1. Teaching Games for Understanding How does it fit with Games Sense? Why Australia and New Zealand? What is it?

2. Winston Churchill Fellowship 1992 Studied Aussie Sport and Kiwi Sport Studied Aussie Sport and Kiwi Sport Report was largely supportive BUT there were some issues Report was largely supportive BUT there were some issues Mini-game - good, but one mini-game questionable. Mini-game - good, but one mini-game questionable. Retained traditional session, warm up, technique, game. Retained traditional session, warm up, technique, game.

3. Issues were the same as in UK Technical model suited average – talented wasting their time, less able convinced ‘yet another sport they could not do’. 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? Frustration – when can we play a game? Technique did not occur in the game – little development. Technique did not occur in the game – little development. Youngsters did not know why they were doing things – no challenge in the game. Youngsters did not know why they were doing things – no challenge in the game.

4. Underlying motivations not met Affiliation Affiliation Competence Competence Sensation Sensation THE GOOD TEACHER/COACH COULD OVERCOME SOME OF THESE ISSUES THE GOOD TEACHER/COACH COULD OVERCOME SOME OF THESE ISSUES Many youngsters are taught by less experienced teachers and coaches. Many youngsters are taught by less experienced teachers and coaches.

5. There is no right way to coach But we are able to identify coaching approaches that are inappropriate. 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. 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. Often methods that produce short term results are in the longer term disadvantageous.

6. 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. 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. Thank you. I feel a bit the same, with the documented shift in NZ coaching. (Kidman) Thank you. I feel a bit the same, with the documented shift in NZ coaching. (Kidman) Games Sense was developed over a number of interactive workshops. Games Sense was developed over a number of interactive workshops.

7. Games Sense It makes sense to play games – playsport – TOPplay/TOPsport – consider this for the entry coach/teacher! It makes sense to play games – playsport – TOPplay/TOPsport – consider this for the entry coach/teacher! Making sense of games – teaching games for understanding! As confidence is gained the coach can start to accelerate the learning in the game. Making sense of games – teaching games for understanding! As confidence is gained the coach can start to accelerate the learning in the game.

8. In the UK Children have most of their experiences in adult organised/controlled environments. Children have most of their experiences in adult organised/controlled environments. We have to help children to play and step back. We have to help children to play and step back. My own soccer experience. Dreams, observational learning and lots of goes. My own soccer experience. Dreams, observational learning and lots of goes. The Cricket DVD The Cricket DVD

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

10. 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 spent too much time on how to deliver – demonstration, clarity of voice, technical analysis, etc. We neglected how people learnt (VARK), also what motivated them. We neglected how people learnt (VARK), also what motivated them.

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

12. New Zealand Rugby- Guardian Saturday July 2 nd 2005 Darren Shand ‘… in the past nine months …. ethos … a more formal shift than in the whole of the preceding century’ ‘… 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’ ‘..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’.. in 1999 and 2003 … inability on the field to make correct decisions at the correct times’

13. 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 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 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 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 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) The individual movement, for that individual occurs. SKILL, not technique. (The performance can be assessed)

14. Key aspects Does the game challenge (appropriately)? Scoring or not – community coaches/ performance coaches. Does the game challenge (appropriately)? Scoring or not – community coaches/ performance coaches. Learning outcomes, this is not just playing a game (valuable as that it!). Learning outcomes, this is not just playing a game (valuable as that it!). Let the game ask questions. If you ask the question, use – SHOW ME don’t tell me. Let the game ask questions. If you ask the question, use – SHOW ME don’t tell me. The common answer – It depends. The common answer – It depends.

15. Key aspects Allow thinking time. Handling information. Allow thinking time. Handling information. – simplify the technical demand (volleyball - badminton, tennis - fielding games). – simplify the technical demand (volleyball - badminton, tennis - fielding games). - use waiting players particularly in team games. - use waiting players particularly in team games. - start young, allow ideas. - start young, allow ideas. - I do as much skill teaching as previously!! - I do as much skill teaching as previously!!

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

17. Evolution of the Model 1960s not satisfied with how I had been taught. 1960s not satisfied with how I had been taught. 1970s started to modify how we (other lecturers, teachers, students) presented games for PE teachers. Reactions of teachers. 1970s started to modify how we (other lecturers, teachers, students) presented games for PE teachers. Reactions of teachers. 1980s published a series of articles. Challenged 1980s published a series of articles. Challenged 1990s coaching organisations took note. Seemed to fit the way we were beginning to think as coaches. 1990s coaching organisations took note. Seemed to fit the way we were beginning to think as coaches. 2000 – still being developed 2000 – still being developed

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

19. Why might it be valuable for performance coaches now? Coaches of performance players realise – Coaches of performance players realise – -we have worked very hard to improve the machine; conditioning, technical analysis, nutrition, massage, physio, etc. GREAT -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. -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 that much of our isolated technical work does not transfer to the game. -we know the truly greats are self motivated. -we know the truly greats are self motivated. -we know a great performance on competition is the amalgam of many things -we know a great performance on competition is the amalgam of many things

20. Some thoughts from the researchers Bob Christine Un of North Carolina more well learned the skill greater similarity between practice and play used in the same way – conditions similar. Technique and Skill – Barbara Knapp

21. Some Skill Acquisition issues The basketball experiment The basketball experiment Engaging memory – performance improvement or learning Engaging memory – performance improvement or learning Dynamic systems/ coupling Dynamic systems/ coupling The grooved shot The grooved shot

22. The young child – back to where we started. A variety of experiences A variety of experiences Transferable skills Transferable skills Transferable tactical concepts. Transferable tactical concepts. A logical structure – target games, fielding games, court games (shared and divided), invasion games. A logical structure – target games, fielding games, court games (shared and divided), invasion games.

23. Robson 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. 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. Couple this with giving the youngsters back the backyard games, that encourage them to have lots of goes at the skills.