Coaching - Game Sense - Part 3

Proponents of the game centred approach are not opposed to the teaching of
specific techniques. Providing it is likely there will be an improvement
in the playerís ability to play the game.
Even the process of correcting a technique requires careful looking at. If a
player has a particular technique which the coach feels is inappropriate
and would wish to change these days I would suggest to the coach that you
donít change a well groove shot or well groove technique. What you actually
need to do is to teach a new technique. There are some good psychological
reasons for that. Itís often better to add a new technique to a playerís reprotwa
then to spend time in a sense ërubbishingí the old technique. If youíre not sure you
can fix it; leave it alone.
Games can take many forms; but should have a clear purpose. In this game one
player is designated as the bandit and tries to steal a ball from the other
players, the main concept is for the players to discover how to use their body.
To protect the ball, or to protect a space. The bandit must try to read their opponents
next move and try to wrong foot them in order to steal the ball. This simple heading
game focuses on co-operation between team mates as well as practicing a technique.
The players must work together to achieve the highest possible number of passes.
Piggy in the middle is a well known game, which is useful for understand the concepts
of space, timing and anticipation. The attacking players can create space through
dodging and evasion, or by using a high pass to use the space behind them. The
game can be made more complex by adding players as well as time limits. In this
two on two situation, defence becomes more important as the attackers try to
achieve the most passes in thirty seconds. The defenders can be encouraged to work
together to achieve an intercept. In a further progression the number of defenders
is overloaded to really challenge the attackers. Finding space becomes more
difficult and forces the players to find ways to create space. The game can be
progressed further by adding goal posts, score points, extra rules and field
dimensions. Defend the target introduces players to goal keeping and defending
skills. The defender must deal with various angles of attack and discover
how to reposition their bodies to cover the target. Through quick passing and
deception the attackers try to open up a space to hit the target.
The concepts within all these games are common to many sports. By changing the
technical skills involved, the games can be made into a practice specific to your
sport. Try making simple games more complex; by adding rules, changing the
purpose of the game, changing court or field dimensions, putting in time limits
and adding penalty and or bonus points for particular plays.
Okay what were doing is starting off, as you can see with a very general game.
AhÖand making it very open ending where the players can create space, etc. What
I envision will happen is weíll get the players in and weíll ask them some
questions, and theyíll make decisions on what rules will be put in place and
what tactics and strategies that their own teams are going to use, to make it
as advantageous as possible for their team.
Lets get a couple of rules in place, so it makes it a little bit more
specific to the game of touch, what do you think? What are some rules?
Ah maybe the first pace can be backwards.
First pace go backwardsÖokay whatís that going to do to the defence do you
think?
Ah gives them time to mark up on the players that their going to be defending
on for the nextÖ
Okay what about tact do you think?
Ah helps the players get reorganised helps them get onside and help the
guy with the ball.
Games imitating real situations may be used to develop tactical
understanding.
Okay so whatís it actually doing from an attacking point of view?
What are your options going to be from an attacking point of view?
First of all Steve he was the one that was chasing the switch. AhÖfirst
of all he got beaten, causing a three on two for the attacking side.
Okay, Excellent. What are your options from a defensive point of view?
Um probably if they pass the first pass try and get in there and knock
if off quickly. UmÖotherwise try and delay it and hopefully the link guy
can come back in and save me from the inside pass.
Okay, thatís great.
Okay I think the key to implementing game sense is asking open ended
questions of the athletes and players, getting them to make decisions and
giving them the ownership rather than the coach giving the direction.
Questioning is a good method of encouraging athletes to think about
what they are doing and analyse their own actions.
Okay that was flat. Felt flat?
Yeahî
Okay so what are you going to do to correct it?
There is no hip in it.
Alright, so right if you get your hip in it. What will that do?
Come forward, and it will elevate the throw.
Right excellent! Okay, letís see it.
Alright good!
Okay, hold it there. Now Narelle if the defence is playing on the
low side of the screen, which way would you cut?
AhÖhigh.
And if the defence was playing on the high side?
AhÖlow to the basket.
Okay, here we go. Good okayÖgood work.
Okay is that a good option or a bad option?
What were you thinking about? What were the important things you were thinking
about?
Where the batters were hitting them.
Yeah, Okay good so did youÖ
Okay Game Sense is a great tool. For all coaches regardless if youíre an
elite coach, or a grass roots coach, or a junior coach. Itís not a new
concept, but certainly Iíd encourage all coaches to go out there and give
it a go.
Skills learnt through a game sense approach are more likely to be
applied in a competitive event.
The real ëenjoymentí of games takes precedence over the ëskillsí of the
game.
This is a fun approach to sportÖ They do not ëburn-outí as teenagers
and drop-out of participation.
Öplayers who usually reject the authoritarian coach respond
especially well.
Young people solve many problems by playing fun games, learning and
practising skills in an enjoyable environment.
Hereís what some other coaches and teachers think about this approach.
Why donít you give it a try too?