Play / Fight / Gymnastics
The main part of a sports lesson can be filled with a variety of content, with games being the most popular option from the participants' point of view. Games are fun and provide a distraction from everyday life. If desired, the idea of competition can be encouraged through games. However, in order for both small games and team games to work, they must be familiarised with and experienced through adapted set-up and practice forms with the corresponding rules. The game organiser can change the conditions, for example to simplify a game for more flow or to make it more difficult for tactical considerations.
Spatial adjustments: Increase/decrease field size, increase/decrease number of goals/target zones, include walls, define certain technique for defined zones, etc.
Regulatory adjustments: Prescribe certain technique, specify number of ball contacts, set additional tasks, set time limits, tighten/loosen rules, etc.
Material adjustments: Use different equipment with different properties, change the number of balls, change the nature/size of the balls, vary the flooring, etc.
Tactical adjustments: Over/under/equal numbers, pair games, tactical guidelines, etc.
Adjustments: Force-space-time (mnemonic)
It is also possible to add educational aspects to the game, e.g. to improve fair play, teamwork or game reading skills. Handicaps (additional weight, more distance, a head start, etc.) can be introduced, the complexity can be varied, different forms of behaviour (playing against/with or next to each other) can be required, the physical and mental strain can be adjusted and the level of difficulty of the task can be selected accordingly.
The social aspects in the form of respectful behaviour with and against each other can also be trained through fighting and rough-and-tumble games, which also promote physical fitness. In addition to fitness, coordination skills play an important role in floor or apparatus gymnastics.
All lesson content involves a certain risk potential and corresponding levels of difficulty. The sports leader must therefore correctly assess the personal requirements of the participants so as not to overtax anyone and prevent injuries. On the other hand, it is important not to underchallenge the participants and to always challenge/encourage them with targeted lesson content. The material programme for sport in the army (regulation 51.041.01) takes this thought process into account by only playing setback games (games over the net) in the first few weeks of recruit school (RS). In other words, games with a low risk potential. Games with a higher risk of injury according to statistics only come into play as the recruit school progresses and the physical resilience increases. Fighting and rough-and-tumble games as well as floor or apparatus gymnastics also only take place from the middle of the RS, as the participants already know each other at this point, which makes it easier to fight in a considerate manner or to secure each other during an exercise. The aim of the material programme is to contribute to injury prevention by progressively increasing the load while taking into account individuality (different performance levels) in order to prevent suspensions or even medical discharges. Continuity, i.e. regular physical activity, is an elementary factor here. In addition, the material programme offers a great deal of variety, as we all know that tastes differ, so the variation in lesson content should ensure that there is something for everyone and keep motivation high. After all, the aim is always to convey the joy of movement to the participants in order to motivate them to do sport independently. If the three L's - learn, laugh, perform - play a part in every lesson, the chances are good that the participants will be satisfied with the sports lessons and have fun.