MYP Year 2 (Grade 8): Physical and Health Education

Unit 2: Invasion Games-Creative Coaches

Criterion B: Planning for Performance and Criterion D: Reflecting and Improving
Key Concept: Development

Related Concepts: Function Systems

Instructions

Global Context: Orientation in Space & Time: Evolution, constraints and adaptation

Statement of Inquiry: Developing systems that function safely and effectively is important for success.

Aspect

Criterion B

Create, plan and deliver a coaching session focusing on creation of a game

o
Goal Choose elements from any invasion games-based sport
o
Criterion D

Reflect on your abilities as a creative coach

o
Invasion Games Coach
Role o
G6 PHE
Audience o

To deliver an engaging, game focused session that requires the use of invasion games-based skills
GRASPS
Situation o
Criterion B:

1. Plan and create your game considering aims, rules, skills required, scoring system & links to SOI

2. Perform and coach your game to your peers

Product Criterion D:

1. Complete Criterion D reflection and evaluate your strengths and areas for improvements within invasion games

2. When completing Criterion D select 1 participant for to give you verbal peer feedback on the invasion game that you created

3. Take this feedback into consideration when completing the Criterion D reflection and evaluation of your created game.

Criterion B: Planning for Performance

Standards
Criterion D: Reflecting and Improving

1. Use the template provided on below and ensure to complete all tasks.
Structure and 2. Submit your completed plan to the Task on Managebac by the deadline set.
submission 3. You MUST submit either an MS Word .doc/.docx or .pdf (no links, screenshots or any other platform)

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Criterion B and D are on the SAME document.

Criterion B: Planning for performance

Strand i: Outlines a goal to enhance performance.

Strand ii: Designs and explains a plan for improving physical activity or health
RESPONSIBILITIES:
RULES + ORIGINAL SKILLS: SCORING: AIMS OF THE GAME: LINKS TO SOI:
NAME:
KAREEM AARUSH+DEBANSH DEBANSH AARUSH KAREEM

WHEN DEVELOPING YOUR ORIGINAL INVASION GAME CONSIDER THE FOLLOWING:

 TO BE INCLUSIVE AND FULL ACTIVE PARTICIPATION

 COMMUNICATION AND COLLABORATION
 PROMOTES SPORTSMANSHIP AND TEAMWORK
 IT IS FUN AND SAFE TO PLAY AND THE RULES ARE CLEAR AND FAIR

OUTLINE YOUR GAME ,

GIVE YOUR GAME AN ORIGINAL NAME:

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 THE ORIGINAL INVASION GAME NAME WE HAVE DECIDED TO CALL OUR GAME IS CALLED “TRIBALL ”, BASED ON THE FACT THAT OUR PLAYING FIELD IS DIVIDED INTO 3 ZONES, AND THE
PIECE OF EQUIPMENT THAT THE PLAYERS USE AND DELIVER TO THE ENDZONE IS A FOOTBALL.

EXPLAIN THE RULES OF THE GAME:

Both teams use a football throughout play, and physical foul rules, yellow and red cards, and handball rules from football apply to the game. The main playing field is
divided into thirds. There is a defending third for each team (attacking third for opponents), the middle zone, and the attacking third (defending third for
opponents). Beyond the main playing field, past the outer thirds, are 2 endzones (1 for each team). The game lasts 60 minutes, divided into 2 halves of 30 minutes,
and teams score points by delivering the ball into the endzone by either dribbling the ball inside or passing to a teammate in the endzone. The team with the most
points after fulltime wins. Each team has 7 players, and 2 of which play as middle zoners, who are required to stay in the middle zone all throughout the match and
wear bibs to differentiate themselves. Teams cannot play passes directly into the attacking third from their defending third and must play through the middle zone
first. Middle zoners are the only players allowed to receive passes within the middle zone. If a non-middle zone player were to receive the ball in the middle zone
from a pass, a turnover is awarded to the other team in the form of an indirect free kick. Players in the defending third may dribble into the endzone with the ball
and play a forward pass themselves or dribble directly into the final third. Once the attacking team has moved the ball into the middle zone via a pass to a middle
zoner or a dribble into the middle zone, the defending team is allowed to send 1 non-middle zoner into the middle zone to help win the ball for a duration of 5
seconds. If 5 seconds have passed and the player has not won the ball, a referee with a stopwatch blows a whistle and the player must exit the middle zone,
otherwise resulting in a turnover awarded to the opposing team in the form of an indirect free kick (unless advantage is played). Before delivering the ball into the
endzone to score a point, teams must make a minimum of 5 consecutive successful passes. If a team delivers the ball into the endzone without meeting the 5 pass
minimum rule, the goal is disallowed.

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 IDENTIFY AND EXPLAIN THE INVASION GAMES SKILLS REQUIRED TO BE SUCCESSFUL IN YOUR INVASION GAME

IDENTIFY 5 SKILLS

1. Dribbling

2. 1 on 1 Defending

3. Ball Control

4. Passing

5. Awareness

EXPLAIN THE TECHNIQUE OF EACH OF THE 5 SKILLS:

1. Maintain a low center of gravity by slightly bending your knees to maintain stability and keep your head up as to identify potential passing targets, and to evade oncoming
defenders.

2. Maintain a staggered stance and stay on your toes, to be able to react to quick changes in direction or speed made by the defender. Position yourself to cut passing lanes to
prevent passes from being played.

3. Stay light on your legs to quickly adjust to the ball’s movement. Use your body to shield the ball and keep it within close reach. Focus on soft touches to control and trap the ball
accurately and make sure to be aware of your surroundings to make any quick decisions under pressure.

4. Correctly position yourself to face your target teammate and keep a steady stance for stability. Keep your head up to identify teammates and time your pass correctly. Upon
making contact with the ball, look down to ensure the correct part of the ball (upper middle to top for low passes, middle to lower middle for high passes) is struck with the correct
part of the foot (inside foot or laces). Position your standing leg pointed towards the target to align your body and maximise accuracy.

5. Keep your head up and constantly scan your surroundings to track teammates, opponents, and open spaces. Anticipate the movement of the ball and players to position yourself
advantageously. Stay mentally engaged to adapt quickly to changes in the game and seize opportunities effectively.

EXPLAIN THE SCORING SYSTEM IN YOUR INVASION GAME . ELABORATE ON WHAT HAPPENS IF THERE IS A TIE AT FULLTIME / EXTRA TIME .

Points are scored by either dribbling the ball into the opponent’s endzone or by passing to a teammate in the endzone. If the ball is delivered into the endzone
and a goal is scored within 15 seconds of possession, it is awarded as 2 points. In case of a draw at fulltime after 60 minutes, the game will go into extra time,
divided into 2 halves of 10 minutes. If there is a tie after extra time, golden goal is played, in which the first team to score a point wins the match.

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IDENTIFY AND EXPLAIN THE AIMS OF YOUR INVASION GAME . C ONSIDER IF IT IS SCORING BASED , POSSESSION BASED , TIME RESTRICTED ETC .

1. To score in the corresponding end zone as much as possible. This will allow teams to increase the number of points scored for that team, which will increase
the chance of them winning the game.

2. To defend the end zone from opposing attackers as effectively as possible by maintaining defensive shape and structure out of possession and applying
pressure to opponents. This will allow teams to minimize the number of points conceded to the opposing team, which will in turn increase their odds of winning.

3. To pass and play, quickly and accurately. This will allow teams to maximise the number of points that they score from any single offense, by being under the 15
second time limit needed to score 2 points in an offense. Furthermore, this will increase the overall pace of the game, which can allow teams to disrupt and
create gaps in the opposing defensive structure, further maximising the number of points scored. Lastly, maintaining a fast pace of play allows teams to have
more scoring opportunities (offenses) in each half of the total time of the game, which also increases the overall number of points scored, and incentivises
sprinting, rather than other, slower forms of movement.

4. To maintain possession of the ball, and to utilise its possession effectively. This allows teams to create tactically supported opportunities to score, and gives
teams more options to pass to, as the offensive structure slowly forms. Furthermore, this will keep the ball away from the opposing team, which decreases their
chance of scoring, which is crucial to win the game. Additionally, retaining possession in crucial moments of the game, will incentivise the other team to adopt a
riskier playing style, hoping for a highly positive outcome. This will likely weaken their defensive structure, and/or tire out the opposing players, which will allow
your team to create scoring chances in which an offensive overload is present which increases the chance that your team will score, further aiding you to win the
game.

5. To utilise effective strategies based on your team’s position at that point in the game. This allows teams to maximise on their strengths, and exploit the
opposing team’s weaknesses, through the use of strategic playstyles designed to help, especially in crucial moments of the game. Furthermore, the use of
strategies that rely on the performance of your team at that point in the game, can allow team to capitalize on scoring opportunities by adopting a fast break
based strategy, or a “park the bus” defensive strategy, designed to stop the opposition from scoring.

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OUTLINE LINKS BETWEEN YOUR INVASION GAME AND THE STATEMENT OF INQUIRY (IN THE GRASPS SECTION )

Level Criterion B: Task specific clarification

1-2 The student:
i. states a created invasion game.
- limited understanding of rules
- limited understanding of skills
- limited understanding of scoring

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 - limited understanding of the aims of the game
ii. outlines a limited plan for improving physical performance through invasion games with limited links to the statement
of inquiry
The student:
i. For the stated invasion game, has listed:
- associated rules of the game
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- skills required to be successful with detail of each skill identified
- Scoring process
- Aims of the game
ii. outlines a plan for improving physical performance through invasion games with limited links to the statement of inquiry.
The student
i. identifies:
- appropriate rules of the game
5-6 - skills required to be successful with explanation of each skill
- appropriate scoring system
- identifies accurate and appropriate aims of the game.
ii. explains a plan for improving physical activity through invasion games and describes links to the statement of inquiry

The student:
i. outlines and explains
- appropriate rules of the game
- skills required to be successful with explanation of each skill
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- appropriate scoring system
- identifies accurate and appropriate aims of the game.
- Explains associated rules, skills, scoring and aims of the game.
ii. Designs and explains a plan for improving physical performance through invasion games whist explaining links to the
statement of inquiry

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 Definitions of the key command terms
States: Give a specific name or brief answer without Outlines: Give a brief account or summary.
explanation.
Identifies: Provide an answer from a number of Explains: Gives a detailed account including reasons
possibilities. Recognise and state a distinguishing fact or causes
or feature.
Describes: Give a detailed account of a situation, event Lists: Give a sequence of brief answers with no
or process. explanation

Criterion D: Reflecting and Improving

Strand (i), (ii) and (iii)
o Describes and demonstrates strategies to enhance interpersonal skills
o Explains and evaluates performance
o Explain the effectiveness of your plan based on the outcome

PEER REFLECTION
Interview one of your classmates that played the game and document what they found interesting and what was an area of improvement. Ask them to reflect on the below game
requirements. They should give you verbal feedback on the following 4 points:
- to be inclusive and full active participation

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 - Communication and collaboration
- Promotes sportsmanship and teamwork
- It is fun and safe to play, and the rules are clear and fair

PEER REFLECTION 1: NAME: ABHIMANYU NARASIPURAM

Based on the performance of your game through your observation and the peer feedback received, explain any STRENGTHS you have observed.

Collaboration and Teamwork: Our game featured a rule which states that there need to be a minimum of 5 passes before scoring. By limiting the ability to
score immediately, it encouraged players to develop stronger communication and collaboration skills. This passing requirement ensures that players are
actively engaged in the game and aren’t just standing there. This encourages the players to pass to teammates more often, hence increasing the overall
collaboration and teamwork in the game.

Speed of the Game: We had featured another rule which states that if a goal is scored within 15 seconds of possession, the team get 2 points instead of 1.
By doing this, it encouraged the players to increase the speed of play and this in turn motivated quicker runs, dribbles and also more passes which
improved collaboration and teamwork.
Now, explain any refinements, changes or developments that you would make to your game if you were to complete the Criterion B task again and
explain why: If I were to make any changes I would add another rules which will force at least 2 players to be in their defensive third at a time. This is
because, during the playing of the game, we saw that all the players would get crowded into the middle and endzones. This made it really easy for the
opposition to score during counter attacks. I would also add a rule that prevents the attackers from staying in the attacking third(defending third of the
other team) for more than 10 seconds at a time. This is because, attackers would constantly stay in the attacking halves begging for passes while their
team would lose possession. This rule would make the attackers engage more in defending roles as well.

Over the course of this unit you have participated in a range of invasion games. Explain what some of the common challenges were that you encountered
and identify rules/skills that you believe challenged you the most.
Football: Being a person who had almost never played football, I faced a few challenges that made it hard for me to successfully engage in the game.
First, basic skills such as passing, shooting, ball control, and defending were severely lacking. Without these skills, it was hard for me to contribute
effectively to my team, and it became easier for opponents to tackle or mark me when I had the ball. This was because I used to get really scared with the
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ball, not knowing what to do with it or how to react to opponents. Moreover terms such as "offside" and "through ball" were a little confusing to learn in
the beginning. These rules required an understanding of positioning and teamwork that I had not developed yet. As a result, I often found myself out of
position or breaking the rules, which slowed down the game for my team. To add to this the introduction of new rules such as the limited number of
passes or the adding of certain types of passes such as backwards passes only or changes in the scoring system added another layer of complexity. These
changes made me think and adapt quickly during play, which was quite challenging because I was still getting used to the fundamentals of football. These
experiences ultimately helped me develop better game awareness and adaptability. There was also a severe skill gap between some players, this caused
many players such as me, this made the players to not want to pass to me. Hence I and some other players rarely got possession of the ball.

Basketball: I had also never played a single game of basketball in my life. Hence, I faced many challenges while playing the game. Firstly, I wasn’t aware of
the rules of the game such as foul dribbles, tackling etc. I also did not know how to shoot a basketball, which is a major part of the game. Due to this, it
became very easy for opposing players to block my shots. Hence my teammates never really passed towards me. I had no understanding of positioning
and teamwork. Adding new rules such limited number of passes did not affect my understanding too much, though it made it a little difficult. Also rules
such as, we can only shoot from outside the arc or no jumping while in the arc, made the game a little confusing.

Tag-Rugby: I had a basic understanding of rugby before. However the tag system was new to me. Some challenges I faced were that people would remove
the tags off you for no reason and this would hence delay the game. Also the backwards passing only rule, made everyone a little confused as in games
such as basketball, football, hockey etc. we typically pass forwards to progress. Nevertheless tag rugby was quite a good and easy sport to adapt into due
to my previous understanding.
Explain how your group demonstrated the ATL skills communication and transfer throughout this task?
Communication: Our group demonstrated communication by collaborating both inside and outside the classroom. In class, we shared ideas and ensured
that everyone’s ideas were heard in class. Outside of class we organized Zoom meetings to review our progress, to improve our current game and also to
assign tasks to one another. Additionally we stayed in touch using Outlook to exchange ideas, clarify questions and provide updates efficiently. This
combination of in person and digital communication ensured that everyone stayed engaged and aligned with the tasks which ultimately helped us work
as a team.

Transfer: We demonstrated the ATL skill of transfer by incorporating rules and strategies from different sports into our task. We analysed key aspects of
sports such as scoring system, movement rules, teamwork dynamics etc. and adopted them into our game. For example our entire game was based on
football. We took the end zone rule from Rugby and parts of American Football. We also took handball’s minimum pass rule. We took all of these aspects
from different sports and blended them into our own new and innovative game call “Triball”. These new rules required us to take knowledge from
previous PE lessons where we took rules from different games such as Gaelic football, Australian Football etc and added them into another game. This

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enhanced our game and also helped us apply what we have learned from different sports.

What elements of communication and transfer would you improve if you were to do this criterion B task again?
Communication: If I were to do the Criteria B task again I would make our Zoom meeting more agenda focused by keeping clear goals and agendas for the
day. I would also improve on our source of communication which was Outlook. Though its good, it took people several hours to respond to the E-mails as
it doesn’t give them a notification right away. I would use something like WhatsApp and create a group or another platform to help improve our
communication. Additionally, I would encourage more active listening and feedback, ensuring that all team members have an equal opportunity to share
their ideas, which would help us refine and enhance our approach as a group.
Transfer: I would improve transfer by conducting more in depth research into the rules and strategies of different sports to draw from a wider range of
ideas and concepts. This could include looking into lesser known sports or researching professional level strategies to enhance the creativity of our game
design. Additionally, I would spend more time refining how we adapt and integrate rules from various sports to ensure that they complement each other
and work smoothly within the game. Lastly, I would aim to connect more interdisciplinary knowledge, such as applying teamwork strategies from other
areas, to enrich the game design and deepen the overall project.

References/Citations:
Desai, Shail . “8 Fundamental Skills You Need to Develop to Become a Better Football Player.” Red Bull, 19 Jan. 2022,
www.redbull.com/in-en/basic-football-skills-drills-training.

Ubaid Parkar. “How to Play Handball: Rules of the Game.” Olympics.com, International Olympic Committee, 25 June 2023,
olympics.com/en/news/handball-game-rules-regulations-how-to-play.

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Level Task Specific Clarification: Criterion D-Reflecting and Improving
The student:
i. identifies strategies to enhance interpersonal skills in the invasion games unit
1-2
ii. identifies the effectiveness of the created invasion game
iii. outlines performance in the created invasion game and group task
The student:
i. identifies and demonstrates strategies to enhance interpersonal skills of communication & transfer within invasion
3-4 games
ii. states some strengths and effectiveness of the created invasion games
iii. outlines and summarizes performance in the created invasion game and group task
The student:
i. outlines and demonstrates strategies to enhance interpersonal skills within invasion games
5-6
ii. describes the effectiveness of the created invasion game and explains strengths of the game.
iii. outlines and evaluates performance in the created invasion game and group task.
The student:
i. describes and demonstrates strategies to improve communication and transfer ATL skills within invasion games
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ii. explains the effectiveness of the created invasion game highlighting refinements, changes or developments
iii. explains and evaluates performance in the created invasion game and group task.

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