Course:KIN355/2020 Projects/Invasion Games

Defining the Concept and Its Importance

A highly efficient way to improve childhood movement experiences is through participation in 'invasion games,' which is also referred to as “territorial games” and “team passing sports” due to controversial claims that the primary label is “militaristic” (Griffin & Butler, 2005). Invasion games can be described as team games wherein you invade the opposing team’s territory in order to score points, with the ultimate goal of scoring more points than the other team within a predetermined time limit (Webb et al., 2006). Invasion games typically require the use of an object to score points through a given zone, whether it be a ball, puck, or frisbee. Thus, examples of sports that qualify as invasion games include basketball, football, netball, lacrosse, soccer, ultimate frisbee, rugby, water polo, and many more (Griffin & Butler, 2005).

Put simply, invasion games can be separated into two broad categories: offence (scoring points) and defense (keeping the other team from scoring against you) (Griffin & Butler, 2005). According to Wilson (2002), there are four roles that players can assume in an invasion game:

On-the-ball attacker,
Off-the-ball attacker,
On-the-ball defender, and
Off-the-ball defender (as cited in Griffin & Butler, 2005).

Initially, instructors can run invasion games at a representative level, wherein the overarching rules and plays of the game are practiced at a modified level based on the players’ technical and physical limitations (Griffin & Butler, 2005). The instructor can also exaggerate rules in order to teach fundamental game concepts (Griffin & Butler, 2005), such as requiring players to pass the ball a total of 6 times before being allowed to score a point (to emphasize, for example, collective effort, communication, and passing skills). A study conducted by Memmert and Harvey (2010) identified and tested seven tactical tasks that can be performed in invasion games, which are reported as follows:

Attacking the goal,
Taking ball near goal,
Playing together,
Using gaps,
Feinting,
Achieving advantage, and
Support and orienting.

With these identified skills applied to a childhood movement experience context, it is clear that invasion games contribute to a childs growth across all domains of development. Cognitively, players will learn imperative skills in decision-making such as strategy and movement-specific knowledge as they begin to create sports-specific schemas. Affective development is also displayed through the establishment of skills such as teamwork and offering support. Physical and motor development can be approached using Newell’s Model of Constraints. Instruction and practice of invasion games give players the opportunity to learn about and overcome individual, task, and environmental constraints. For example, as an individual, the child will learn how the dimensions of their weight and height translate into their practiced sport. Additionally, due to the nature of invasion games using objects, invasion games are a prime method for children to approach many different task constraints, such as movement goals and use of equipment. Additionally, environmental constraints can also come into play during invasion games.

Role in Childhood Development and Contemporary Considerations

Now that invasion games have been defined and explained, the next important thing to discuss is how exactly they contribute to proficient performance of movement in children. When it comes to the teaching of invasion games, there are several popular methods of instruction that vary to some extent. One of the most widely used methods is “TGfU”, also known as Teaching Games for Understanding (Griffin & Butler, 2005; Webb et al., 2006; Valantine et al., 2017). Under this method, children are expected to learn tactical solutions through inquiry learning, meaning that they are afforded the opportunity to discover, explore, and build knowledge for a deeper understanding (Valantine et al., 2017). One of the greatest assets of involvement in invasion games is the development of several transferable skills that can be used in a variety of activities. Examples of transferable skills provided by Griffin and Butler (2005) include:

Spatial awareness: recognizing one’s position in relation to the object of play and their opponents.
Speed and agility.
Footwork: improves balance and coordination.
Travelling in multiple directions: mobility on all planes (i.e. moving forwards, backwards, to the side, diagonally, up, down).
Anticipation: a valuable skill, especially for defensive decision-making
Dodging: maintaining personal space and avoiding collisions with other players or objects. Likely connected with spatial awareness.
Sending/receiving an object: an important skill associated with bodily coordination.

Griffin and Butler also go on to note that invasion games are evident to create successful outcomes for the development of cognitive and affective abilities (2005). Cognitive outcomes of invasion games can be illustrated by the transfer of knowledge that is required when children switch from one sport to another tactically similar game, such as transitioning from soccer to handball (Griffin & Butler, 2005). It has also been reported by elementary school educators that the TGfU approach with invasion games allows children to develop affective skills, such as recognizing positive or negative progress, enjoyment and/or motivation, and valuing hard work (i.e. skills practice) (Griffin & Butler, 2005).

With all these benefits considered, the next questions to ask are: are invasion games better at improving physical fitness and motor skills than traditional physical education lessons? How big of a role should invasion games play in childhood development? An interesting study by Valantine and colleagues created an experimental design sought to answer these exact questions. Ultimately, they concluded that regular participation in invasion games yielded a larger improvement in physical fitness in comparison to traditional physical education lessons in areas such as vertical jump, standing broad jump, medicine ball test, and more (Valantine et al., 2017). With such strong evidence for their effectiveness on physical and motor performance, one might conclude that the implementation of invasion games in an elementary school setting is a no-brainer. Before this decision is solidified, however, it is necessary to identify any contemporary issues with the use of impact games in today’s pedagogical society.

Research has revealed that certain gender differences exist in physical education (Gutierrez & García-López, 2012). In one study, Gutierrez and García-López wanted to evaluate said gender differences in the context of game behaviour of physical education students, specifically in terms of their participation and offensive tactical behaviour in invasion games with co-ed teams (2012). According to Carroll and Loumidis (2001), girls tend to demonstrate less positive attitudes towards physical activity and traditional sports, while Stelzer and colleagues (2004) similarly report that girls show lower levels of enjoyment, competence, and self-perception (as cited in Gutierrez & García-López, 2012). Gutierrez and García-López thus were able to conclude that boys participate in more offensive play while girls behaved more as spectator-players and focused more on collaboration than attempts to score (2012). This is potentially problematic because it suggests that the benefits of affective, cognitive, motor and physical development are being achieved disproportionately between boys and girls.

Many levels of causality can be determined for this circumstance. At an individual level, it is possible that behavioural differences between girls and boys contribute to the examined differences in performance for invasion-style games. On the contrary, it is also plausible that different standards and teaching styles are being administered at the level of instruction. As is evident in the international sporting community, a high level of skill can be developed in the many invasion games for both genders. This may indicate that perhaps certain changes need to be made at the grassroots level, where introduction to sport and physical activity begins, to ensure that success for both genders in acquiring the benefits of invasion games is being fully realized.

Practical Applications

Bean Bag Zone Tag

Purpose

The idea for this game was adapted from Joey Feith (2014). Bean Bag Zone Tag is a simplified, beginner level invasion game. Children will gain an understanding of offence and defence concepts while focusing on either offence or defence during a single game. This is suitable for younger children who may not have the capacity to quickly switch back and forth between offence and defence as with a typical invasion game. Defence and offence players will gain an understanding of basic movement concepts while developing their tactical skills. The game will take a Teaching Games for Understanding approach to improve children’s ability to combine complex motor skills with tactical gameplay (see modifications).

Target age: 6+ years

Apparatus/equipment and environmental space/set up

Basketball court indicating zones

Environmental Space: Basketball court

Equipment:

Bean bags
Cones will be placed at the end of the line separating each zone.

Set up: Lines on the basketball court will be used in combination with the cones to create zones. Baseline will be where players start, the baseline at the opposite end will be where the bean bags are. The half court line and free throw line will be where the zones are.

Instructions

Game Objective

The defensive team must work to prevent the runners from making it through all three zones by moving from side to side along the line and tagging the runners.
The offensive team must run through all three zones to the other end of the play space to retrieve a bean bag and bring it back to their side of the play space.

Teams

Split the players up into four teams of equal numbers. Three of the teams will be on defence (the taggers), and one team will be on offence (the runners).

Game Play

Each defensive team will occupy one of three zones along the length of the basketball court (see figure.).
The runners (offence) will start at the baseline.
When the instructor yells go, the runners will run through all three zones and grab a bean bags at the baseline on the opposite end of where they started.
Once a player retrieves a bean bag they can either be ‘safe,’ or they must run through all three zones again to bring the bean bag back to their side of the gym (see modifications).
The game will have a time limit so that each team gets a chance to be the ‘runners.’ The winner will be the team who was able to collect the most bean bags in their time as a runner.

Rules

The taggers have to stay in their designated zone.
The runners must stay in the zones while attempting to retrieve a bean bag.
A runner can only grab one bean bag at a time, but multiple runners can run to get a bean bag.
If the player is tagged (at any point), they must return to the baseline.

Modifications

Task Modifications

Level 1

The taggers must stay on the ‘line’ of their zone, and can only tag players in front or beside them
The runners must run through all three zones and grab a bean bag. Once they have grabbed a bean bag they are ‘safe’ and must run along the sideline to return to their baseline

Level 2

The taggers are free to move from side to side and can progress forward to tag the runners.
The runners must run through all three zones to grab the bean bag and must run back through all three zones to get back to their baseline

Level 3

The taggers are free to move around within their zone (side to side, forwards, and backward) as long as they do not enter another team’s zone. This will increase the difficulty for the offensive players.
The runners will start at their baseline and run through all three zones. This time, however, the runners players must pick a buddy from their team who will help them bring the bean bag back to their baseline. When the runners are running back through the zones they must make a short pass (within a zone) to their buddy at least once.

Speed Ball

Purpose

Children using offence and defence tactics

The idea for this game came from the Flaghouse Activity Channel (2019). The purpose of Speed Ball is to combine complex motor skills with tactical gameplay. Through play, the player can practice fundamental concepts of invasion games such as offensive skills and defensive skills. The players will also develop tactical awareness by practicing tactical tasks ("playing together", "using gaps", finding open space, "taking the ball near the goal", and "attacking the goal") (Merrmet & Harvey, 2010). The game will use a ‘Teaching Games for Understanding’ framework by adding in modifications that allow a child to start with a simple task, and build on the gameplay.

Target age: 8+ years

Apparatus/equipment and environmental space/set up

Environmental space:This game can be played indoors (e.g. basketball court) or outdoors (e.g. soccer field).

Equipment:

Two small soccer or hockey nets to place on each side of the playing space
A ball
Jerseys/Pinnies of the same colour for each team

Instructions

Game Objective

The objective of the game is to score in the other team’s net. It is important to explicitly explain to the children which net they will be attempting to score in.

Teams

Split the players into two teams of 4-6. The number of players will depend on the size of the playing field used. If the play space is smaller (e.g. half a basketball court) create teams of 4. If the play space is larger (e.g. full court) create teams of 6. Educators can create teams larger than 6 to accommodate larger groups of students, however, having fewer players on the field at a time allows each child to handle the ball. It is suggested to have smaller teams and frequently rotate new players into the game or break down a large playing space into two smaller playing spaces to have multiple games at once.

Game Play

The game will begin with rock paper scissors or a coin toss. The goalie of the team that wins will get possession of the ball first and will toss it to one of their teammates.
The offensive team will work together to get the ball to the opponent’s net by dribbling the ball down the play space and/or carrying the ball down the play space, as well as passing the ball to their opponents (kicking or throwing)
The defensive team will work together to defend their net and gain possession of the ball
Typically, goals made by kicking are worth more than goals made by throwing. In this version of the game, we want to encourage children to practice ball handling with both the hands and the feet. As an incentive, a team will have to make an equal amount of throwing and kicking goals in order to win.

Rules

Players can throw or kick the ball. If the player drops the ball they cannot pick it up. The player can kick it to move, pass or score, or they could ‘kick up’ the ball to pass it into another player’s hand.

Modifications

Task Modifications

Pass then move: The player in possession of the ball cannot move until they’ve passed the ball. This modification is meant to reinforce the importance of three tactical tasks used in invasions games: “playing together,” “using gaps,” and “support and orienting” (Memmert & Harvey, 2010). This is a good method to discourage ‘ball hogging’ and encourage offensive players who don’t have the ball to move to open space as opposed to just following the ball. It also addressed individual task constraints for children who have not yet learned to dribble the ball with their feet.
Another way to encourage passing the ball and moving into open space, while children are dribbling or carrying the ball is to create the rule that every team member must handle the ball before shooting.
Time constraints can be added for advanced children. This will encourage quick decision making. One way to do this is to have the player take three steps and pass the ball as soon as they stop moving.
For the defensive team, ask the children to pick a ‘buddy’ from the other team if you notice the defensive players are just following the ball. This allows them to gain an understanding of the two defending roles: on-the-ball defender and off-the-ball defender

Equipment Modifications

Ball size: For younger and smaller players it is best to use a softer, medium-sized ball. An appropriate size ball will make it easier for the players to catch and kick the ball. The ball also shouldn’t be so big that it prevents the player from being able to throw the ball overhand. Smaller balls would increase the difficulty of dribbling and catching and can be used for more advanced players.

Summary

“Invasion games” are considered a team activity where the main objective is for players to maintain possession of an object while invading their opponents’ territory in order to score more points within a defined time period. Some examples of invasion games include bean bag zone-tag and speed-ball. Children will enhance and acquire new skills such as decision making, problem solving, speed, agility, balance, coordination and spatial awareness. These skills can contribute and improve development in such areas as cognitive learning, physical fitness and motor performance. These skills are transferrable that can be used in a variety of other life activities.

References

FlagHouse Activity Channel. (2019, March 6). How to play speed ball (Ep. 125- Speedball) [video]. Youtube. https://www.youtube.com/watch?v=_AVL2kpX8ss

Gutierrez, D., & García-López, L. M. (2012). Gender differences in game behaviour in invasion games. Physical Education and Sport Pedagogy, 17(3), 289-301. https://doi/10.1080/17408989.2012.690379

Griffin, L. L., & Butler, J. (2005). Teaching Games for Understanding: Theory, research, and practice. Champaign, Illinois: Human Kinetics.

Joey Feith. (2014, July 1) Slide Tag - Physical Education Game (Invasion) https://www.youtube.com/watch?v=rrG0Inc1_Cc&list=PL-QoEuE7ZDq2mKAsGQMadSwcxB-v4WwoP&index=2

Memmert, D., & Harvey, S. (2010). Identification of non-specific tactical tasks in invasion games. Physical Education and Sport Pedagogy, 15(3), 287-305. https://doi/10.1080/17408980903273121

Valantine, I., Madić, D., Sporiš, G., University of Novi Sad, Faculty of Sport and Physical Education, Novi Sad, Serbia, Lithuanian Sports University, Department of Sport Management, Economics and Sociology, Kaunas, Lithuania, & University of Zagreb, Faculty for Kinesiology, Zagreb, Croatia. (2017). Effects of invasion games on physical fitness in primary school children. Exercise and Quality of Life, 9(1), 15-22. https://doi/10.31382/eqol.170602

Webb, Paul I.; Pearson, Philip J.; and Forrest, G.: Teaching Games for Understanding (TGfU) in primary and secondary physical education 2006. https://ro.uow.edu.au/edupapers/74