Lehrerfortbildung im Fach Sport in Myanmar
Transcription
Lehrerfortbildung im Fach Sport in Myanmar
Lehrerfortbildung im Fach Sport in Myanmar Bachelorarbeit von Rafael Bühlmann Gundeldingerstrasse 191 4053 Basel [email protected] 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. Bachelorarbeit 2 Rafael Bühlmann Lehrerfortbildung Im Fach Sport in Myanmar 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! Bachelorarbeit 3 Rafael Bühlmann Lehrerfortbildung Im Fach Sport in Myanmar 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. Bachelorarbeit 4 Rafael Bühlmann Lehrerfortbildung Im Fach Sport in Myanmar 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. Bachelorarbeit 5 Rafael Bühlmann Lehrerfortbildung Im Fach Sport in Myanmar 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 Bachelorarbeit 6 Rafael Bühlmann Lehrerfortbildung Im Fach Sport in Myanmar 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 Bachelorarbeit 7 Rafael Bühlmann Lehrerfortbildung Im Fach Sport in Myanmar 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. Bachelorarbeit 8 Rafael Bühlmann Lehrerfortbildung Im Fach Sport in Myanmar 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 Bachelorarbeit 9 Rafael Bühlmann Lehrerfortbildung Im Fach Sport in Myanmar 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 Bachelorarbeit 10 Rafael Bühlmann Lehrerfortbildung Im Fach Sport in Myanmar 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. Bachelorarbeit 11 Rafael Bühlmann Lehrerfortbildung Im Fach Sport in Myanmar 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 Bachelorarbeit 12 Rafael Bühlmann Lehrerfortbildung Im Fach Sport in Myanmar 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. Bachelorarbeit 13 Rafael Bühlmann Lehrerfortbildung Im Fach Sport in Myanmar 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 Lehrerfortbildung Im Fach Sport in Myanmar 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 Lehrerfortbildung Im Fach Sport in Myanmar 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. 7. ) During the lesson 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. 12. ) During the lesson 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 Set up a rectangular 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. • The player who catches the 10th pass is allowed to throw the ball at 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! • Possible targets: Basketball hoop, surface on the floor, any object. • Pass backs to the same player aren’t allowed. This way the game gets harder. 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 Set up a rectangular 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? 18 • 10 passes equals 1 point. After that the opposing team gets the ball. • The player who catches the 10th pass is allowed to throw the ball at 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! • Possible targets: Basketball hoop, surface on the floor, any object. • Pass backs to the same player aren’t allowed. This way the game gets harder. 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! Possible targets: Basketball hoop, surface on the floor, any object. 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) How long have you been playing volleyball for? I’ve been playing volleyball at a club for about 3 years. What tips do you have for beginners? 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. How did you learn about the sport? 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. How often do you train a week? My team trains once a week. During the season we also have a match once a week. What do you like about the sport? 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 opposing team gets the ball. 5:5 5:5 Playing Field Set up a rectangular playing field using 4 cones. Game Two teams play against each other. The volleyball 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? 28 • The player who catches the 10th pass is 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! • Possible targets: Basketball hoop, surface on the floor, any object. • Pass backs to the same player aren’t allowed. This way the game gets harder. 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 What do you like about the sport? David: Hitting the ball. Ruben: It’s fun to hit the ball. Robin: It’s also fun to catch a flyball. What tips do you have for beginners? 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) How long have you been playing baseball for? Ruben: We’ve been playing for 8 weeks. How did you learn about the sport? Florian: Through our sports teacher Mr Bühlmann. David: The first time I saw baseball was on TV. How often do you train a week? 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 opposing team gets the ball. • 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 on the floor, any object. 5:5 5:5 Playing field Set up a rectangular playing field using 4 cones. Game Two teams play against each other. The tennis ball 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? 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 BACKWARDS PASS EXERCISE WITH DEFENDERS RUGBY What do you like about the sport? 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. What tips do you have for beginners? 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. How did you learn about the sport? Abdul: From Mr Bühlmann in sports class. Abishek: I’ve watched rugby on TV a lot. How often do you train a week? 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 BACKWARDS PASS EXERCISE 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. How did you learn about the sport? 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. How often do you train a week? I train twice a week. If I find the time I also go jogging once a week. What do you like about the sport? 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 Set up a rectangular 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. • The player who catches the 10th pass is allowed to throw the Frisbee at 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! • 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. 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