Games in PracticePrepared by RLEF, July 2011

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Why Games?

It’s recommended that a players development in each training session should consist of learning through complimentary ‘focus games’

– Small sided activity– Games based learning – Featuring the techniques previously taught– Situational practice that applies pressure to the skill

This provides an opportunity for further coaching observation, intervention and development feedback where necessary

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Criteria for a small sided game• Any issue?

– Skill acquisition – Team tactics or new systems– Specifics?

• Age • Position • Level

– Motivation • Execution outcomes & Scoring system (manipulation)

– Others?

……..UNDERSTAND YOUR PLAYERS!

UNDERSTAND YOUR PLAYERS HELPS THETHE ‘GAME SENSE’

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PEOPLE NOT PLAYERS

Games coaching is good teaching that exhibits and includes

– Adopting a player centred approach– Good communication skills– Understanding what motivates your players– Skilful management of their behaviour – And knowing your subject matter both technically and tactically and indeed how to apply it within your coaching environment

This is ‘coaching for the right reason’

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Small Sided Game - 3 v 3.mp4

Task – “watch the clip and have a discussion about the methods

used by the coach and lets feed it back to the group”

Introduction and relevant demonstrations and explanations players then enter into a game, chosen for a particular learning effect.

Which is: ‘game forming’?

games coaching example

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Introduction and relevant demonstrations and / or explanations players then enter into a game, chosen for a particular learning effect. Which is: ‘game forming’?

• The coach’s role is to ensure that players ‘really’ understand what they are trying to do: ‘game appreciation’

• During the game, questions are posed to challenge the players’ ability to assess the options that they are faced with: ‘tactical awareness’  

• The player then has to decide what to do and more importantly ‘how to do it’: ‘decision making’

• Upon executions; the individual movement, for that player then occurs: ‘skill making’

• And from a coaching point of view the performance can now be assessed against the desired outcome in game like ‘situations’.

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Observations and feedback

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Designing Games to Fit the purpose

Group Task – using the template provided

– Specifics? • Age

– Design a small sided game suitable for the under 14s

• Position – Design a small sided game that’s positional

• Level – Design a small sided game that is able to evolve and

progress from junior to academy.

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The coach’s role in this model is to act as a facilitator who creates with the game; situations or focus whereby the players have to work out the solutions for themselves which is experiencing learning.  

– TIME – when will you….?– SPACE – where is….?– RISK – which option….?

Other scenario may require different lines of questioning such as;– How would you…?– Could you do…?

Review of Games

AN EFFECTIVE SESSION

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• True Creativity.....

Why Play Games