Why Play Games?Games Sense
A Model
Playsport (TOP play TOP sport) and Playsport (TOP play TOP sport) and Teaching Games for Understanding, Teaching Games for Understanding,
equals Games Senseequals Games Sense
There is no right way to coach
But we are able to identify coaching But we are able to identify coaching approaches that are inappropriate.approaches that are inappropriate.
Some approaches, and particularly the Some approaches, and particularly the traditional ones, often do not produce the traditional ones, often do not produce the outcomes we require.outcomes we require.
Often methods that produce short term Often methods that produce short term results are in the longer term results are in the longer term disadvantageous.disadvantageous.
My Football (Soccer)
Scoring the winning goal in the FA CupScoring the winning goal in the FA Cup
How did I learn to play football?How did I learn to play football?
How did you learn to play RL?How did you learn to play RL?
A change in the way we educate our coaches.
Learners learnLearners learn
Coaches only help that process, sometimesCoaches only help that process, sometimes
Traditionally great nations
Football (Soccer) – BrazilFootball (Soccer) – Brazil The UK premier leagues – who are the play The UK premier leagues – who are the play
makers?makers? Basketball – USABasketball – USA Cricket – Sri LankaCricket – Sri Lanka/Australia/Australia HockeyHockey – Australian Women (designer games) – Australian Women (designer games) Rugby UnionRugby Union – New Zealand – New Zealand SailingSailing – UK – UK Play Play or situational practice or situational practice
Observational Learning
Incidental observational learningIncidental observational learning
(Different from the demonstration)(Different from the demonstration)
Which models work best?Which models work best?
Structuring sessionsStructuring sessions
Some thoughts on the young. Why did we change the way we taught and coached. Technical model suited average – talented wasting their Technical model suited average – talented wasting their
time, less able convinced ‘yet another sport they could not time, less able convinced ‘yet another sport they could not do’.do’.
Frustration – when can we play a game? Frustration – when can we play a game? Technique did not occur in the game – little development.Technique did not occur in the game – little development. Youngsters did not know why they were doing things – no Youngsters did not know why they were doing things – no
challenge in the game.challenge in the game. We were producing players who did not understand the We were producing players who did not understand the
game they played and did not make good decisionsgame they played and did not make good decisions
1994 Year of the Coach (Australia) We (Australia) are beating you (Poms) at most We (Australia) are beating you (Poms) at most
things so please come and talk to us about the things so please come and talk to us about the areas where you think we have got it wrong. areas where you think we have got it wrong.
Documented shift in NZ coaching. (Kidman)Documented shift in NZ coaching. (Kidman)
Games Sense was developed over a number of Games Sense was developed over a number of interactive workshops.interactive workshops.
Games Sense (Australia recognised the value of the approach, quickly followed by the New Zealanders) It makes sense to play games – playsport – It makes sense to play games – playsport –
TOPplay/TOPsport – consider this for the TOPplay/TOPsport – consider this for the entry coach/teacher!entry coach/teacher!
Making sense of games – teaching games Making sense of games – teaching games for understanding (TGfU)! As confidence is for understanding (TGfU)! As confidence is gained the coach can start to accelerate the gained the coach can start to accelerate the learning in the game.learning in the game.
Why might it be useful for community coaches? Why now? The community coach is faced with many The community coach is faced with many
of the problems of the teacher of the problems of the teacher - large mixed ability groups, - large mixed ability groups, - players who do not yet understand the - players who do not yet understand the
reasons for intensive skill practice.reasons for intensive skill practice. - players who value interacting with their - players who value interacting with their
friends.friends. - players who just want to play.- players who just want to play.
Why might it be valuable for performance coaches now? Coaches of performance players realise –Coaches of performance players realise – -we have worked very hard to improve the machine; -we have worked very hard to improve the machine;
conditioning, TECHNICAL ANALYSIS nutrition, conditioning, TECHNICAL ANALYSIS nutrition, massage, physio, etc. GREATmassage, physio, etc. GREAT
-BUT have we spent enough time on perception and -BUT have we spent enough time on perception and decision making that are key in some sports.decision making that are key in some sports.
-we know that much of our isolated technical work does -we know that much of our isolated technical work does not transfer to the game, not transfer to the game,
-we know the truly greats are self motivated.-we know the truly greats are self motivated. -we know a great performance on competition is the -we know a great performance on competition is the
amalgam of many things amalgam of many things
So what is Teaching Games for Understanding (TGfU) – does it help? Following an appropriate warm up, the players enter a Following an appropriate warm up, the players enter a
game, selected for a particular learning effect. GAME game, selected for a particular learning effect. GAME FORMFORM
The coach ensures the players ‘really’ understand what The coach ensures the players ‘really’ understand what they are trying to do. GAME APPRECIATIONthey are trying to do. GAME APPRECIATION
Questions are posed to challenge players ability to assess Questions are posed to challenge players ability to assess options. TACTICAL AWARENESSoptions. TACTICAL AWARENESS
The player then has to decide What To Do and How To Do The player then has to decide What To Do and How To Do It. DECISION MAKINGIt. DECISION MAKING
The individual movement, for that individual occurs. The individual movement, for that individual occurs. SKILL, not technique. (The performance can be assessed)SKILL, not technique. (The performance can be assessed)
Key aspects
Does the game challenge (appropriately)?Does the game challenge (appropriately)? Learning outcomes, this is not just playing a Learning outcomes, this is not just playing a
game (valuable as that is!).game (valuable as that is!). Let the game ask questions. If you ask the Let the game ask questions. If you ask the
question, use – SHOW ME don’t tell me.question, use – SHOW ME don’t tell me. Principles of Games (Space/time)Principles of Games (Space/time) The common answer – ‘It depends’.The common answer – ‘It depends’.
So what is ‘playsport’ TOP play TOP sport It was said TGfU is too difficult for the Level 1 It was said TGfU is too difficult for the Level 1
coach or non-specialist teacher.coach or non-specialist teacher. Key at this stage is management and motivation.Key at this stage is management and motivation. A series of ‘progressive games that children can A series of ‘progressive games that children can
almost set up themselves.almost set up themselves.
LET’s GO AND SEELET’s GO AND SEE
PRACTICALPRACTICAL
So why does it work?
Let us see how it fits what we know about ‘skill and game development’
A bit of science
Some thoughts from the researchers
To become good at something you have to To become good at something you have to do it a lot.do it a lot.
Key is why would you do it a lot? What are Key is why would you do it a lot? What are the motivations?the motivations?
Observation of ‘traditional’ technique dominated lessons - underlying motivations not met
AffiliationAffiliation CompetenceCompetence SensationSensation THE GOOD TEACHER/COACH COULD THE GOOD TEACHER/COACH COULD
OVERCOME SOME OF THESE ISSUES, EVEN OVERCOME SOME OF THESE ISSUES, EVEN WITH TRADITIONAL COACHINGWITH TRADITIONAL COACHING
Many youngsters are taught by less experienced Many youngsters are taught by less experienced teachers and coaches.teachers and coaches.
Some thoughts from the researchers
Transfer from the practice to the game. Transfer from the practice to the game. more well learned the skill more well learned the skill greater similarity between practice and playgreater similarity between practice and playused in the same way – conditions similar. used in the same way – conditions similar.
Bob Christine Un of North Carolina Bob Christine Un of North Carolina ? Can the skill be learnt in a game.? Can the skill be learnt in a game.Technique and Skill – Barbara KnappTechnique and Skill – Barbara Knapp
Why are Skill Acquisition scientists interested in Games Sense TGfU Dynamic systems/ coupling Dynamic systems/ coupling
(Dynamics of Skill Acquisition; a (Dynamics of Skill Acquisition; a constraint led approach Keith Davids, et constraint led approach Keith Davids, et al 2007) al 2007)
What do researchers tell us about decision making? To think or not to think!To think or not to think!
The limited concentration channel.The limited concentration channel. (autonomous action)(autonomous action) When the body knows what to do – disrupt When the body knows what to do – disrupt
it at your peril. Care with the very skilled.it at your peril. Care with the very skilled.
Key aspects when coaching
Allow thinking time. Handling information.Allow thinking time. Handling information. – – simplify the technical demand (volleyball simplify the technical demand (volleyball
- badminton, tennis)- badminton, tennis) -simplify the tactical demand – rugby -simplify the tactical demand – rugby
roundersrounders - use waiting players particularly in team - use waiting players particularly in team
games.games.
Don’t be flattered by the great session! The Basketball Experiment.The Basketball Experiment.
Performance or Learning?Performance or Learning? Challenging memoryChallenging memory
DelayDelayInterferenceInterference
CONDITIONED GAMES.CONDITIONED GAMES.
In the UK now
Children have most of their experiences in adult Children have most of their experiences in adult organised/controlled environments.organised/controlled environments.
Because we know more than them we want to TELL them Because we know more than them we want to TELL them everything. (Parents expect this!!! Educate them)everything. (Parents expect this!!! Educate them)
Coaches of junior sides are often judged by the success of Coaches of junior sides are often judged by the success of that team – not by their production of adult players.that team – not by their production of adult players.
We have to let children play and we need to step back.We have to let children play and we need to step back. The Cricket DVDThe Cricket DVD
Robson (NZ) 2005
With our community coaches it seems With our community coaches it seems logical to use a Games Sense (TGfU) logical to use a Games Sense (TGfU) approach in our weekly sessions, because approach in our weekly sessions, because we can make progress in the development we can make progress in the development of the game fairly quickly.of the game fairly quickly.
Couple this with giving the youngsters back Couple this with giving the youngsters back the backyard games, that encourage them to the backyard games, that encourage them to have lots of goes at the skills.have lots of goes at the skills.
New Zealand Rugby- Guardian Saturday July 2nd 2005 Darren Shand ‘… ‘… in the past nine months …. ethos … a more in the past nine months …. ethos … a more
formal shift than in the whole of the preceding formal shift than in the whole of the preceding century’century’
‘‘..austere, narrow minded, coach dominated ..austere, narrow minded, coach dominated regimes have gone the way of the dodo’regimes have gone the way of the dodo’
.. in 1999 and 2003 … inability on the field to .. in 1999 and 2003 … inability on the field to make correct decisions at the correct times’make correct decisions at the correct times’
Wayne Smith – a PE teacherWayne Smith – a PE teacher
A Change in the Way we ‘train’ coaches. We spent too much time on how to deliver We spent too much time on how to deliver
– demonstration, clarity of voice, technical – demonstration, clarity of voice, technical analysis, etc.analysis, etc.
‘‘We’ told and showed too muchWe’ told and showed too much We neglected how people learnt (VARK), We neglected how people learnt (VARK),
also what motivated them. also what motivated them. We failed to challengeWe failed to challenge
Revisit motivation
Working it out together – AFFILIATIONWorking it out together – AFFILIATION I can play this – playing well (tactically) I can play this – playing well (tactically)
appropriately for me (technically) – is it bad if appropriately for me (technically) – is it bad if it is right for the individual? – COMPETENCEit is right for the individual? – COMPETENCE
Game can be exciting (if you like competition), Game can be exciting (if you like competition), tiring (if you play to be active), frustrating (if tiring (if you play to be active), frustrating (if you play golf) - SENSATIONyou play golf) - SENSATION
Thoughts for further enquiry
Winston Churchill Fellowships <WCMT.org>Winston Churchill Fellowships <WCMT.org>
www.tgfu.orgwww.tgfu.org
Lynn Kidman’s books – Decision MakingLynn Kidman’s books – Decision Making
Athlete Centred Coaching,Athlete Centred Coaching,
The INNER GAME - GallweyThe INNER GAME - Gallwey