As an advocate for physical education and a passionate teacher, I, Andres Olascoaga created the Olascoaga teaching method to help PHYsED educators in primary and secondary schools use more structure when teaching games in physical education and sport lessons. The Olascoaga Teaching method can be implemented in any year level from prep throughout all the school grades and will provide amazing outcomes for teachers each time they use it.
The method provides the teachers and students with a great learning tool. There are 4 stages of the method that help close the gap between physical literacy, fundamental motor skills, minor games and full sport games. Try to think about a fast food franchise model. Most of the fast food franchise models that you go to, you will receive food with the same taste, same packaging and same high quality control.
In the school environment it’s very different and difficult to implement a franchise system, but now with the Olascoaga teaching method it is possible to follow a structure that will build consistency in learning sports!
The Olascoaga method is based on 4 pillars that are:
- Pillar one: Space Awareness to teach the children how to move without to the ball
- Pillar two: Teaching the students how to move the ball from point A to B.
- Pillar three: Playing games in zones with a few balls controlling the intensity of the game.
- Pillar four: Playing the game in the full court but with team building activities.
Working with a lot of sport teachers in schools around Australia, I see the same teaching problems and issues such as students not understanding where to run and when or what to do with the ball. This is the result of not having a stable structured or consistent platform to learn about these complex topics. Before a student can play with a partner, they have to be confident with their own movement. This is the basic skill needed in physical literacy.
WHAT IS PHYSICAL LITERACY?
“Physical Literacy is a mix of mastering of fundamental movement skills and fundamental sport skills that permit a child to read their environment and make appropriate decisions, allowing them to move confidently and with control in a wide range of physical activity situations”.
Playing Tag is not enough (although I love playing different Tag games), as they are being chased by the students that referred to as “it”. The students are thinking about how not to get caught and how to stay in the game to keep playing as individuals. It is important in Tag games to introduce team building opportunities as adding taggers to the game or play tag with a ball.
In a sports game, a player as an individual must always contribute to a team.
For example: when there is a transition of the ball from offence to defence the player has a role to follow and support the player with the ball.
It is beneficial to play a game such as tag with an object which the students have to carry or hold, such as a ball or a bean bag. This develops the students ability to do at least 4 activities at once such as running away, holding onto an object, what to do with the object and where to stop. In addition to that, students have to respond to what’s happening in the entire game area, like a driver driving on the road following traffic signals.
In the game, students don’t have this kind of live feedback and our role as educators is to create those traffic lights or signs to assist the students with decision making and the 4 pillars of the Olascoaga method makes this process simple and accessible.
In my next chapter I will explain what is important about spatial awareness and how to introduce spatial awareness into games.