Ball Games Are all ball activities synonymous with ball games? It's difficult to answer, but in the book Play and learn ball games by Rafoss & Zoglowek (2010) it says that no ball game is fixed and closed. Rather, it is more important to be able to specify learning objectives and learning contents in ball games in general. Ronglan & Larsen (2003) write: “Conceptual understanding and delineation of content have great importance for the activities that constitute learning to play the ball game” (Rafoss & Zoglowek, 2008, p. 12). This applies to everything from simple ball activities to competitive ball games. In a learning context, it is important that the teacher has planned which skills or executive repertoire the pupils will learn. It may involve skills such as bunting the ball or throwing techniques in movement patterns in an offense where students must move in certain patterns to create an imbalance in the opponent's defense (Rafoss & Zoglowek, 2008). most actions are complex. The skills themselves may be quite simple to perform, but over the course of the game various aspects such as understanding the game, relationships with other players, disrupting the opponent and time pressure come into play. In this way, ball games are about more than applying your technical skills, but being able to use your technical skills in a tactical game context. To achieve this, students must have a deeper understanding of the choices available and what the favorable solution might be. Therefore, students need a developed understanding of the game to be able to make the right choices (Rafoss & Zoglowek, 2008). In order to develop learning in understanding the game, it is necessary to take into account the experiences lived by the students. These are experiences such as: the motor one, the cognitive one, the emotional one, the physical one and d...... middle of paper...... using forms of play that focus precisely on that - i.e. target shooting activity. One way to do this is to have one player stay on goal and another try to prevent the shot from entering the goal. Eventually, you can expand this form so that it's not just a one-on-one situation. Additionally, multiple students may attempt to get the score, while at the same time several students try to prevent the score. The next learning step could be to create shot-on-goal situations. This expands the space for action from the single individual to situations of interaction. Here students must work together on how to create scoring chances and get shooting opportunities. The complexity can be further increased by increasing the number of students and widening the route. This way you can consistently build the progression from simple to complex. The next step could be to start a constructive attack from your own half (Rafoss & Zoglowek, 2008).