PrefacePart I. Tactical Games TeachingChapter 1. Using This BookChapter 2. Tactical Games Teaching: Explanation and ReviewRationale for a Tactical ApproachGames FrameworksGame PerformanceLevels of Tactical ComplexityTeaching for Tactical Awareness and Skill AcquisitionChapter 3. Transfer of Tactical Learning Transfer of Tactical Knowledge in GamesImplications for Curriculum DevelopmentSummaryPart II. Lesson Plans for Tactical Games TeachingChapter 4. SoccerLevel ILevel IILevel IIILevel IVLevel VSummaryChapter 5. BasketballLevel ILevel IILevel IIILevel IVLevel VSummaryChapter 6. LacrosseLevel ILevel IILevel IIILevel IVSummaryChapter 7. RugbyLevel ILevel IILevel IIISummaryChapter 8. VolleyballBasic Triad FormationSummary Tips for Teaching VolleyballLevels of Tactical ComplexityLevel ILevel IILevel IIILevel IVLevel VSummaryChapter 9. BadmintonLevel ILevel IILevel IIISummaryChapter 10. TennisTips for Tactical Tennis TeachingLevel ILevel IILevel IIISummaryChapter 11. SoftballLevel ILevel IILevel IIILevel IVSummaryChapter 12. CricketLevel ILevel IILevel IIISummaryChapter 13. GolfSafetyTips for InstructionTactical Reality GolfLevel ILevel IISummaryChapter 14. BowlingOrganization of Lanes and EquipmentTips for InstructionEstablishing an Authentic ContextLevel ILevel IILevel IIILevel IVSummaryPart III. Tactical Games CurriculumChapter 15. Tactical Games Curriculum Model: A Step BeyondModel for Tactical Games Curriculum Conceptual FrameworkModel-Based InstructionSummaryChapter 16. Assessing OutcomesAssessment BeliefsAssessment StrategiesAssessing Learning OutcomesSummaryChapter 17. Getting Started With Tactical Games TeachingConceptual Framework For Planning Tactical TeachingPutting the Planning Framework into ActionSkills and Attitude for Teacher ChangeImplementing PracticesReflections and ConclusionsChapter 18. Final ThoughtsReferencesAbout the Authors
Stephen Mitchell gained his undergraduate and masters degrees at Loughborough University, where the tactical approach was first developed. Now an associate professor of sport pedagogy at Kent State University, USA and a licensed coach with over 20 years experience, Dr Mitchell has applied the tactical approach to his teaching at all levels. Judith Oslin is a professor of sport pedagogy at Kent State University with more than 30 years teaching and coaching experience. Dr. Oslin has presented the tactical approach through numerous papers, workshops and seminars. As a physical educator and coach since 1976, Linda Griffin has been widely published on authentic assessment, children's conceptions and conceptual change of students sport and physical activity knowledge.