Lehrerfortbildung im Fach Sport in Myanmar

Transcription

Lehrerfortbildung im Fach Sport
in Myanmar
Bachelorarbeit von
Rafael Bühlmann
Gundeldingerstrasse 191
4053 Basel
rafael.buehlmann@students.fhnw.ch
eingereicht am: 22.05.15
Betreuungsperson: Andreas Steinegger
Lehrerfortbildung Im Fach Sport in Myanmar
Abstract
Die vorliegende Arbeit geht der Frage nach, inwieweit westeuropäische
Spielvermittlungskonzepte adaptiert werden können, um in einem süd-ostasiatischen
Kontext zu funktionieren. Für eine Entwicklungsschule in Myanmar hat der Autor ein
Lehrmittel entworfen, welches auf das Wesentliche reduziert ist und durch eine hohe
Spielkomponente besticht. Die Sportarten Handball, Volleyball, Baseball, Rugby und
Ultimate Frisbee sind durch Spielformen mit aufbauendem Schwierigkeitsgrad für
eine breite Leserschaft zugänglich. Das anspruchsvolle Layout entstand durch eine
Zusammenarbeit mit einem Grafik Design Studio.
Nach der Fertigstellung wurde das Lehrmittel innerhalb einer zweiwöchigen
Lehrerfortbildung vor Ort umgesetzt und mit einem Film dokumentiert. Eine
Befragung der Kursteilnehmer zeigte deutlich die Notwendigkeit dieses Kurses. Sie
schätzten den eigenen Lernerfolg als sehr hoch ein und bekundeten ein hohes
Verständnis für den Aufbau des Lehrmittels. Ein Schwachpunkt im Vorfeld der
Konzeption des Lehrmittels waren die spärlich zur Verfügung stehenden
Informationen zu den Kursteilnehmenden und den Sportmöglichkeiten an ihren
Schulen. Diese Lücke konnte inzwischen verkleinert werden und wird das Entwerfen
von zukünftigen Lehrmitteln vereinfachen.
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Inhaltsverzeichnis
1 Einleitung................................................................................................................. 4!
2 Situationsanalyse ................................................................................................... 5!
2.1 Schulbildungsprogramm E4Y ............................................................................. 5!
2.2 Lehrerfortbildung ................................................................................................ 5!
2.3 Sportplätze ......................................................................................................... 6!
2.4 Material............................................................................................................... 7!
3 Produktentstehung ................................................................................................. 8!
3.1 Inhalt................................................................................................................... 8!
3.2 Layout................................................................................................................. 9!
3.3 Englischübersetzung .......................................................................................... 9!
4 Umsetzung............................................................................................................... 9!
4.1 Der Film .............................................................................................................. 9!
4.1.1 Die Aufnahmen ......................................................................................................... 9!
4.1.2 Der Schnitt............................................................................................................... 10!
4.1.3 Die Musik ................................................................................................................ 10!
4.1.4 Der Off-Text ............................................................................................................ 10!
5 Evaluation .............................................................................................................. 11!
6 Fazit ........................................................................................................................ 12!
7 Ausblick ................................................................................................................. 14!
8 Quellenverzeichnis ............................................................................................... 15!
9 Anhang................................................................................................................... 16!
9.1 Five Sport Games for all Levels ....................................................................... 16!
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1 Einleitung
Ein Sportlehrmittel für eine Lehrerfortbildung in Myanmar zu verfassen und diese dort
umzusetzen, war für mich eine unglaublich motivierende Aufgabe. Von Anfang an
war ich Feuer und Flamme für dieses Projekt. Viele Länder in Südostasien habe ich
bereits besucht, doch in Myanmar war ich noch nie.
Die Basis dieser Arbeit war für mich folgende Fragestellung:
Wie können westeuropäische Spielvermittlungskonzepte adaptiert werden, um in
einem süd-ostasiatischen Kontext zu funktionieren?
Dabei ging ich von folgender Ausgangshypothese aus:
Ein auf das wesentliche reduzierte Lehrmittel mit einer hohen Spielkomponente und
einem nachvollziehbaren Aufbau ermöglicht Lehrpersonen in Myanmar ihren
Sportunterricht zu planen und durchzuführen.
Für den Entwurf der Arbeit nahm ich mir ein halbes Jahr Zeit. Während dieser Zeit
hatte das Lehrmittel für mich erste Priorität. Dies bekamen auch Familie und Freunde
zu spüren, die mich trotz vielen geplatzten Verabredungen immer tatkräftig
unterstützten.
Die vorliegende Arbeit ist in zwei Teile gegliedert. Beide Teile enthalten ein eigenes
Inhaltsverzeichnis.
Der erste Teil wurde gemäss den Gestaltungsvorgaben der Fachhochschule verfasst
und ist eine Produktbeschreibung des zweiten Teils. Darin enthalten ist eine
Situationsanalyse, welche über das E4Y Schulbildungsprogramm informiert und die
Bedingungen vor Ort genauer beschreibt. Die anschliessende Produktentstehung
zeigt, wie ich beim Erstellen des Lehrmittels vorgegangen bin und welche Personen
mich dabei unterstützt haben. Die Umsetzung habe ich mithilfe eines Films
dokumentiert. Die dazu notwendigen Arbeiten sind in diesem Kapitel näher
beschrieben. Das Fazit zeigt auf, wie ich mit der Umsetzung meiner Arbeit zufrieden
bin und welche Pläne ich für die Masterarbeit bereits geschmiedet habe. Das
Quellenverzeichnis, auf das aus Gründen der Leserlichkeit und der praktischen
Verwendung in Myanmar im Lehrmittel verzichtet wurde, bildet den Abschluss des
ersten Teils.
Der zweite Teil meiner Arbeit ist der Anhang. Darin befindet sich die englische
Version meines Lehrmittels mit dem Namen Five Sport Games for all Levels. Es
beinhaltet fünf bekannte Sportarten, die verschiedene Spielformen mit
unterschiedlichem Schwierigkeitsgrad enthalten. Dadurch soll für jeden Nutzer
unabhängig dessen Vorkenntnisse ein Zugang ermöglicht werden. Das Lehrmittel
besitzt ein eigenes Inhaltsverzeichnis, welches den Leser direkt anspricht und ihm
den Weg durch die verschiedenen Kapitel zeigt. Das Layout wurde in
Zusammenarbeit mit einem Grafikdesignstudio entwickelt und ist spezifisch für den
Gebrauch in Entwicklungsländern konzipiert. Da das Layout in keiner Weise den
Gestaltungsvorgaben der Fachhochschule entspricht, war eine Trennung der Arbeit
in zwei Teile sinnvoll.
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2 Situationsanalyse
2.1 Schulbildungsprogramm E4Y
Das E4Y (Education for Youth) ist ein Schulbildungsprogramm für Kinder und
Lehrpersonen in Yangon, Myanmar, und ist ein Teilprogramm des CVT (Center for
Vocational Training). Es beinhaltet drei Schwerpunkte:
Schulbildung
Es ermöglicht Kindern, welche aus Armutsgründen die öffentliche Schule verlassen
mussten, eine weiterführende Schulbildung und einen Schulabschluss zu erlangen.
Lehrerfortbildung
Bereits ausgebildete E4Y-Lehrpersonen bilden weitere Lehrerinnen und Lehrer aus
Myanmar in den Bereichen Pädagogik, Methodik und Didaktik aus.
Lehrpläne
Die erarbeiteten E4Y-Lehrpläne der einzelnen Fächer sind so aufgebaut, dass sie an
staatliche Schulen und verschiedene Organisationen weitergegeben werden können.
(www.cvt-mynmar.org)
2.2 Lehrerfortbildung
Das E4Y will sich in den nächsten Jahren in Myanmar als Modelschule positionieren
und weiterentwickeln. Einerseits soll die Schule für mittellose Schüler und
Jugendliche fortgesetzt und ausgebaut werden und andererseits für Lehrpersonen
aus öffentlichen Schulen und Klosterschulen eine Lehrerweiterbildung aufgebaut
werden. Lehrkräfte aus dem E4Y werden für ein Weiterbildungszentrum als
Instruktoren ausgebildet, welche in verschiedenen Modulen Fachwissen und
Fachdidaktik unterrichten. (www.cvt-mynmar.org)
Im April 2014 wurde im E4Y ein erster Fortbildungskurs für 30 Dorflehrpersonen im
Fach Sport durchgeführt. Das Modul 1 mit dem Titel Games and Gameplay wurde in
Zusammenarbeit mit der Pädagogischen Fachhochschule Nordwestschweiz
entwickelt und beinhaltet eine Sammlung von insgesamt 27 Spielen mit und ohne
Ball.
Das erworbene Wissen und die vielen Unterrichtsideen setzten die Kursteilnehmer
anschliessend in ihren eigenen Schulen um. So konnten bis zu 5000 Kinder vom
Sportunterricht profitieren.
Nach dem erfolgreichen Pilotprojekt im April 2014 fand dieses Jahr eine zweite
Sportlehrerfortbildung statt. Zwei Studenten aus der Schweiz entwickelten je ein
Sportlehrmittel mit unterschiedlichem Schwerpunkt.
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2.3 Sportplätze
Für die Kurswoche stehen vier Sportplätze zur Verfügung. Diese befinden sich auf
dem E4Y Schulgelände, etwa 40 Minuten ausserhalb des Stadtzentrums von
Yangon. Nur die Gymhall hat einen harten Boden, ist überdacht und mit einem
Geräteraum ausgestattet. Die restlichen Sportplätze stehen auf Sand und sind nicht
überdacht. Aufgrund der extremen Temperaturen und der hohen Luftfeuchtigkeit ist
eine sportliche Tätigung nach dem Mittag eine Belastung für Körper und Geist.
Mehrere Trinkpausen im Schatten sind daher Pflicht.
Gymhall
Steinegger Court
Volleyball Court
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Football Court
2.4 Material
Das Sportmaterial wird von den Mitarbeitern des E4Y in lokalen Sportgeschäften
gekauft. Damit die Kursteilnehmer das erworbene Wissen in den Schulen umsetzen
können, erhalten sie am Ende des Kurses eine Box mit den wichtigsten
Sportgeräten.
Übergabe der Materialkisten
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3 Produktentstehung
3.1 Inhalt
Im April 2014 wurde mit den Kursteilnehmern eine Befragung durchgeführt. Darin
zeigte sich der Wunsch nach bekannten Sportspielen.
Für das Modul 2 wurden deshalb fünf Sportarten ausgewählt, welche trotz den
Bedingungen vor Ort möglich sind. Da die meisten Schulen in Myanmar nicht über
einen Sportplatz mit festem Untergrund verfügen, wurden nur Sportarten ausgewählt,
welche kein Prellen des Balles erfordern. Nach sorgfältigem Abwägen der Vor- und
Nachteile entschied ich mich für die folgenden fünf Sportarten:
-
Handball (Schlumpfball)
Volleyball
Baseball
Rugby
Ultimate Frisbee
Weiter musste ich mir den Inhalt der Sportarten überlegen. Mein Ziel war es, die
Endformen der fünf Sportarten soweit zu vereinfachen, dass jeder Leser dieses
Lehrmittels eine Spielform auswählen kann, welche seinem Niveau entspricht.
Deshalb entschied ich mich für Levels mit aufbauendem Schwierigkeitsgrad.
Die Lehrperson wählt das passende Level aus und instruiert der Klasse die
Spielform. Mithilfe der Bilder aus den Technik- und Taktikseiten können die Schüler
und Schülerinnen gezielt trainiert werden. Sobald sie eine Spielform beherrschen,
versuchen sie das nächst höhere Level zu erreichen.
Dabei sollte immer der Spass am Spiel im Vordergrund stehen. Welches Level
schlussendlich mit einer Klasse erreicht wird, ist Nebensache.
Die Spielformen wurden so konzipiert, dass sie mit maximal zwei Spielgeräten
funktionieren. Das ist deshalb wichtig, weil in Myanmar eine Sportklasse nie über
mehr als zwei Spielgeräte verfügt.
Zu jeder der fünf Sportarten habe ich mir eine Menge Bücher besorgt. In der Theorie
war ich bald sattelfest, doch die geeigneten Spielformen auszuwählen, fiel mir
schwer. Da ich seit drei Jahren meine eigenen Sportklassen unterrichte, konnte ich
alle Spielformen praktisch erproben. Dabei waren die Schüler mit ihren
schonungslosen Rückmeldungen meine härtesten Kritiker.
Zur weiteren Unterstützung suchte ich in der Umgebung von Basel zu jeder Sportart
einen passenden Sportverein. Bei mehreren Besuchen konnte ich dadurch geeignete
Technikbilder für das Lehrmittel aufnehmen und anregende Diskussionen führen.
Nachdem ich eine Auswahl getroffen habe, begann ich mit dem Beschreiben der
Spielformen. Besonders viel Zeit investierte ich in eine kurze und prägnante
Formulierung.
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3.2 Layout
Da die Englischkenntnisse der Lehrpersonen in Myanmar sehr begrenzt sind, habe
ich grossen Wert auf ein übersichtliches Layout gelegt. Schon beim ersten
Durchblättern sollte der Betrachter eine Struktur erkennen. Er soll sich im Buch
zurechtfinden und mithilfe von Bildern und einheitlichen Farben den Durchblick nicht
verlieren. Im besten Fall sollte der Betrachter eine Spielform auch ohne Text
verstehen.
Damit das Layout meinen Ansprüchen entspricht, habe ich mir Hilfe bei Giulia Gruner
geholt. Sie hat in ihrer Erstausbildung Grafik und Design studiert und besitzt ein
unglaubliches Flair für ansprechende Layouts im Sportbereich. Zusammen mit ihrem
Wissen und meinen Ideen ist dadurch ein Produkt entstanden, worauf wir beide stolz
sind.
3.3 Englischübersetzung
Mein Vorhaben das Lehrmittel selber auf Englisch zu verfassen, habe ich schnell
wieder verworfen. Damit meine Gedanken fliessen und meine Ideen den Weg aufs
Papier finden, bevorzugte ich die deutsche Sprache. Nur so kann ich mich
stundenlang in das Schreiben vertiefen. Für die Englischübersetzung fragte ich einen
langjährigen Freund, Tim Ferns, der aus Liverpool stammt. Ich gab ihm den Auftrag,
die Übersetzung so einfach und klar verständlich wie möglich zu verfassen. Schwer
verständliche Sätze und Fremdwörter sollte er bestenfalls vermeiden. Die Sprache
muss auch mit wenig Englischkenntnissen verständlich sein. Das war sein Auftrag
und den hat er grandios erfüllt. Mit grossem Engagement hat er sorgfältig nach
einfachen Sätzen gesucht und mich bei Unklarheiten nach Rat gefragt.
4 Umsetzung
4.1 Der Film
Für das Verfassen des Lehrmittels nahm ich mir ein halbes Jahr Zeit. Während
dieser Zeit haben mich viele Freunde und Verwandte gefragt, was ich da eigentlich
genau mache. Für mich war es dann immer schwierig, eine passende Antwort zu
geben, weil ich mir selber noch nicht so sicher war. Ich kannte das Land nicht, ich
kannte die Sportplätze nicht, ich kannte die Lehrpersonen und die Sprache nicht.
Damit ich alle diese Unklarheiten so eindrücklich und echt wie möglich aufklären
konnte, entschied ich mich, die Umsetzung mit einem Film zu dokumentieren.
4.1.1 Die Aufnahmen
Alle Aufnahmen wurden mit einer kleinen Sportkamera gemacht. Michael Lieb,
Andreas Kaufmann und einige Kinder vor Ort haben mich dabei unterstützt.
Nachdem ich die Bedingungen vor Ort kannte, erstellte ich das Drehbuch und
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machte eine Auflistung der wichtigsten Aufnahmen, die ich auf keinen Fall vergessen
durfte. Während zwei Wochen sind etwa 400 kurze Filmausschnitte entstanden. Eine
solche Menge an Filmmaterial hatte ich bis dahin noch nie verarbeitet.
4.1.2 Der Schnitt
Nach den zwei Wochen Lehrerfortbildung machte ich mit Andreas Kaufmann eine
Woche Ferien im Südwesten des Landes. Ich konnte es nicht lassen, schon während
dieser Zeit die ersten Videosequenzen aneinanderzureihen. Jeden Tag sperrte ich
mich für 1-2 Stunden in einem Zimmer mit Klimaanlage ein und arbeitete. Zurück in
der Schweiz war die Rohfassung des Films schon beinahe fertig.
4.1.3 Die Musik
Die Musik im Hintergrund ist sehr wichtig. Sie kann Emotionen wecken und eine
besondere Stimmung auslösen. Für die Auswahl brauchte ich mehrere Tage.
Schlussendlich gab mir Andreas Kaufmann den richtigen Tipp. Er fand einen
Musiker, der moderne elektronische Musik mit traditionellen asiatischen Klängen
komponiert. Unter dem Künstlernamen „David Starfire“ startete er ein Projekt mit
burmesischen Flüchtlingen. Mit ihnen arbeitet er an einem Album, das burmesische
und westliche Musik vereint. Für den Film suchte ich zwei passende Lieder aus und
setzte sie über die Bilder.
4.1.4 Der Off-Text
Der Film sollte nicht nur unterhaltsam, sondern vor allem informativ sein. Dazu
schrieb ich einen Text, der genau zum Bild passte. Immer wieder realisierte ich, dass
entweder der Text dem Bild voraus war oder umgekehrt und musste umschreiben.
Als ich mit dem Ergebnis zufrieden war, half mir erneut Tim Ferns mit der
Übersetzung in die englische Sprache. Mit dem übersetzten Text gingen wir ins
Tonstudio zu Mathias Lohner. Dank den professionellen Aufnahmegeräten war der
Text nach drei Stunden auf Band. Nachdem die beiden Tontechniker die Stimme
überarbeitet hatten, konnte ich den Text in den Film integrieren. Dann hatte ich drei
Ebenen, welche miteinander harmonieren mussten.
Mit dem Endergebnis bin ich sehr zufrieden. Es ist ein Kurzfilm entstanden, der mit
dem einen oder anderen Fernsehbericht beinahe mithalten kann. Etwas störend ist
das verwackelte Bild, welches mit einer Sportkamera leider nicht zu vermeiden ist.
Unter folgendem Link ist der Film jederzeit abrufbar:
https://www.youtube.com/watch?v=garBIf6o1Xc
Oder auf Youtube folgende Zeilen ins Suchfeld eingeben:
E4Y Myanmar – Further Education in Sports
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5 Evaluation
Zur Evaluation der beiden Module füllten die Teilnehmer am Ende einen Fragebogen
aus. Die Auswertung zeigte deutlich die Notwendigkeit des Kurses. Die Teilnehmer
schätzten den eigenen Lernerfolg sehr hoch ein. Den Experten attestierten sie
ebenfalls eine sehr hohe Qualifikation.
In Modul 2 bekundeten die Teilnehmenden ein hohes Verständnis für den Aufbau
des Lehrmittels. Alle erlernten Sportspiele seien gut oder sehr gut an den Schulen
umsetzbar. Einzig die zu knappen Platzverhältnisse würden vereinzelt die
Umsetzung erschweren.
Aus Modul 3 resultierte eine sehr grosse Motivation der Teilnehmenden, selber einen
Sporttag durchzuführen. Das Lehrmittel stuften sie als hilfreich dafür ein. Vereinzelte
Spiel- und Aufgabenformen waren den Teilnehmenden bereits bekannt.
Die Kursausschreibung, der Zeitpunkt des Kurses, die Örtlichkeit am E4Y in Yangon
sowie das Essen wurde von allen Teilnehmenden als sehr gut eingestuft.
Die Teilnehmer zeigten ein grosses Interesse an weiteren Kursen dieser Art.
Insbesondere Kursangebote in den Themenfeldern „körperliches Training und
Gesundheit“, „Leichtathletik“ sowie „Tanz“ würden auf ein hohes bis sehr hohes
Interesse stossen. Gewünscht wurde ausserdem, dass die Kurswochen auch in
anderen Städten Myanmars angeboten werden.
Ein Schwachpunkt im Vorfeld der Konzeption der Module 2 und 3 war, dass sehr
wenige Informationen zu den Kursteilnehmenden und den Sportmöglichkeiten an
ihren Schulen vorlagen. Eine gezielte Ausrichtung der Lehrmittel auf die lokalen
Bedingungen war so kaum möglich. Durch eine detaillierte Befragung zu Beginn der
Kurswoche konnte diese Lücke für zukünftige Module verkleinert werden.
So zeigte sich unter anderem, dass die Mehrheit der Teilnehmenden in Klassen mit
50 und mehr Schülern unterrichten. In mehreren Fällen beträgt die Klassengrösse
gar 70 Schüler! Für den Sportunterricht stehen meist einzig ein Spielfeld mit
unbefestigtem Untergrund sowie das Klassenzimmer zur Verfügung. Die Ausrüstung
beschränkt sich hauptsächlich auf einen oder wenige Bälle (Fussball, Volleyball,
Basketball), einige Badminton-Rackets sowie ein Netz.
Der hohe Bedarf an gutem Sportmaterial ist offensichtlich. So merkten einzelne
Teilnehmer an, dass aufgrund der Klassengrösse viel Sportmaterial gebraucht
werde, dass das Material Kinder und Lehrpersonen motiviere, die Spiele
umzusetzen, und dass nach einem Stellenwechsel nun das Material nicht mehr zur
Verfügung stehe, weshalb neues Material benötigt werde.
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6 Fazit
Ich bin mit der Umsetzung meines Lehrmittels sehr zufrieden. Die Frage, ob
westeuropäische Spielvermittlungskonzepte so adaptiert werden können, dass sie in
einem süd-ostasiatischen Raum funktionieren, kann ich mit ja beantworten. Auch die
Ausgangshypothese, das Lehrmittel auf das Wesentliche zu reduzieren und auf eine
hohe Spielkomponente Wert zu legen, hat sich bestätigt.
Vor allem das schlichte Layout und die vielen Bilder halfen den Kursteilnehmern,
trotz wenig Englischkenntnissen, den Inhalt zu verstehen. Die schwierigen
Bedingungen vor Ort waren kein Problem. Der Wissensdurst der Kursteilnehmer war
unglaublich motivierend. Sie stellten Fragen und machten viele Notizen. Für mich ist
es sehr befriedigend, dass alle Kursteilnehmer mein Lehrmittel als „sehr gut
verständlich“ einstuften. Somit habe ich mein grösstes Ziel erreicht.
Trotzdem gibt es Verbesserungspotenzial. Ein schwieriger Punkt ist die
Klassengösse im Fach Sport. Bei der Evaluation gaben die Lehrpersonen eine
Spannweite von 10 bis 70 Schülerinnen und Schülern pro Sportklasse an. Wobei
sich die meisten im oberen Bereich befanden. Wir müssen uns nun die Frage stellen,
auf welche Klassengrösse wir in Zukunft die Lehrmittel ausrichten sollen.
Ich sehe da zwei Möglichkeiten. Entweder man passt alle Spielformen auf die
maximale Klassengrösse an oder man hofft auf ein generelles Umdenken der
Schulen in Myanmar.
Aus mehreren Gründen tendiere ich eher zu Letzterem. Meiner Meinung nach kann
ein Sportunterricht mit 70 Schülerinnen und Schülern nicht befriedigend sein. Vor
allem das fehlende Sportmaterial und die schwierigen Platzverhältnisse verhindern
einen Lernfortschritt. Um den Schülerinnen und Schülern zumindest eine kurze
Bewegungszeit zu ermöglichen und gleichzeitig den Überblick nicht zu verlieren,
führen die Sportlehrpersonen streng kontrollierte Laufübungen durch. Dies sieht
dann in vielen Entwicklungsländern ähnlich aus. Eine Person zeigt vor, währendem
alle anderen auf dem Boden sitzend auf ihren Auftritt warten. Die folgenden Bilder
habe ich während eines Unterrichtsbesuchs in Senegal im Januar 2014 gemacht. Sie
zeigen eine Vorzeigeschule, welche bezüglich Material und Platzverhältnisse den
meisten anderen Schulen weit voraus ist. Auch die Klassengrösse war mit 74
Schülerinnen und Schüler kleiner als der Durchschnitt.
Weitsprung
Gymnastikübungen
In Myanmar ist das freie Spiel, wie wir aus den Evaluationsbögen herauslasen, sehr
verbreitet. Die Lehrpersonen verteilen den Schülerinnen und Schülern das spärlich
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zur Verfügung stehende Material und lassen sie bis zum Ende der Lektion frei
spielen.
Das ist nicht meine Vorstellung von Sport. Und aus vielen Gesprächen mit den
Kursteilnehmern der Lehrerfortbildung weiss ich, dass die meisten von ihnen diese
Ansicht teilen. Viele von ihnen würden ihren Schülerinnen und Schülern gerne neue
Sportspiele beibringen und sie in ihren technischen und taktischen Fähigkeiten
verbessern. Nur leider lassen es die momentanen Bedingungen schlichtweg nicht zu.
Damit ein Umdenken bezüglich der Klassengrösse in Myanmar erfolgt, müssen so
viele Lehrpersonen wie möglich die Lehrerfortbildung besuchen. Hier erhalten sie
einerseits ein für sie konzipiertes Lehrmittel mit vielen neuen Unterrichtsideen und
andererseits das für sie so wichtige Sportmaterial, ohne welches eine Umsetzung
überhaupt nicht möglich wäre.
Mit der Zeit werden so immer mehr Lehrpersonen kleinere Sportklassen fordern.
Solange bis sich die Schulen irgendwann mit diesem Thema auseinandersetzen
müssen. Dann werden sie die Klassengrösse, wie es in vielen anderen Fächern in
Myanmar schon üblich ist, auch im Sport verkleinern.
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7 Ausblick
Dem im Fazit beschriebenen Ziel werde ich versuchen in meiner Masterarbeit einen
Schritt näher zu kommen. Ich möchte mein Wissen über die Lehrerfortbildung in
Entwicklungsländern vertiefen und die ins Leben gerufenen Pläne weiterverfolgen.
Die zentrale Aufgabe meiner Masterarbeit wird die Überarbeitung der bisherigen
Lehrmittel sein. Alle drei Lehrmittel werden dasselbe Layout erhalten. Mit dem Ziel,
dass den Kursteilnehmern zukünftig Parallelen zwischen den drei Lehrmitteln
auffallen werden. Sobald sie die Struktur einmal verstanden haben, können sie diese
auf die weiteren Lehrmittel adaptieren. Dies ist deshalb so wichtig, weil ohne
Verständnis seitens der Kursteilnehmer keine Umsetzung in ihren eigenen Klassen
geschehen wird. Nur wenn sie den Inhalt, sowie den Aufbau des Lehrmittels
verstehen, werden sie es auch weiterhin benutzen. Ansonsten besteht die Gefahr,
dass sie sich ausschliesslich an den am Kurs gemachten Notizen orientieren und
somit die Kernbotschaft missverstehen könnten. Natürlich dürfen und sollen sie auch
unbedingt eigene Ideen einbringen. Ich möchte aber nicht, dass sie unsere Lehrmittel
als etwas Fremdes wahrnehmen, auf das sie sich nicht richtig einlassen können und
dann am Ende nur ihre selbstgemachten Notizen gebrauchen können. Dann könnten
wir ihnen nämlich Fotobücher verteilen und ich würde mir den riesigen Aufwand
eines gelungenen Aufbaus ersparen.
Neben den vielen anderen Faktoren, die für eine Lehrerfortbildung wichtig sind, steht
das Lehrmittel im Mittelpunkt. Es ist das Herz der Ausbildung und damit
hauptverantwortlich für den Lernerfolg der Kursteilnehmer. Bei der Überarbeitung
werde ich deshalb keine Kosten und keine Zeit scheuen, die zweite Auflage so
vollkommen wie möglich zu gestalten.
In einem Jahr werde ich in Myanmar Unterrichtsbesuche durchführen. Ich möchte mir
selber ein Bild des Sportunterrichts machen. In Gesprächen mit Lehrpersonen und
Schulleitungen möchte ich erfahren, inwieweit eine Veränderung des Sportunterrichts
möglich ist und was es dazu von unserer Seite her benötigt. Ich bin überzeugt, dass
wir uns auf dem richtigen Weg befinden und ich freue mich diesen fortzusetzen.
Bachelorarbeit
14
Rafael Bühlmann
8 Quellenverzeichnis
Baumberger, Jürg; Müller, Urs (2005): Lehrmittel Sporterziehung Band 4: Eidg.
Sportkommission ESK
Berends, Günther; Saak Fabian (2008): Rugby in der Schule: Hofmann-Verlag,
73614 Schorndorf
Glorius, Stephan; Leue, Winfried (2010): Ballspiele: Meyer & Meyer Verlag, Aachen
Hegner, Jost (2009): Training fundiert erklärt. Handbuch der Trainingslehre: Ingold
Verlag, 3360 Herzogenbuchsee
Kunter, Mareike; Trautwein, Ulrich (2013): Psychologie des Unterrichts: Ferdinand
Schöningh, Paderborn
Messmer, Roland (2013): Fachdidaktik Sport: Haupt, Bern
Mitchel, Stephen; Oslin, Judith; Griffin, Linda (2006): Teaching sport concepts and
skills. A tactical games approach: Human Kinetics
Monticelli, Maurizio; Zulauf, Felix; Studer, Christoph; Gasser, Réto; Burkhart, Patrik
(2011): Handbuch Rugby @ School für Coaches und Sportlehrpersonen: Rugby Club
Bern
Owassapian, Dominik (200): Baseball entdecken: Verlag SVSS, Bern
Reimann, Esther; Bucher, Walter (2005): Lehrmittel Sporterziehung Band 5: Eidg.
Sportkommission ESK
Schüpbach, Philippe (2008): Frisbee: Mobilepraxis, Magglingen
Bachelorarbeit
15
Rafael Bühlmann
9 Anhang
9.1 Five Sport Games for all Levels
Auf den folgenden Seiten befindet sich das Lehrmittel in der endgültigen Form,
welche auch während der Umsetzung an der Lehrerfortbildung in Myanmar benutzt
wurde. Wie in der Einleitung beschrieben besitzt das Lehrmittel ein eigenes
Inhaltsverzeichnis und bildet damit den zweiten Teil meiner Arbeit.
Bachelorarbeit
16
Rafael Bühlmann
MODULE 2
CONTENTS
PREFACE
04
HOW TO USE THIS BOOK?
06
THE TWO MAIN TASKS OF A COACH
06
1. CHOOSE A GAME, EXPLAIN THE RULES, LEAD THE GAME
06
2. OBSERVE, EVALUATE, ADVISE
07
HOW TO PREPARE A SPORTS LESSON?
08
BEFORE THE LESSON
08 - 09
DURING THE LESSON
09 - 11
AFTER THE LESSON
11
DIDACTIC SUPPORT
12
SIZE OF A TEAM
12
BUILDNG TEAMS
12
1. CHANCE
13
2. ABILITY STREAMING
13
CUT AND SEW PLAY RIBBONS
13
VARIATION
14
CHARACTERISTICS OF A GOOD SPORTS LESSON
15
BLOCK LESSON
15
01 // HANDBALL
LEVELS
17 - 22
TECHNIQUE
23 - 24
TACTICS
25
02 // VOLLEYBALL
04 // RUGBY
LEVELS
27 - 30
LEVELS
TECHNIQUE
31 - 33
TECHNIQUE
58
TACTICS
34 - 35
TACTICS
59
03 // BASEBALL
49 - 57
05 // ULTIMATE FRISBEE
LEVELS
37 - 43
LEVELS
61 - 65
TECHNIQUE
44 - 45
TECHNIQUE
66 - 68
TACTICS
46 - 47
TACTICS
3
69
PREFACE
Because I enjoy playing games myself, I had
great fun trying out everything that is mentioned in this teaching guide, either on my own
or with my school classes. The games have
been chosen with the intention that they can be
played on any terrain and without the need of
too much equipment.
Hello and welcome to Module 2 entitled
5 Sport Games for all Levels.
I am very pleased that you are participating in
this workshop and that you are willing to give
students in Myanmar a better understanding of
the subject Sports. This teaching guide covers
five popular sporting games that are well known
around the world. As you may have seen in the
title, this teaching guide is meant for all levels.
Whether you are a beginner or an expert, everybody can work with this teaching guide.
To achieve this, there are various games with
different levels of difficulty for each sport.
My pupils and three sport clubs assisted me
during this project. Together we chose the best
activities and took the pictures. We wish you
and your pupils lots of success and more importantly, lots of fun while playing.Basel, January 2015
For each sport, there are a technical and a
tactical pages. Included in these pages are tips
and pictures to help you and your students improve in each sport. In the chapter How to use
this Book, you will learn what your main tasks
are as a coach and how you can utilise the
technical and tactical pages. The chapter How
to prepare a sports lesson contains an example of a lesson from my own class in Switzerland.
This should act as a guide when you plan and
conduct your sports lessons in Myanmar.
Author: Rafael Bühlmann:
„Thanks to all
who have worked with me on this
project for Myanmar.“
Summarised in the chapter Didactic support
are organisational Tips, the most important criteria for a good sports lesson and the importance of block lessons. The five sports follow
after that.
Rafael Bühlmann
4
Sport class: Baseball
SG ATV / KV Basel: Handball
Sport class: Rugby
FPO Basel: Volleyball
Freespeed Basel: Ultimate Frisbee
5
HOW TO USE THIS BOOK
THE TWO MAIN TASKS OF A COACH
1. Choose a game,
Explain the rules,
Lead the game
Tip: It takes time to master a sport. Train the
same sport with your class for a long time.
I train my classes in Switzerland for at least 4
weeks. It is also important to repeat the game
forms of the different levels. Even if your class
has already reached the highest level, you
should still repeat the easier forms.
You decide which game to play, either by yourself or with your students. Then you explain the
rules and lead the game. All games are divided
into different difficulty levels. These are the socalled Levels.
Levels
Every sport has 3-5 games with different levels. The number of balls shows how difficult
a game is.
Snap Ball
Practically every sport begins with Snap Ball.
In this game, the players have a lot of contact
with the ball and they learn the most important
elements of every sport:
1. Passing
2. Catching
3. Moving into space
very easy
easy
average
hard
The pupils get used to the equipment used in
play and become confident. This game is the
ideal start to a lesson. It warms up the body
and prepares the pupils for more difficult
sports. You can start every lesson with snap
ball if the students enjoy themselves while playing. It doesn’t make much sense to play snap
ball during rugby because of the backwards
pass rule. Always incorporate backwards passing during rugby lessons.
very hard
Begin each sport with the first level.
When your pupils have mastered a level, you
explain the game of the next level. With time
and a lot of practise you will reach the highest
level.
It’s important that the game works and the
pupils enjoy themselves. The level you finally
reach isn’t significant.
6
2. Observe,
Evaluate,
Advise
Tactical Pages
Listed in the tactical pages are the most important strategies on how to be successful at
a sport. These are tips you should always read
out and demonstrate to your pupils. With time,
your pupils will understand the strategies and
will be able to use them.
This second point wasn’t as important in Module
1 Games and Gameplay, but is essential in this
module. The better you master this point, the
better your pupils will be able to learn from you.
After you have instructed a form of play, you
observe, evaluate and advise your pupils. The
technical and Tactical pages, which are included in each sport, will help you.
Tip: You need to understand the tactics yourself before you can explain the right ones to
your pupils. Please ask during the workshop if
there is something you don’t understand.
Technical Pages
The technical pages contain pictures describing the main movements of sport. They mainly describe the correct way of throwing and catching the equipment used in play. You need to
show your pupils the pictures in order for them
to learn the techniques.
The pupils study the pictures and try to implement the main movements during play. You observe the pupils and compare their technique
to the ideal technique shown in the pictures. If
you see a mistake being made by one of your
pupils, show him the picture again. The main
movements you are able to do, you should demonstrate yourself.
Tip: Correcting errors should never be too extensive. First evaluate which corrections are important and then decide on the most important one.
7
HOW TO PREPARE A SPORTS LESSON
In this chapter you will see how I plan and conduct my Sports lessons in Switzerland.
The pictures show you the two main tasks of
a coach. Next to every picture is written what
kind of task I`m doing.
Class:
16 Boys
Age:
12 - 13 Years
Teaching Guide:
5 Sport Games
for all Levels
Sport:
Handball
Level 3:
Smurfball . See page 20
„What should my pupils
learn in this sport lesson ?“
1. ) Before the lesson: (choose a game)
A good lesson needs to be well planned. Before class, I think of which goals I want to achieve
with my pupils. I then choose the game and decide which technical and tactical tips could be
important for them. To keep the game interesting I choose evenly matched teams in advance.
8
2. ) Before the lesson
I arrive at the sports ground earlier than my
pupils and get the playing field ready.
3. ) Before the lesson
I prepare the correct amount of coloured
ribbons for each team. The whistle and the
teaching guide are on hand.
4. ) During the lesson
I greet every pupil personally and always try
to be in a good mood.
5. ) During the lesson: (explain the rules)
At the beginning of each lesson we form a
circle in the middle of the field. I give the pupils
an outlook on the following lesson and explain
which goals I want to achieve with them. Then I
explain the rules.
9
6. ) During the lesson: (explain the rules)
I usually demonstrate the rules with another
pupil. This method is fastest in making the
pupils understand.
I then pick the teams and give out the
coloured ribbons.
8. ) During the lesson:
(lead the game & observe & evaluate)
I observe the pupils playing smurfball
and evaluate which tips I could give them.
9. ) During the lesson: (advise)
I then advise the pupils individually by using
the technical and tactical pages.
10
10. ) During the lesson: (advise)
Or I gather them using the countdown method
(see page 15) and advise them together by
using the technical and tactical pages.
11. ) During the lesson: (observe & evaluate)
My pupils try to use my tips during the game
and I start observing, evaluating and advising
again.
At the end of each lesson we gather in a circle
and make an evaluation.
I ask the pupils what we have learnt, what they
enjoyed and what they didn’t enjoy.
13. ) After the lesson: (choose a game)
I plan the next sports lesson based on
their answers.
11
DIDACTIC SUPPORT
SIZE OF A TEAM
The smaller the teams are, the more contact
on the ball they’ll have and the more intensive
it will be. That’s why if possible, one should set
up two playing fields or choose multiple teams.
This teaching guide is based on a class of about
20 pupils. For each game there’s a recommendation for the number of playing fields and
the size of the team. See circle on the picture.
05 ULTIMATE FRISBEE // LEVELS
SNAP FRISBEE
Team
1. Field:
2. Field:
Variation
5:5
5:5
•
5-10 passes equals 1 point. After that the
other team gets the Frisbee.
Playing field
Set up a rectangular playing field
•
allowed to throw the Frisbee at a target. If
Game
he hits the target, his team gains an extra 2
points. If it’s a considerably hard target to
Two teams play against each other. The Frisbee needs to be passed between a team as
hit, they get 3 points.
many times as possible. The opposition has
•
to intercept the Frisbee and then also tries to
achieve the highest amount of passes. If the
Frisbee falls to the ground, the other team gets
the Frisbee and starts counting the passes
anew. No more than three steps are allowed
It used to be common to let the teams be chosen by two pupils, who would choose their
teammates. But this can be discriminating
against pupils who are less talented and from
an educational point of view, isn’t justifiable.
Other methods to make teams need to be used
during sports lessons. You can build teams by
chance or ability streaming.
66
12
If he doesn’t hit the target, the team
doesn’t get any points at all.
-> No risk, no fun!
while holding the Frisbee. Which team achieves the most passes?
BUILDING TEAMS
The player who catches the 10th pass is
using 4 cones.
•
Possible targets: Basketball hoop, surface
on the floor, any objet.
•
Pass backs to the same player aren’t allowed. This way the game gets harder.
1. Chance
2. Ability streaming
Numbering
Pupils stand in a row and the coach numbers
each one for the desired amount of teams. Pupils with the same number form a team.
Decide on groups before hand
In this method the referee chooses a well-balanced team before hand. This way you create
interesting games.
Colour of the T-Shirt
All pupils with similar coloured t-shirts form a
team.
If unbalanced teams are created when using
the chance method, the referee can always reassemble or swap individual players.
Line-up
Let the players line up according to size, age or
something similar and then number the pupils
for the desired amount of teams.
CUT AND SEW PLAY RIBBONS
You need enough play ribbons in four different
colours (e.g. red, blue, green, yellow) for your
sports class. The manufacturing of the ribbons
could be a fun project for handicraft class at
your school.
Speed forming
All pupils move around on the pitch freely until the referee shouts out a number. The pupils
have to form groups in the required depending
on the number shouted out.
Take a piece of cloth and cut into ribbons. Sew
the ribbons together. To prevent the ribbons
from fringing, sew the seams on the side as
well.
The ones who are left out have to perform a
task (e.g. Push-ups) before being allowed back
into the game. Finally the game master shouts
out the number of required group sizes for the
next game.
There’s always a risk using the chance method
that a team is too good and then the game loses all excitement.
13
VARIATION
Possibilities for variation are usually explained
for most games. Variations are additional rules
to make the game harder but also more interesting. To begin with, the game should be started
without any variations.
The referee, together with the pupils, can only
decide on additional rules after enough game
experience has been acquired. The variations
are always located below the game instructions. See circle on the picture.
01 HANDBALL // LEVELS
SNAP - HANDBALL
Team
1. Field:
5:5
Variation
2. Field:
5:5
Playing Field
using 4 cones.
Game
Two teams play against each other. The handball needs to be passed between a team as
many times as possible. The opposition has to
intercept the ball and then also tries to achieve
the highest amount of passes. If the ball falls
to the ground, the other team gets the ball and
starts counting the passes anew. No more than
three steps are allowed while holding the ball.
Which team achieves the most passes?
20
14
•
10 passes equals 1 point. After that the
opposing team gets the ball.
•
allowed to throw the ball at a target. If he
hits the target, his team gains an extra 2
hit, they get 3 points. If he doesn’t hit the
target, the team doesn’t get any points at
all. No risk, no fun!
•
on the floor, any object.
•
CHARACTERISTICS
OF A GOOD SPORT LESSON
Clear Structure
Compliment
•
•
•
•
The pupils know how the sports lesson is
run.
They know which rules they have to follow
and the consequences if they don’t act accordingly.
Planned environment for exercise
•
High amount of movement
•
•
•
•
Compliments raise you pupils’ confidence
Compliments motivate your pupils
A little less conversation a little more action
please!
Explain the rules of the game concisely and
mention short corrections during the game.
It’s usually quicker to demonstrate than to
explain.
Gathering signs can help assemble the pupils faster. By using the countdown rule the
games master counts 5,4,3,2,1,0 out loud.
All pupils have to be sat quiet in a circle by
the time 0 is reached.
•
Have the playing field ready before the
lesson starts, so that no time is lost during
class.
A ready playing field will make your pupils
happy.
BLOCK LESSONS
Block lessons mean you train the same sport
with a class over a longer period of time. The
following reason is why block lessons are most
effective:
„Learning takes a lot of time“
Constructive Feedback
•
•
•
You should train the sports mentioned in this
guide for at least 4 weeks. I train the same
sport with my classes in Switzerland for up to 8
weeks. Only with time will your pupils make visible progress. The better they get at a sport, the
more fun they will have. Really give your pupils
enough time to improve. If you start a new sport
every week your pupils wont have any success
learning.
Give your pupils frequent feedback on their
sporting capabilities.
“This is good” or “this is bad” isn’t enough.
You need to explain to your pupils why
they’re doing something well or bad.
The technical and tactical pages in this
teaching guide will help you.
15
16
LEVELS
SNAP - HANDBALL
BOXBALL
SMURFBALL
HANDBALL ON A HARD SURFACE
How often do you train a week?
I train twice a week and have a match every
weekend anywhere in Switzerland.
What do you like about the sport?
I like the team, the speed and the body
contact.
What tips do you have for beginners?
As a defender, always point your belly button
towards the opposition player. You have to
have stamina and be able to cope with pain.
Kim (22 years old)
How long have you been playing
handball for?
I’ve been playing for 16 years.
How did you learn about the sport?
Through my father and relations.
17
LEVELS
SNAP - HANDBALL
Team
1. Field:
2. Field:
Variation
5:5
5:5
Playing Field
using 4 cones.
Game
Two teams play against each other. The handball needs to be passed between a team as
18
•
10 passes equals 1 point. After that the
•
allowed to throw the ball at a target. If he
hits the target, his team gains an extra 2
hit, they get 3 points. If he doesn’t hit the
target, the team doesn’t get any points at
all. No risk, no fun!
•
•
LEVELS
BOXBALL
Team
1. Court:
2. Court:
ball. If the ball falls to the ground the opposition
team gets the ball.
5:5
5:5
Variation
Court
Set up a rectangular court using 4 cones.
Place a box on each side.
Examples for boxes: chairs, tables, walls
•
Game
Two teams play against each other. Each team
chooses a teammate to stand on one of the boxes and then, by playing a ground pass, tries to
give him the ball. If the player standing on the
box is able catch one of his teammates passes,
his team scores 1 point. The opposition team
now starts the play next to the box. No more
than three steps are allowed while holding the
•
•
19
After the player on the box has caught the
ball he can score another point for his team
by choosing a target. If he hits the target,
his team gains an extra 2 points. If it’s a
considerably hard target to hit, they get 3
points. If he doesn’t hit the target, the team
doesn’t get any points at all. No risk, no fun!
If it’s not possible to play a ground pass because of the floor, the player on the box has
to catch a direct strike ball.
LEVELS
SMURFBALL
Team
1. Court: 3:3
-> with change of speed or winner stays on
2. Court: 3:3
-> with change of speed or winner stays on
-> See COMPETITIONS on page 21
Court
Build two goals on each court.
Out-of-play borders aren’t necessary.
Variation
• The team that scores two successive goals
wins the game.
• Flying goals count for 2 points (a flying
goal is when a player catches the ball midair, throws and scores before touching the
ground.)
• A direct strike counts 2 points.
• Goals scored with the head count 2 points.
• Introduction of the jump zone:
-> See arrow on page 21
Mark a semi-circle in front of both goals with
a diameter of approx. 2.5 m. Now goals can
only be scored from outside of the jump
zone. Apart from the goalkeeper, no one is
allowed to step into or gather the ball from
the zone. It is allowed to jump into the zone
and throw the ball towards goal. A jump
shot is defined by throwing the ball while
still in the air before touching the ground.
Game
Two teams play against each other. No bouncing of the ball. No more than three steps are
allowed while holding the ball. There is no fixed
goalkeeper. The goalkeeper joins in on the
attack. After losing the ball or after a shot on
goal, the whole attacking team goes into defence and the last person is the goalkeeper.
After a goal has been scored, the game starts
with a kick off next to the goal.
20
LEVELS
COMPETITIONS
First Competition: Change of speed
Two teams play against each other (6:6). The
two teams from two groups independently.
Each team decides on a group to enter the
court (3:3). These groups play against each
other until someone scores. As soon as someone has scored, both groups leave the pitch
and the other two groups enter. They also play
until someone scores. After a goal is scored,
no one is allowed to touch the ball. The group
belonging to the team that conceded a goal
enters the court, picks the ball up and plays
on. This way there are constant changes and
the goals are added up. Which team is first to
score 10 goals?
Second Competition: Winner stays on
Form three teams. (3:3:3). Two teams play each
other while one team waits on the sidelines.
The team that’s first to score two goals in succession wins the game and stays on. The winner can always play, while the loser has to have
a break. A team cannot stay on the pitch for
longer than three games in succession.
Fair play
Only try to pass the ball. It is not allowed to
hold, shove, hit or grab someone. If a player
concedes a foul, the opposing team receives
the ball. If a clear goal scoring opportunity is
denied by a foul, the other team gets a penalty. A penalty is a free throw from a distance of
approx. 5m. Only the goalkeeper is allowed to
save the ball.
21
LEVELS
HANDBALL ON A HARD SURFACE
is a throw in for the other team.
While throwing in the ball, one foot needs to be
on the line and other players have to keep a 2m
distance.
Team
1. Court: 6:6
Substitutes or winner stays on
Court
This method of play is only possible on a hard
surface where the ball can be bounced. The
size of the court is increased and the sidelines are marked with cones. Chalk or cones
are used to mark the jump zone. See arrow on
page 21.
Bouncing
Bouncing the ball is only allowed with one
hand. It is not allowed to double dribble and if
it occurs, the opposing team receives the ball.
A double dribble is when you hold the ball with
both hands after bouncing and then resume
bouncing.
Game
Same concept as in the last game with the
exception that it is allowed to bounce the ball.
While bouncing the ball a player is free to move
around for as long as he wants to. Three steps
are allowed while holding the ball. The game
is played with a fixed goalkeeper and a jump
zone. If a team diverts the ball out of play there
Substitutes
Each team has 6 players who start on the court.
The other players wait on the sidlines. The pupils make substitutions independently. Every
player of a team spends the same amount of
time on the court.
22
TECHNIQUE
Throwing
• Large strike out.
• Move ball over head.
• Opposing leg in front.
• Throw sharply and precisely.
Upper Catch
• Hands form an upside down heart.
• Arms are at an angle and move towards
the ball.
Lower Catch
• Hands form a spade.
Bouncing
• Push the ball downwards with one hand.
Don’t hit the ball.
• Keep head up.
23
TECHNIQUE
Jump Shot
1. Jump after 1-2 steps.
2. Support jump by using the knee.
3. Strike out and aim by using opposing arm.
4. Keep tension and throw from a high point.
5. Pull body together and land softly.
Denfence
• As soon as the opposing team is in possession, stand along the jump zone and keep
your arms up.
Goalkeeper
• The normal stance is comparable to a panther before it leaps.
• Use the whole body. Arms, legs and feet.
24
TACTICS
Offensive
Defence
•
•
Try to break up the opponents build up play
and force them out wide.
•
Stand evenly along the jump circle and hold
your arms up to block any shots and to stop
the opposition from seeing the goal.
•
Close the spaces. Everyone moves around
so the opposition can’t find any spaces
to throw the ball at goal through. No one
stands still.
•
Position yourselves between your opponent
and your goal.
•
As soon as you have won the ball back,
start a counterattack before the opposition
can get back into defence.
Whoever wants the ball always needs to
keep moving, find open spaces and make
others aware by calling them.
•
Don’t stare at the floor while bouncing the
ball or you won’t see opposing players or
teammates.
•
Pass the ball to a teammate, before an opposing player attacks you.
•
Pass the ball quickly, sharply and precisely.
•
Find gaps towards the goal by passing the
ball around and moving your body quickly.
•
Use the jump shot as often as possible.
Jump high and far towards the goal. This
way you’re nearer to the goal and have
more time to take aim.
•
Aim towards the lower side corners of the
goal. That’s where it’s hardest for the goalkeeper to reach.
25
26
LEVELS
SNAP - VOLLEYBALL
LINEBALL
LINEBALL WITH 1 STRIKE
LINEBALL WITH 2 STRIKES
LINEBALL WITH 3 STRIKES (VOLLEYBALL)
Claudio (26 years old)
volleyball for?
I’ve been playing volleyball at a club
for about 3 years.
1. Volleyball is a team sport. Give each other
the feeling of being secure. Praise each
other if you accomplish a good move and
enjoy it together.
The first time I played volleyball was on
the beach while I was on holiday.
2. The hardest part for beginners is receiving
the ball precisely after a serve. Always be
on your toes, follow the ball and play the
ball as high up in front of the net as possi
ble. Only after you’ve managed this, you
can start an attack and have a good chan
ce of scoring a point.
My team trains once a week. During the
season we also have a match once a week.
The team spirit in volleyball fascinates me.
More than in any other sport, you are dependent on the precise and well-thought passes
from your teammates. It doesn’t work without
a good working relationship.
27
LEVELS
SNAP - VOLLEYBALL
Team
1. Field:
2. Field:
Variation
• 10 passes equals 1 point. After that the
5:5
5:5
Playing Field
using 4 cones.
Game
Two teams play against each other. The volleyball needs to be passed between a team as
28
•
allowed to pass the ball freely to a teammate. By using one of the three striking
techniques, the teammate chooses a
target. If he hits the target, his team gains
an extra 2 points. If it’s a considerably hard
target to hit, they get 3 points. If he doesn’t
hit the target, the team doesn’t get any
points at all. No risk, no fun!
•
•
LEVELS
LINEBALL
Each side is allowed to touch the ball a maximum of 3 times. If a player touches the line with
any body part, the opposing team gets a point.
Team
1. Court: 3:3
2. Court: 3:3
3. Court: 3:3
Variation
• Play with different balls. Try the same
game with a handball, rugby ball, baseball
or even a Frisbee.
Court
The line is attached at a height of about 2m.
The court is marked with cones.
Length
: ca. 12 m
Width
: ca. 5 m
Competition
Winner right – Loser left :
• With 5-6 small teams, this form of competition can be very motivating. Two teams play
against each other for about 5-10min. When
the time is up, the winning team moves up
right and the team that lost moves left. If a
team stood on the side furthest to the right
wins, it stays there.
Game
Two teams play against each other. The aim is
to throw the ball into the oppositions half so that
they can’t catch it. If successful, the throwing
team scores 1 point and serves from the baseline. If the ball lands outside of the court, the
other team gets 1 point. It is not allowed to walk
while holding the ball.
29
LEVELS
LINEBALL WITH 1 STRIKE
Game
The same concept as in the last game. You are
still allowed to touch the ball three times, with
the exception that one has to strike the ball over
the net.
The most effective technique to strike the ball in
order to score points is the smash.
LINEBALL WITH 2 STRIKES
Game
The same concept as in the last game. You
are still allowed to touch the ball three times,
with the exception that one has to strike the ball
over the net and the receiving player also has
to strike the ball. The receiving player is the
player who takes on the first ball that comes
over the net.
The easiest technique to receive the ball successfully from the opposition is the upper pass.
Low balls are especially good to receive using
the lower pass.
LINEBALL WITH 3 STRIKES (VOLLEYBALL)
Game
The same concept as in the other games. You
are still allowed to touch the ball three times,
with the exception that catching the ball isn’t
allowed anymore. One can only strike the ball.
The upper pass is the easiest, so use that one
as much as possible.
30
TECHNIQUE
Upper Pass
• The upper pass is the easiest way to pass
the ball.
• Use this technique as much as possible.
•
•
Lower Pass
• More difficult than the lower pass.
• Only for very low balls.
31
Make sure you pass high enough.
Form a triangle with your hands.
TECHNIQUE
Blocking
• Whenever an opposition player tries a
smash, the player near the net tries to
block with both arms.
• There’s a higher chance of stopping the
ball if two players block at the same time.
Smash
• This striking technique goes over the net
into the oppositions half.
• Jump with both feet and try to hit the ball
at its highest point in flight.
Smash
32
TECHNIQUE
Lower Serve & Upper Serve
• Start with the lower serve because
it’s easier.
• You can hit harder and more difficult
balls for the opposition if you use the
upper serve
Upper Serve
33
TACTICS
34
•
Position yourselves as shown in the first
picture.
•
The players at the back receive the ball coming over the net and play the first pass as
high as possible to the teammate standing
by the net
TACTICS
•
The player at the front stands at the centre
of the net and decides on which side he
passes to.
•
The players at the back run-up to the ball
and strike it over the net. The most effective technique is the smash. A smash ball
is very fast and hard for the opposition to
control.
•
The easiest way to pass a ball is the upper pass. If the ball comes in low, use the
upper pass anyway by kneeling down.
•
Only use the lower pass for very low balls.
•
Always play high passes so that your
teammates have enough time to position
themselves correctly.
•
Look for free space in the oppositions half
and play the ball there.
•
Make use of the three allowed touches to
position yourselves around the net correctly.
•
1-2 players go to the net and block when
an opposing player wants to smash.
35
36
LEVELS
SNAP - BASEBALL
TAG - BASEBALL
BASEBALL 1
BASEBALL 2
David:
Hitting the ball.
Ruben: It’s fun to hit the ball.
Robin:
It’s also fun to catch a flyball.
David:
Always be involved and never
give up. Once, my team won in the
last minute.
Ruben: Never give up.
Florian: You need to be able to catch the
ball securely.
Robin:
Concentrate on the ball.
Florian, Ruben, David, Robin (13 years old)
baseball for?
Ruben: We’ve been playing for 8 weeks.
Florian: Through our sports teacher
Mr Bühlmann.
David:
The first time I saw baseball was
on TV.
Robin:
We train 2 hours a week during
sports class.
37
LEVELS
SNAP - BASEBALL
Team
1. Field:
2. Field:
Variation
• 10 passes equals 1 point. After that the
• 1-2 players have a baseball bat. The player who catches the 10th pass is allowed
to throw the ball to one of his teammates
holding a baseball bat. He then tries to hit
a target by striking the ball with his bat. If
he hits the target, his team gains an extra
2 points. If it’s a considerably hard target
to hit, they get 3 points. If he doesn’t hit
the target, the team doesn’t get any points
at all. No risk, no fun!
• Possible targets: Basketball hoop, surface
5:5
5:5
Playing field
using 4 cones.
Game
Two teams play against each other. The tennis
ball needs to be passed between a team as
intercept the ball and then also tries to achieve the highest amount of passes. If the ball
falls to the ground, the other team gets the ball
and starts counting the passes anew. No more
than three steps are allowed while holding the
ball. Which team achieves the most passes?
Possibles bats
Wooden cutting board, frisbee, branch of a
tree or any object which helps you to hit a ball.
38
LEVELS
TAG - BASEBALL
Team
1. Field:
2. Field:
5:5
5:5
Playing field
Set up a rectangular playing field using 4
cones.
Game
It is a game of catch where only the person
in possession of the ball is allowed to tag out
the opposing players. Players on team A try
to tag out the players from team B by passing the ball around as quickly as possible.
No more than three steps are allowed while
holding the ball. Switch roles of teams after 3
minutes. Which team tags the most players?
39
LEVELS
BASEBALL 1
Third Base
Home
Plate
Pitcher`s Plate
Second
Plate
First Base
Game: Runner-Team
A player from the runner team positions himself
on the home plate with a bat (Batter). The batter then tries to strike the ball, which is thrown
towards him by the pitcher. The pitcher belongs always to the runner Team. The runner
Teams changes the pitcher from time to time.
If the batter strikes the ball, he starts running
from base to base. If a runner passes all 4 bases his team scores 1 point. If a batter is able
to pass all three bases after striking the ball,
the runner team scores 2 points. (Homerun)
Team
Teams are made up of 6 -10 players:
Runner-Team
Defence-Team
Playing field
The playing field is made up of 4 bases.
The 4th base is also called home plate. The
pitcher’s plate is located approx. 5-10m in
front of the home plate. The field should resemble a square. If possible, the distance between the bases should be approx. 20 m.
Tip: Only in professional Baseball does the
pitcher belong to the opposing team. Beginners play with a pitcher from their own team,
otherwise it’s too hard to hit the ball and the
game is not fun.
40
LEVELS
Game: Defence-Team
By catching the ball and passing it quickly,
the defence team tries to get the ball to the
pitcher’s plate as quickly as possible.
See arrow on page 40.
Runners who are still between bases when the
ball arrives at the pitcher’s base are out. Players, who are out, wait behind in a line. There
are 4 possibilities to put a runner out of the
game.
Outs
• The batter is out after three unsuccessful
tries at hitting the ball. (The batter misses
the ball or the ball lands outside of the
field.
•
The batter is out if the ball is caught in the
air by the defence team. (flyball)
•
The runner is out if he is still between
plates when the ball has reached the
pitcher’s plate.
•
If there is more than one runner on a
base, the runner who has been on that
base for longer is out.
Change (time)
After 10-15 minutes the sides switch roles.
The team that scores more points in the given
time wins.
41
LEVELS
BASEBALL 2
Third Base
Home
Plate
Pitcher`s Plate
Second
Plate
First Base
Game
Instead of throwing the ball towards the pitchers plate, the defence team must throw the
ball towards any of the 4 bases. See 4 arrows.
•
In order to put a base runner out, the ball must
be thrown and received at the base the runner is heading towards. By passing the ball
quickly and skilfully you can put out multiple
base runners. There are 5 possibilities to put
batters and base runners out.
•
•
If there is more than one runner on a
base, the runner who has been on that
base for longer is out.
If a defence player touches the base with
the ball before the runner reaches this base.
If a defence player touches a base
runner, while between two bases, with
the ball (Tagging). Play Tag – Baseball on
page 39 to learn this.
Change (outs)
In baseball 2, changes aren’t made after a period of time, but after a series of outs. These outs
are noted in a table. Teams switch their roles
after 5-10 outs. This counts as an Inning. The
game is over after 2-5 Innings. Points are added from each Inning and are added up to give
the end result. The team with the most points
wins the game. Use the register on page 43
Outs
• The batter is out after three unsuccessful
tries at hitting the ball. (The batter misses
the ball or the ball lands outside of the
field.
• The batter is out if the ball is caught in the
air by the defence team. (flyball)
42
LEVELS
1. Inning
2. Inning
3. Inning
TEAM 1:
-> Outs
TEAM 1:
-> Points
TEAM 2:
-> Outs
TEAM 2:
-> Points
43
4. Inning
5. Inning
Total
TECHNIQUE
Holding the baseball
•
The centre of the ball sits comfortably
on the thumb. Index and middle finger are
placed on top of the ball.
•
The other fingers are behind the ball.
Throwing
•
Comparable to the main throw
in handball.
•
The ball is thrown using the under arm.
•
The wrist is also used to give the ball a
backwards spin (Snap). This creates a
straighter flight of the ball.
44
TECHNIQUE
Catching
•
Move your upper body towards the ball so
that you can catch it in front of your chest.
•
Always catch the ball with both hands.
Throwing to the pitcher
•
Throw the ball from below.
•
With this technique the pitcher can easy hit
the ball.
45
TACTICS
Third Base
Home
Plate
Pitcher`s Plate
First Base
Defence - Team
•
Position a defence player on every
base so that the ball can be played to
them as quickly as possible.
46
Second
Plate
TACTICS
Runner - Team
•
Hit the ball in a direction where it’s hardest
for the defence team to catch.
•
If you have difficulty hitting the ball, just
make sure it hits the bat without swinging
the bat.
•
Always remember that you are only safe on
one of the bases. First, watch how the ball
flies and then decide if you’ve got enough
time to reach the next base.
•
Pay attention to where your teammates are
standing, so two of you don’t end up on
one base together.
Defence - Team
•
Position a player on every base.
•
Before every hit, be aware of where the
runners are positioned and plan on how
you can put them out.
•
Call out the teammate you want to pass to.
Always pass the ball as precisely as possible. A bad pass can waste a lot of time.
•
It’s always faster to play a good pass than
to run.
•
After you’ve put a runner out, pass the ball
again to try and put another runner out.
47
48
LEVELS
BODY CONTACT GAMES
RUNNERS AND CATCHERS
BACKWARDS PASS EXERCISE
WITH DEFENDERS
RUGBY
Sascha: That your allowed to have
body contact.
Abdul:
You can prove your strength
and be a team player.
Samuel: Even though there is full body
contact, the sport is very fair.
Sascha: Learn how to pass first.
Abdul: You need to pass well.
Samuel: You need to be a team player.
Loners haven’t got
a chance in this sport.
Sascha, Abdul, Abishek
and Samuel (14-15 years old)
How long have you been playing rugby for?
Sascha: We’ve been playing for 8 weeks.
Abdul:
From Mr Bühlmann in sports class.
Abishek: I’ve watched rugby on TV a lot.
Samuel: we train 2 hours a week during
sports class.
49
LEVELS
TIPS
BODY CONTACT GAMES
Tips for rugby class
Rugby is a sport that involves a lot of body
contact. That’s why it is important to make
sure your pupils trust and respect each other.
I recommend you form three equally strong
teams that stay together during the whole
block of rugby. The following games have
specifically been designed for three teams.
The “Body Contact Exams” are very important
for beginners. It helps develop trust and helps
to get them accustomed to full body contact.
The most important rule in rugby is: “Don’t
hurt anyone on purpose!”
Blind man
This game is about building trust. Six players
form a circle by standing close next to each
other. One player stands in the middle with
his eyes tied. Making himself stiff by keeping
his body tense, the player in the middle turns
in circles before letting himself fall. The players forming the circle catch the falling player, push him back up again and let him move
around in the circle.
50
LEVELS
The strongest circle
A circle is drawn in the middle of the field.
Each of the three teams then forms a circle by
locking arms.
At the referees sign, all teams try to get to the
circle in the middle of the field. Which team
can stay in the centre of the circle longest?
The pulling apart test
Approx. six players lie on their stomachs, with
their heads pointing towards each other to
form a circle. They keep hold of each other as
tightly as possible by locking arms. The other
players grab the players lying on the floor
by the ankles and try to pull the circle apart.
Which of the three teams can hold on longest?
51
LEVELS
RUNNERS AND CATCHERS
Team
1. Field:
Game
Form three teams. One team tries to get about
5 balls to the other side (runners). The other
two teams (catchers) try to prevent the runners from doing so. Two players locking arms
try to catch the runner and keep hold of him
for 3 seconds. If a runner is caught, he has to
start again from the beginning. Roles switch
after every ball is on the other side. The team
that’s quickest in getting all the balls from one
side to the other wins. For this game you can
use any ball mentioned in this teaching guide.
6:6:6
Playing Field
52
LEVELS
Team
No Teams. In this exercise teams
do not matter.
Game
3-6 players stand next to each other, in a row,
a few meters apart. The player on one end
of the row holds the ball. On his command,
they start running together and pass the ball
backwards to each player. As soon as the last
player receives the ball, the group turns 180
degrees, runs back to where it started while
passing the ball back through the row of players again. After that, they give the ball to the
next group and wait in line. See „Important“ on
page 54.
Playing Field
53
LEVELS
BACKWARDS PASS EXERCISE WITH DEFENDERS
both arms, the attempt is over and the ball carriers wait in line. The defenders change after
each time. For correct holding see „Holding
Players“ on page 56.
Team
No Teams. In this exercise teams
do not matter.
Playing Field
Important
Game
The same concept as in the last game. But
know 2 defenders try to prevent the ball carriers from putting the ball down behind a line.
If they succeed in holding the ball carrier with
54
•
Only backward passes are allowed.
•
Accelerate straight away after receiving
the ball.
•
The ball carrier is always in front.
•
The players without the ball show themselves behind the ball carrier.
•
The defenders know how to hold a player
correctly.
LEVELS
RUGBY
Team
1. Field: 6:6
with substitutions or winner stays on.
Tap-Kick (by kick off, backwards pass,
ball out of play and foul)
•
Playing field
Mark all corners and end zone lines with
cones.
•
Game
Two teams play against each other. The aim
is to put the ball down on the ground in the
opposition’s end zone. There’s no limit as to
how long you can run with the ball for, but the
ball can only be passed backwards. The opposition players try to stop the player in possession by holding on to him, between his
chest and hips, with both arms. If this is achieved the player must give the ball to the other
team. By successfully putting the ball down in
the oppositions half, the team scores 1 point.
The other team then kicks off in the middle of
the field by playing a tap-kick.
55
The player holds the ball with both hands,
kicks the ball back into his hands and then
plays a backwards pass.
The opposition players keep a distance of
at least 5m.
LEVELS
Holding Players
•
Only the player with the ball can be held.
•
It is not allowed to deliberately bring the
ball carrier to the ground.
•
The player with the ball can only be held
between his hips and shoulders.
•
It is forbidden to push, hit or trip a player.
Group tussles
(only on a soft surface)
When players are holding each other it is inevitable that group tussles will start. Only allow
group tussles when the game is being played
on a soft surface! They can then contribute a
lot to the enjoyment of the game. If a group
tussle has to be stopped because it’s too unclear, the team that wasn’t in possession of the
ball beforehand gets the ball.
Picture: wikipedia / wordcup qualification Germany vs Belgium,
Hannover 2009
56
LEVELS
Tackling
(only on a soft surface)
Tackling is only allowed on a soft surface!
A tackle is when the ball carrier is held between his hips and thighs and brought to the
ground. The player holding the ball needs to
make sure he can lay the ball down close to a
teammate while being tackled. Play goes on,
on the ground. The rules of the group tussle
count if it comes to a group tussle.
Picture: wikipedia / schoolkids doing a rugby tackle, London 2005
57
TECHNIQUE
PASSING AND CATCHING
Passer of the ball
Pass Receiver
•
Hold rugby ball in both hands
•
Get attention by calling out
•
Look towards opposition
•
Open hands and stretch arms towards
player passing the ball
•
Swing arms at pass receiver
•
Accelerate after receiving the ball
•
Aim at chest
•
Watch flight of the rugby ball
58
TACTICS
Offensive
Defence
•
Accelerate straight away after receiving
the ball.
•
The ball carrier is always in front.
•
Go past the opposing player by deke a
pass
• Try to tackle the attacking players as
early as possible. The nearer the oppo
sing team gets to the endzone, the
faster they become. Slow players
or players standing around are easier
to stop.
• Spread out on the pitch.
•
Or pass the rugby ball to a teammate behind you.
•
The players without the ball always stay
behind the ball carrier.
•
Players standing in front of the ball
carrier can‘t receive a pass!
59
60
LEVELS
BOULE
DISC - GOLF
SNAP - FRISBEE
ULTIMATE FRISBEE
Every throw is different. You also have to be
aware of the weather. It is especially hard to
throw or catch the Frisbee nicely if it’s windy or
raining. I like the additional challenge that nature brings to the game.
Thomas (24 years old)
How long have you been playing ultimate
Frisbee for? I’ve been playing for about 6 years.
What tips would you give beginners?
Throw, throw, and throw! Optimally, under the
guidance of someone who has been playing for
a long time. This prevents you from making the
wrong movements while throwing. Correcting
accustomed movements that are wrong is very
annoying. And don’t panic, like with anything it
takes time until one is good at something.
My old sports teacher gave me the idea of
playing ultimate Frisbee. We played it at school.
I had so much fun that I wanted to play it outside
of school. I signed up for the Freespeed Frisbee
club and have been playing there ever since.
I train twice a week. If I find the time I also go
jogging once a week.
I really enjoy throwing the Frisbee long distances.
61
LEVELS
BOULE
Playing field
This game can be played anywhere. Obstacles
can make it more exciting.
possible. The player who threw the target Frisbee throws his normal Frisbee last. The player
who’s Frisbee is closest to the target Frisbee
receives 1 point. If the Frisbee touches the target Frisbee that player gets 2 points. The player
with the most points throws the target Frisbee
again. The first person to reach 5 points wins
the game.
Game
One player in a group gets two Frisbees while
everyone else gets one. The first player throws
the specially marked Frisbee (target Frisbee)
anywhere he wants. The others then try to throw
their Frisbee as close to the target Frisbee as
Variation
If there aren’t enough Frisbees, just use one for
everybody. After the target Frisbee has been
thrown, make a mark where it landed using a
cone or a stone. Then the next player receives
the Frisbee.
Team
1. Field: 6 Players
2. Field: 6 Players
3. Field: 6 Players
62
LEVELS
DISC - GOLF
The 6 objects are marked with the numbers
1-6. The objects have to be hit in the given order with the least amount of throws needed.
The following throw is always from where the
Frisbee last landed, no matter how unfavourable the position is.
Team
1. Field: 6 Players
2. Field: 6 Players
3. Field: 6 Players
Playing field
This game can be played anywhere. The players find six objects and mark them numbers.
First the teams play their own parcour and
then move on to other team’s parcours. Which
team can finish all three parcours with the least
amount of throws?
Game
Every team sets up a parcour using 6 objects
that can be hit by a Frisbee.
Possible objects: Trees, stones, walls etc.
63
LEVELS
SNAP - FRISBEE
Team
1. Field:
2. Field:
Variation
5:5
5:5
Playing field
using 4 cones.
Game
Two teams play against each other. The Frisbee needs to be passed between a team as
many times as possible. The opposition has
to intercept the Frisbee and then also tries to
achieve the highest amount of passes. If the
Frisbee falls to the ground, the other team gets
the Frisbee and starts counting the passes
anew. No more than three steps are allowed
while holding the Frisbee. Which team achieves the most passes?
64
•
5-10 passes equals 1 point. After that the
other team gets the Frisbee.
•
allowed to throw the Frisbee at a target. If
he hits the target, his team gains an extra 2
hit, they get 3 points.
•
If he doesn’t hit the target, the team doesn’t
get any points at all. No risk, no fun!
•
on the floor, any objet.
•
LEVELS
ULTIMATE FRISBEE
the disc. An error is when the Frisbee hits the
ground or goes out of play. Players must not
take steps while holding the Frisbee. Only pivot
turns are allowed. See „Pivot turn“ on page 68.
The Frisbee cannot be handed over to a teammate but has to be thrown through the air.
Team
1. Field: 6:6
with substitutes or winner stays on.
Playing field
Mark all corners including the end zone line
with cones. The game also works well without
sidelines, but the end zones should be visible.
Variation
To make the game faster it is not allowed to
hold the Frisbee for longer than 5 seconds.
Game
The aim is to score points by catching the Frisbee, which has been passed by a teammate,
in the opposition’s end zone. In the moment of
the pass, the attacker isn’t allowed to stand in
the end zone. Entering the end zone is only allowed after the Frisbee has been thrown.
If a team scores a point, they throw the Frisbee
towards the opposition as soon as everyone
has left the end zones.
The defending team tries to stop the attacking
team by forcing errors to gain possession of
Simplification
The defenders need to keep a minimum distance of one arms length to the opposition:
65
•
The Frisbee can touch the ground twice
before the attacking team changes.
•
To win the Frisbee, the defending team
needs to catch it. Knocking it to the ground
isn’t enough.
TECHNIQUE
THROWING
Backhand
• The Frisbee is held similar to a badminton
racket.
• Thumb is rested on the upper side and the
other fingers under the rim.
• When the Frisbee is launched it is held parallel to the ground.
• Flicking the wrist spins the Frisbee and gives him stability.
Forehand
• Thumb is rested loosely on the outer
frame.
• Middle finger lies under the disc and
points towards shooting direction.
• Index finger lies under the disc and points
towards the centre of the Frisbee, stabilising it.
• Throwing movement resembles that of the
forehand in tennis.
Overhead
• The Frisbee is held in the same way as the
backhand.
• Throwing movement resembles that of the
smash in badminton.
• The Frisbee flies with the upper side pointing diagonally to the ground.
66
TECHNIQUE
THROWING
Backhand
Forehand
Overhead
67
TECHNIQUE
CATCHING
With two hands (Sandwich catch)
Beginners should only use this technique.
With one hand
Only for advanced players and high catches.
Pivot turn (as known in basketball)
The player takes one or more steps with one foot
while the other foot stays in the same position.
This way you can turn away from an opponent
without taking any steps.
68
TACTICS
Offensive
•
Learn the backhand throw first. It’s the
easiest throwing technique.
•
The forehand throw needs a lot of practise
and is only meant for advanced players.
•
•
In order for the catcher to catch the Frisbee you need to play precise and horizontal passes with a lot of spin. Don’t throw
vertically.
•
Try to pass in your teammates stride.
•
Beginners should start with short passes.
Use the sandwich technique as much as
possible to catch the Frisbee. This technique is safest.
Defence
•
•
As an attacker you have to keep moving,
find open spaces and make others aware
of you by calling them.
Use the pivot turn to turn away from opponents.
69
•
Follow your opponent on every step.
•
Make yourself big and stretch your arms
out to defend the Frisbee.
IMPRINT
Author // concepts
& sports teacher
Rafael Bühlmann
Mentor // concepts
& sports lecturer
Andreas Steinegger
Translation from German
to English
Timothy Ferns
Photography by
Rafael Bühlmann
Art direction
& book design by
Giulia Gruner
© GG
Design Studio
2015/02/15
All rights reserved.
Printing & bounding in Basel // Switzerland
70

Lehrerfortbildung im Fach Sport in Myanmar

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