Presentation on theme: "GAME SENSE COACHING & DECISION-MAKING"— Presentation transcript:
1 GAME SENSE COACHING & DECISION-MAKING UNIT 2 VCE PE (2012)RAY BREED (HIGH PERFORMANCE COACH)Rayzor Edge Sports (www.rayzoredgesports.com.au)
2 GAME SENSE COACHING & DECISION-MAKING UNIT 2 VCE PE (2012)Exerpts from the book:Breed & Spittle (2011):“Developing Game Sense throughTactical Learning – a resource for teachers and coaches”.Cambridge University Press(copy link below in to browser)RAY BREED (HIGH PERFORMANCE COACH)Rayzor Edge Sports (www.rayzoredgesports.com.au)
3 TEAM SPORTS Can you name the coaches and players above? GREAT COACHESGREAT PLAYERSCan you name the coaches and players above?What do all of their sports have in common? (think ‘tactics’)
4 GAME SENSE TGFU (UK) or “Tactical” approach Teaching/coaching that uses games to develop tactical/strategic thinkingModification for exaggerationTechnique + Pressure = SkillCaption: Teaching Games for Understanding (TGfU): The Curriculum Model (Bunker & Thorpe, 1982)(From: Bunker, D., &Thorpe, R. (1986). Is there a need to reflect on our games teaching? In R. Thorpe, D. Bunker, & L.Almond (Eds.), Rethinking games teaching (pp. 30). Loughborough, UK: Loughborough University of Technology.)
5 What is ‘skill’? Features of Game Sense drills: + PressureSkill=Technical skillTactical skill+Features of Game Sense drills:‘Open’ skill drills (repetition of a skill in variable situations)Implicit learningQuestioningRepetition of tactical scenariosVariable conditions“Great players are NOT born – they are developed through practice and hard work!” (Jordan)
6 “INATTENTIONAL BLINDNESS” DM involves:TACTICAL KNOWLEDGE: What to do if…..? (game understanding/rules/team plans/probabilities)READING PLAY: Pattern recognition/movement cuesThe DM process:1. SCANNINGINSTRUCTIONVS“INATTENTIONAL BLINDNESS”2. PERCEPTION3. ATTENTION4. RESPONSE SELECTION5. SKILL EXECUTION
7 Training involves 3 main areas of improvement: Eg. Kick to adv, cont marking, set shotsHigh reps/low pressureExplicit & implicitIndiv/small-sided drill(1) Technical skillImprove DMSkill eff under pressureEG: ‘Game Sense’!High reps/pressureImplicit/variableSmall-sided games(2) Tactical skill**Framework within decisions are madeTeam plays/structuresEG: ‘Game Plan’!Low reps/pressureLarge-sided gamesExplicit & implicitStructured scenarios(3) Style of playIMPLICIT: learning through experience without direct instructionEXPLICIT: learning through direct instruction
8 The Coach is a FACILITATOR Why implicit game-based training?Elite players have better DM skills“Open” skilled game i.e., techniques executed in variety of situationsWell-rehearsed techniques can break down under fatigue & pressureResearch strongly supports implicit training is more effective in transferring to performance than explicit (structured drills) methodsImplicit games are more durable in terms of player learningFeatures of implicit game-based training:Player-centred – coaches guide/facilitate players to explore optionsCoach asks questionsEmphasis on DM in tactical situations that can occur in a matchImplicit learning – learn sub-consciously/‘learning from mistakes’Indirect learning through problem solvingThe Coach is a FACILITATOR
9 How does Game Sense work? Techniques (movement patterns) can break down in competitive situations with ‘distractions’Practicing with variety of scenarios can improve attention to only ‘relevant’ cuesImprove DM skills through ‘experience’ i.e., learning from good and poor decisionsRepetition – small-sided gamesDM becomes automatic (sub-conscious)‘Need to make mistakes to learn!’“A poor performance is not failure, it is feedback!”
11 COACHING GAME SENSE GUIDELINES FOR DEVELOPING GAMES/TRAINING Aim or theme (expected outcomes?)Small-sided (2-6)Replicate typical scenariosLength – time for repetitionMain rules & areaVariations of gamePrepare questionsBlock or Random/variable practice?
12 COACHING GAME SENSE GUIDELINES FOR TEACHING THE GAME (Explain purpose) Brief explanation of rules/limitationsLet game ‘play’ & observe (evaluate)Is it working? Modifications?Vary pressure/difficultyAsk individual questions during gameTeachable MomentsFreeze play – ‘walk through’ demoFeedback on decisionsTurn FB into questions
13 COACHING GAME SENSE QUESTIONING Coach’s role to assist players in solving tactical problems4 concepts:TIME – when should you…….?SPACE – where should you…….?RISK – which option…….?EXECUTION – how should you……?Use open-ended questionsTurn feedback into questions: when, what, where, why, how?
14 COACHING GAME SENSE CONSTRAINTS-LED APPROACH Level of pressure/tacklingSize/shape of areaNo of players (def/att)/size of teamsRulesTime in possessionMethod of scoring/points eg. 3 ptPositions/zones
15 COACHING GAME SENSE PRESENTING GAMES: To develop strategy we can: Stay in A or D role for time of no. of turnsGive one gp a taskSet scenariosObservationExperienced v inexperienced
16 COACHING GAME SENSE EVALUATING THE GAME Did game address aims? Could game be modified?Sufficient repetition of skills?Player involvement maximised?Game progressions?
17 PART 2: GAME SENSE IN ACTION SMALL GROUP PEER COACHING 3 Teams of 6-8You will have 3 roles throughout the session:Player within a teamObservation of opposition team tacticsObservation of coaching strategies/stylesPlay 3-4 games:2 teams play1 team observes opposition and coaching methods eg. questioning, feedback, changing game constraints
18 PART 2: GAME SENSE IN ACTION SMALL GROUP PEER COACHING Teacher to select from the following games (play each game for minutes) using a variety of balls/rules.Warm-up game – 2v1 tag (variation 4v2 tag)2v1 Gauntlet (variation 3v2 gauntlet)Team tagPrison BreakNB: see Breed & Spittle (2011) book for game descriptions
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