High intensitydefense hindersgames orlessens thedecisionmaking skills.In a gradeddefensive approachcold defense doesnot break theoffensive play andmay also be calledgreen defense.Practice routines,give appropriatefeedback andpraise forsuccessfulimplementation.Net games should alsohave the server rotateevery point to keep aplayer from dominatingthe game and toprovide students moretouches.Striking andfielding game set-up will requireteachers todispense with thetraditional single-game field.Students enterthe gym aspairs and getthe equipmentto set-up theirfield or court.If your ball rollsonto anothercourt, wait on theedge or side of thecourt until playstops.In a warm defensemoderatelychallenges theoffense and mayalso be calledyellow defense.Net games re-startsshould begin with andunderhand or rainbowtoss over the net toallow a high-percentage change ofkeeping the ball inplay.Older studentscan be expectedto direct their ownactivity with someindependence.The authorsrecommendSiedentop’s SportEducation model fora curriculum modelwith the GamesApproach.When a ballrolls into yourcourt fromanother court,stop it and roll itback.The use of multiplesmall-sided games iskey to this approach,but it can requiremore set-up andsupervision ofstudents.Tactical gamesuse courts acrossthe width gym withcourts resulting incourts is longerthan it is wide.The authorsrecommendassigningpermanentcourts or fieldsto play.Young learnersmust learn simplerule structures andlearn to respectgame play onadjacent fields orcourts.Hot defense, red orintense defensewould be used whenboth teams haveproven effectivegame and decision-making skills.Setting up three orfour fields with thebatters to havetheir back to themiddle and thefields set on theoutside.Teachers mayhave to take moresteps to prepareyounger studentsfor the gamesapproach.Net games shouldalso use rallyserving to providemore scoringopportunities fornovice players.Students will have to betaught to start and re-start game play in andteachers shouldincrease the likelihoodthat students will havesuccess in getting thepass into play.The levels ofintensity orchallenge fordefense shouldmatch players'level of skill.In invasion games, re-starting play at the goalline speeds up thegame and the defensecan transition to offensebefore the offensiveteam transitions todefense.Secondary studentsgenerally do notneed as much helporganizingequipment or needas much guidedpractice.High intensitydefense hindersgames orlessens thedecisionmaking skills.In a gradeddefensive approachcold defense doesnot break theoffensive play andmay also be calledgreen defense.Practice routines,give appropriatefeedback andpraise forsuccessfulimplementation.Net games should alsohave the server rotateevery point to keep aplayer from dominatingthe game and toprovide students moretouches.Striking andfielding game set-up will requireteachers todispense with thetraditional single-game field.Students enterthe gym aspairs and getthe equipmentto set-up theirfield or court.If your ball rollsonto anothercourt, wait on theedge or side of thecourt until playstops.In a warm defensemoderatelychallenges theoffense and mayalso be calledyellow defense.Net games re-startsshould begin with andunderhand or rainbowtoss over the net toallow a high-percentage change ofkeeping the ball inplay.Older studentscan be expectedto direct their ownactivity with someindependence.The authorsrecommendSiedentop’s SportEducation model fora curriculum modelwith the GamesApproach.When a ballrolls into yourcourt fromanother court,stop it and roll itback.The use of multiplesmall-sided games iskey to this approach,but it can requiremore set-up andsupervision ofstudents.Tactical gamesuse courts acrossthe width gym withcourts resulting incourts is longerthan it is wide.The authorsrecommendassigningpermanentcourts or fieldsto play.Young learnersmust learn simplerule structures andlearn to respectgame play onadjacent fields orcourts.Hot defense, red orintense defensewould be used whenboth teams haveproven effectivegame and decision-making skills.Setting up three orfour fields with thebatters to havetheir back to themiddle and thefields set on theoutside.Teachers mayhave to take moresteps to prepareyounger studentsfor the gamesapproach.Net games shouldalso use rallyserving to providemore scoringopportunities fornovice players.Students will have to betaught to start and re-start game play in andteachers shouldincrease the likelihoodthat students will havesuccess in getting thepass into play.The levels ofintensity orchallenge fordefense shouldmatch players'level of skill.In invasion games, re-starting play at the goalline speeds up thegame and the defensecan transition to offensebefore the offensiveteam transitions todefense.Secondary studentsgenerally do notneed as much helporganizingequipment or needas much guidedpractice.

Preparing Students for a Tactical Games Approach - Call List

(Print) Use this randomly generated list as your call list when playing the game. There is no need to say the BINGO column name. Place some kind of mark (like an X, a checkmark, a dot, tally mark, etc) on each cell as you announce it, to keep track. You can also cut out each item, place them in a bag and pull words from the bag.


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  1. High intensity defense hinders games or lessens the decision making skills.
  2. In a graded defensive approach cold defense does not break the offensive play and may also be called green defense.
  3. Practice routines, give appropriate feedback and praise for successful implementation.
  4. Net games should also have the server rotate every point to keep a player from dominating the game and to provide students more touches.
  5. Striking and fielding game set-up will require teachers to dispense with the traditional single-game field.
  6. Students enter the gym as pairs and get the equipment to set-up their field or court.
  7. If your ball rolls onto another court, wait on the edge or side of the court until play stops.
  8. In a warm defense moderately challenges the offense and may also be called yellow defense.
  9. Net games re-starts should begin with and underhand or rainbow toss over the net to allow a high-percentage change of keeping the ball in play.
  10. Older students can be expected to direct their own activity with some independence.
  11. The authors recommend Siedentop’s Sport Education model for a curriculum model with the Games Approach.
  12. When a ball rolls into your court from another court, stop it and roll it back.
  13. The use of multiple small-sided games is key to this approach, but it can require more set-up and supervision of students.
  14. Tactical games use courts across the width gym with courts resulting in courts is longer than it is wide.
  15. The authors recommend assigning permanent courts or fields to play.
  16. Young learners must learn simple rule structures and learn to respect game play on adjacent fields or courts.
  17. Hot defense, red or intense defense would be used when both teams have proven effective game and decision-making skills.
  18. Setting up three or four fields with the batters to have their back to the middle and the fields set on the outside.
  19. Teachers may have to take more steps to prepare younger students for the games approach.
  20. Net games should also use rally serving to provide more scoring opportunities for novice players.
  21. Students will have to be taught to start and re-start game play in and teachers should increase the likelihood that students will have success in getting the pass into play.
  22. The levels of intensity or challenge for defense should match players' level of skill.
  23. In invasion games, re-starting play at the goal line speeds up the game and the defense can transition to offense before the offensive team transitions to defense.
  24. Secondary students generally do not need as much help organizing equipment or need as much guided practice.