Upload
herman
View
66
Download
3
Tags:
Embed Size (px)
DESCRIPTION
GAME SENSE COACHING & DECISION-MAKING. UNIT 2 VCE PE (2012). RAY BREED (HIGH PERFORMANCE COACH) Rayzor Edge Sports ( www.rayzoredgesports.com.au ) Email: [email protected]. GAME SENSE COACHING & DECISION-MAKING. UNIT 2 VCE PE (2012). Exerpts from t he book: Breed & Spittle (2011): - PowerPoint PPT Presentation
Citation preview
GAME SENSE COACHING &
DECISION-MAKING
RAY BREED (HIGH PERFORMANCE COACH)RAY BREED (HIGH PERFORMANCE COACH)Rayzor Edge Sports (Rayzor Edge Sports (www.rayzoredgesports.com.au))
Email: [email protected]: [email protected]
UNIT 2 VCE PE (2012)
GAME SENSE COACHING &
DECISION-MAKING
RAY BREED (HIGH PERFORMANCE COACH)RAY BREED (HIGH PERFORMANCE COACH)Rayzor Edge Sports (Rayzor Edge Sports (www.rayzoredgesports.com.au))
Email: [email protected]: [email protected]
UNIT 2 VCE PE (2012)
Exerpts from the book:Breed & Spittle (2011):“Developing Game Sense through Tactical Learning – a resource for teachers and coaches”.Cambridge University Press(copy link below in to browser)http://www.cambridge.edu.au/education/teacher/title.php?s=secondary&n=Title&a=viewTitle&bid=300893#.UJoCL80UKKY
TEAM SPORTSG
RE
AT
CO
AC
HE
SG
RE
AT
PLA
YE
RS
(1) Can you name the coaches and players above?(2) What do all of their sports have in common? (think ‘tactics’)
4
TGFU (UK) or “Tactical” approach
Teaching/coaching that uses games to develop tactical/strategic thinking
Modification for exaggeration
Technique + Pressure = Skill
GAME SENSE
Caption: 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.)
What is ‘skill’?
5
+ Pressure
Skill = Technical skill Tactical skill+
Features of Game Sense drills:1.‘Open’ skill drills (repetition of a skill in variable situations)2.Implicit learning3.Questioning4.Repetition of tactical scenarios5.Variable conditions
“Great players are NOT born – they are developed through practice and hard work!”
(Jordan)
DM involves:
TACTICAL KNOWLEDGE: What to do if…..? (game understanding/rules/team plans/probabilities)
READING PLAY: Pattern recognition/movement cues
The DM process:
6
1. SCANNING
2. PERCEPTION
3. ATTENTION
4. RESPONSE SELECTION
5. SKILL EXECUTION
INSTRUCTIONVS
“INATTENTIONAL BLINDNESS”
Training involves 3 main areas of improvement:
IMPLICIT: learning through experience without direct instruction
EXPLICIT: learning through direct instruction
(1) Technical skill
(2) Tactical skill**
(3) Style of play
•Eg. Kick to adv, cont marking, set shots
•Improve DM•Skill eff under pressure•EG: ‘Game Sense’!
•Framework within decisions are made•Team plays/structures•EG: ‘Game Plan’!
•High reps/low pressure•Explicit & implicit•Indiv/small-sided drill
•High reps/pressure•Implicit/variable•Small-sided games
•Low reps/pressure•Large-sided games•Explicit & implicit•Structured scenarios
Why implicit game-based training?
Elite players have better DM skills
“Open” skilled game i.e., techniques executed in variety of situations
Well-rehearsed techniques can break down under fatigue & pressure
Research strongly supports implicit training is more effective in transferring to performance than explicit (structured drills) methods
Implicit games are more durable in terms of player learning
Features of implicit game-based training:
Player-centred – coaches guide/facilitate players to explore options
Coach asks questions
Emphasis on DM in tactical situations that can occur in a match
Implicit learning – learn sub-consciously/‘learning from mistakes’
Indirect learning through problem solving
8The Coach is a FACILITATOR
How does Game Sense work?
1. Techniques (movement patterns) can break down in competitive situations with ‘distractions’
2. Practicing with variety of scenarios can improve attention to only ‘relevant’ cues
3. Improve DM skills through ‘experience’ i.e., learning from good and poor decisions
4. Repetition – small-sided games
5. DM becomes automatic (sub-conscious)
6. ‘Need to make mistakes to learn!’
9
“A poor performance is not failure, it is feedback!”
10
COACHING GAME SENSE
1. Aim or theme (expected outcomes?)
2. Small-sided (2-6)
3. Replicate typical scenarios
4. Length – time for repetition
5. Main rules & area
6. Variations of game
7. Prepare questions
8. Block or Random/variable practice?
GUIDELINES FOR DEVELOPING GAMES/TRAINING
12
1. (Explain purpose)
2. Brief explanation of rules/limitations
3. Let game ‘play’ & observe (evaluate)
4. Is it working? Modifications?
5. Vary pressure/difficulty
6. Ask individual questions during game
7. Teachable Moments
8. Freeze play – ‘walk through’ demo
9. Feedback on decisions
10.Turn FB into questions
GUIDELINES FOR TEACHING THE GAME
COACHING GAME SENSE
13
1. TIME – when should you…….?
2. SPACE – where should you…….?
3. RISK – which option…….?
4. EXECUTION – how should you……?
QUESTIONING
Coach’s role to assist players in solving tactical problems
4 concepts:
Turn feedback into questions: when, what, where, why, how?
COACHING GAME SENSE
Use open-ended questions
14
1. Level of pressure/tackling
2. Size/shape of area
3. No of players (def/att)/size of teams
4. Rules
5. Time in possession
6. Method of scoring/points eg. 3 pt
7. Positions/zones
COACHING GAME SENSE
CONSTRAINTS-LED APPROACH
15
1. Stay in A or D role for time of no. of turns
2. Give one gp a task
3. Set scenarios
4. Observation
5. Experienced v inexperienced
PRESENTING GAMES:To develop strategy we can:
COACHING GAME SENSE
16
1. Did game address aims?
2. Could game be modified?
3. Sufficient repetition of skills?
4. Player involvement maximised?
5. Game progressions?
EVALUATING THE GAME
COACHING GAME SENSE
PART 2: GAME SENSE IN ACTION
SMALL GROUP PEER COACHING
(1)3 Teams of 6-8
(2)You will have 3 roles throughout the session:(1) Player within a team
(2) Observation of opposition team tactics
(3) Observation of coaching strategies/styles
(3)Play 3-4 games:(1) 2 teams play
(2) 1 team observes opposition and coaching methods eg. questioning, feedback, changing game constraints
17
PART 2: GAME SENSE IN ACTION
SMALL GROUP PEER COACHING
Teacher to select from the following games (play each game for 20-30 minutes) using a variety of balls/rules.
(1)Warm-up game – 2v1 tag (variation 4v2 tag)
(2)2v1 Gauntlet (variation 3v2 gauntlet)
(3)Team tag
(4)Prison Break
NB: see Breed & Spittle (2011) book for game descriptions
18
19
20