Why Play Games? Games Sense A Model

1. Why Play Games?Games SenseA Model Playsport (TOP play TOP sport) and Teaching Games for Understanding, equals Games Sense

2. There is no right way to coach • But we are able to identify coaching approaches that are inappropriate. • Some approaches, and particularly the traditional ones, often do not produce the outcomes we require. • Often methods that produce short term results are in the longer term disadvantageous.

3. My Football (Soccer) • Scoring the winning goal in the FA Cup • How did I learn to play football? • How did you learn to play RL?

4. A change in the way we educate our coaches. • Learners learn • Coaches only help that process, sometimes

5. Traditionally great nations • Football (Soccer) – Brazil • The UK premier leagues – who are the play makers? • Basketball – USA • Cricket – Sri Lanka/Australia • Hockey – Australian Women (designer games) • Rugby Union – New Zealand • Sailing – UK • Play or situational practice

6. Observational Learning • Incidental observational learning (Different from the demonstration) • Which models work best? • Structuring sessions

7. Some thoughts on the young. Why did we change the way we taught and coached. • Technical model suited average – talented wasting their time, less able convinced ‘yet another sport they could not do’. • Frustration – when can we play a game? • Technique did not occur in the game – little development. • Youngsters did not know why they were doing things – no challenge in the game. • We were producing players who did not understand the game they played and did not make good decisions

8. 1994 Year of the Coach (Australia) • We (Australia) are beating you (Poms) at most things so please come and talk to us about the areas where you think we have got it wrong. Documented shift in NZ coaching. (Kidman) • Games Sense was developed over a number of interactive workshops.

9. Games Sense (Australia recognised the value of the approach, quickly followed by the New Zealanders) • It makes sense to play games – playsport – TOPplay/TOPsport – consider this for the entry coach/teacher! • Making sense of games – teaching games for understanding (TGfU)! As confidence is gained the coach can start to accelerate the learning in the game.

10. Why might it be useful for community coaches? Why now? • The community coach is faced with many of the problems of the teacher • - large mixed ability groups, • - players who do not yet understand the reasons for intensive skill practice. • - players who value interacting with their friends. • - players who just want to play.

11. Why might it be valuable for performance coaches now? • Coaches of performance players realise – • -we have worked very hard to improve the machine; conditioning, TECHNICAL ANALYSIS nutrition, massage, physio, etc. GREAT • -BUT have we spent enough time on perception and decision making that are key in some sports. • -we know that much of our isolated technical work does not transfer to the game, • -we know the truly greats are self motivated. • -we know a great performance on competition is the amalgam of many things

12. So what is Teaching Games for Understanding (TGfU) – does it help? • Following an appropriate warm up, the players enter a game, selected for a particular learning effect. GAME FORM • The coach ensures the players ‘really’ understand what they are trying to do. GAME APPRECIATION • Questions are posed to challenge players ability to assess options. TACTICAL AWARENESS • The player then has to decide What To Do and How To Do It. DECISION MAKING • The individual movement, for that individual occurs. SKILL, not technique. (The performance can be assessed)

13. Key aspects • Does the game challenge (appropriately)? • Learning outcomes, this is not just playing a game (valuable as that is!). • Let the game ask questions. If you ask the question, use – SHOW ME don’t tell me. • Principles of Games (Space/time) • The common answer – ‘It depends’.

14. So what is ‘playsport’ TOP play TOP sport • It was said TGfU is too difficult for the Level 1 coach or non-specialist teacher. • Key at this stage is management and motivation. • A series of ‘progressive games that children can almost set up themselves. • LET’s GO AND SEE • PRACTICAL

15. So why does it work?Let us see how it fits what we know about ‘skill and game development’A bit of science

16. Some thoughts from the researchers • To become good at something you have to do it a lot. • Key is why would you do it a lot? What are the motivations?

17. Observation of ‘traditional’ technique dominated lessons - underlying motivations not met • Affiliation • Competence • Sensation • THE GOOD TEACHER/COACH COULD OVERCOME SOME OF THESE ISSUES, EVEN WITH TRADITIONAL COACHING • Many youngsters are taught by less experienced teachers and coaches.

18. Some thoughts from the researchers Transfer from the practice to the game. more well learned the skill greater similarity between practice and play used in the same way – conditions similar. Bob Christine Un of North Carolina ? Can the skill be learnt in a game. Technique and Skill – Barbara Knapp

19. Why are Skill Acquisition scientists interested in Games Sense TGfU • Dynamic systems/ coupling (Dynamics of Skill Acquisition; a constraint led approach Keith Davids, et al 2007)

20. What do researchers tell us about decision making? • To think or not to think! • The limited concentration channel. • (autonomous action) • When the body knows what to do – disrupt it at your peril. Care with the very skilled.

21. Key aspects when coaching • Allow thinking time. Handling information. • – simplify the technical demand (volleyball - badminton, tennis) • -simplify the tactical demand – rugby rounders • - use waiting players particularly in team games.

22. Don’t be flattered by the great session! • The Basketball Experiment. • Performance or Learning? • Challenging memory • Delay • Interference CONDITIONED GAMES.

23. In the UK now • Children have most of their experiences in adult organised/controlled environments. • Because we know more than them we want to TELL them everything. (Parents expect this!!! Educate them) • Coaches of junior sides are often judged by the success of that team – not by their production of adult players. • We have to let children play and we need to step back. • The Cricket DVD

24. Robson (NZ) 2005 • With our community coaches it seems logical to use a Games Sense (TGfU) approach in our weekly sessions, because we can make progress in the development of the game fairly quickly. • Couple this with giving the youngsters back the backyard games, that encourage them to have lots of goes at the skills.

25. New Zealand Rugby- Guardian Saturday July 2nd 2005 Darren Shand • ‘… in the past nine months …. ethos … a more formal shift than in the whole of the preceding century’ • ‘..austere, narrow minded, coach dominated regimes have gone the way of the dodo’ • .. in 1999 and 2003 … inability on the field to make correct decisions at the correct times’ • Wayne Smith – a PE teacher

26. A Change in the Way we ‘train’ coaches. • We spent too much time on how to deliver – demonstration, clarity of voice, technical analysis, etc. • ‘We’ told and showed too much • We neglected how people learnt (VARK), also what motivated them. • We failed to challenge

27. Revisit motivation • Working it out together – AFFILIATION • I can play this – playing well (tactically) appropriately for me (technically) – is it bad if it is right for the individual? – COMPETENCE • Game can be exciting (if you like competition), tiring (if you play to be active), frustrating (if you play golf) - SENSATION

28. Thoughts for further enquiry Winston Churchill Fellowships <WCMT.org> www.tgfu.org Lynn Kidman’s books – Decision Making Athlete Centred Coaching, The INNER GAME - Gallwey