulative skills
Many of which transfer over into other games, especially invasion games.
Locomotor skills involved in striking and fielding games include:
Non-locomotor skills involve:
- Reaching for an object.
Manipulative skills involve players being able to:
- Send an object either by throwing or striking
- Receiving an object through catching and fielding
- Being able to retain and run with an object such as a bat as in cricket.
These skills can also transfer over to invasion games such as basketball, netball and rugby where students must be able to pass the ball to their teammates to catch it.
Striking and fielding games also give opportunities for the development of strategies and tactics. Many of the offensive strategies are common to many of the games. For example when on offense the striker must attempt to place the ball into areas where the defenders cannot reach quickly to maximize their opportunity to score for their team. Another example would be that the objective of every offensive player is to hit the object out of the playing field. Examples include home runs in softball, and 6 runs in cricket. Sometimes it can also be beneficial for the offensive player to sacrifice their own opportunity to advance a team mate.
When on defense players should always be able to anticipate where the ball is going to be struck. They can also strategically plan their throws to maximize the opportunities to stop the offensive player from scoring a run. Teamwork is essential in covering the area evenly as a team. A defensive player is also responsible for delivering the ball to the striker, and as such should vary the delivery to make it more difficult for the striker to make contact.
Game Play Activities
In the introduction to playing a striking and fielding game the children identify the 3 main components needed to successfully play a striking and fielding game. These being striking a ball, receiving a ball through catching and fielding and throwing a ball.
The unit then focuses on each of the 3 main components needed to play a game successfully. In Level 1 the striking focus is that of a stationary ball where the children learn how to hold a variety of bats as well as how to to hit a stationary. These may include hitting a ball off a Hitting T, a cricket T or a cone. As children grow in confidence this can be developed into hitting a moving ball. Activities are designed to allow the children to play games in small groups to facilitate the opportunity for repetitive opportunities to strike a ball.
The focus on throwing uses a dodgeball type game that requires the children to act honestly when tagged with the ball. The throwing component is deliberately connected to the word honesty so that the children have the opportunity to put the character focus of honesty into practice. Overarm and underarm throwing is included and the children also have opportunity to develop their catching and fielding skills.
Receiving a ball through catching and fielding activities and games is the third focus of the unit. The younger children learn how to catch and throw a ball successfully through a variety of game like activities. Whereas the older children have more specific game like activities to develop their receiving ability.
Character Module Character Overview
Character Focus Words
If the children can develop honesty, respect and loyalty they will be well on the way to developing the foundations of a good character. Through this unit the children are not only encouraged to participate in the game play activities with honesty and respect, but also to develop these characteristics in all that they do.
Honesty, chosen as a component of Good Character, looks at how one can build an honest reputation. Ideas such as owning up to mistakes, doing what I say I will do, being prepared to take the blame, keeping promises and not telling lies are all explored through discussions role plays and worksheets. In addition the older children look at the temptations that they may face as a result of peer pressure, and what following their conscience means.
Acting respectfully is the focus of the word respect. What actions and speech reflect someone showing respect. It looks at body language, giving compliments and apply the “Golden Rule” in the way I act towards others. It also looks at others in society who are sometimes marginalized by the way people act towards them e.g elderly and disabled. Famous New Zealanders are looked at to help the students understand what respect looks like in action.
Loyalty looks at trust and the importance of being able to trust others and for others to trust them. Loyalty with friends, trust inside the classroom and with friends is explored through discussions and worksheets. In the classroom the younger children look at the actions needed for their teacher to “trust” them when he/she is out of the room. Learning to tell the truth connects back to the Honesty word. If they can create an honest reputation, then they are more likely to be trusted by others. Unselfish loyalty is loyalty when no one expects a reward. The older children look at a variety of company loyalty systems that reward people for buying or using a company’s products or services as they explore what makes someone loyal.