1. ‘Game Sense’ RFL Coaching Workshop
Set the scene for ‘Game Sense’ coaching. That the traditional delivery method was to focus on the ‘techniques’ and then attempt to transfer into the game, that during the workshop the coaches will explore what ‘Game Sense’ coaching is, how it compares to ‘technique’ based coaching, how it looks, what structures it has, and the benefits to the performer.

2. 2

3. Outcomes Coaches will be able to: explain what Game Sense coaching is,
identify how to facilitate learning through game sense coaching,
identify how to plan a Game Sense coaching session, and
design a game that facilitates game sense learning.
The outcomes for the workshop are fairly self-explanatory, and straightforward.
The workshop is providing some insight, and an awareness of the tools needed. The coach will determine the appropriateness to their players needs, however there is plenty of evidence that this form of coaching produces better games players.
Coaches will be able to:
explain what Game Sense coaching is,
identify how to facilitate learning through game sense coaching,
identify how to plan a Game Sense coaching session, and
design a game that facilitates game sense learning.

4. Is this Game Sense ?
A clip from a Superleague game that demonstrates an awareness by the player of a ‘high risk’ play that will alleviate the pressure his team is under. Can he execute it efficiently, clearly yes. Has he done it before, yes in previous SL games, and probably yes in some form of practice game.
The clip is a light way of putting the end result into context. (Note: To reinforce the message perhaps the player should be asked why did he execute, and where did the idea come from, and where had any prior practice taken place).

5. Considering the Previous Video Discuss
What is Game Sense ?
Considering the Previous Video Discuss
Open a discussion to gather thoughts form the coaching group. No predetermined outcome expected as everyone will have an opinion, but try to draw out that the idea must have evolved somewhere around playing the game (or an astute knowledge and observations that caused the player to make a ‘game’ decision to execute, alongside the ability to execute)

6. What attributes do top coaches want in their players ?
The capacity to ‘read the play’, to be able to assess what is happening and make the correct decision
Select the right option and deliver it
Skills don’t break down under pressure
Consistently make good decisions when there's lots happening
Good thinkers, know what they are doing
Intrinsically motivated independent thinkers
Physically fit, psychologically astute, gifted in the skills of the game
Task: Ask the coaches to consider the question and discuss in small groups (2 or 3 people) and gather thoughts to newsprint, or within a discussion identify the key points.
Then display the slide, with over talk to explain the origins of the comments.
The above attributes were drawn from an Aus Sports Commission teaching video on the Game-centred approach to coaching. Quotes from; Rod Thorpe (TGfU), Aus Hockey coach, and Aus Netball coach.

7. Drills or Skills Coaching
Focus on the ‘technique’…‘Drill’
Focus on the game…‘Skill’
Pose the question, is it ‘Drills’ or ‘Skills’ that we coach. Think back to our last coaching session, did we coach ‘technique’ or ‘skill’ (do not ask the coach to explain, just to think about it during the workshop).

8. What is ‘Technique’ & what is ‘Skill’
The movement itself (biomechanics)
The doing, not necessarily the thinking
Skill:
The movement placed in the context of the game
The thinking (applied)
Skilled Performance = Game Sense + Technique
Ask a question – What is Technique ?
Show the slide to clarify what is ‘technique’,
Ask a question – What is Skill ?
Show the slide to clarify what is ‘skill’,
and to show that both combined produce ‘Skilled Performance’.

9. Technique based coaching delivery
Q. Drills – do they teach players how to play the game?
Q. How well does technique transfer to on field skill?
Q. Does ‘technique’ training contain the variables that occur in the game?
Show the slide to prompt thought and consideration (rhetorical question), not to explore in any depth and answer the questions.

10. So What is Game Sense ?
With some of it’s origins are in Teaching Games for Understanding (TGfU); a product of research at Loughborough University (1970s) by:
Rod Thorpe
David Bunker
Len Almond
‘Game Sense’ coaching applies the TGfU principles as a coaching approach/method for learning to take place.
Reference to the history (you can research further and identify that the TGfU was not a stand alone debate, there had been similar ideas during the 50s and 60s). Highlight that Rod Thorpe has been associated as a ‘Game Sense’ expert around the world, and has informed many national governing bodies on the concept and how it might be implemented within their coach education, and coaching systems.

11. What does it look like ?
Watch the following video and identify what you see as principles of ‘game sense’ coaching
What did you see ?
References to:
Playing a game,
Use of questioning,
Opportunity to review performance,
Non playing participants observing and involved in the learning,
Group, and team interventions

12. Game Sense Principles Game centred focus – game comes first
Emphasis on player thinking and decision making
Coach as a facilitator, and creator of scenarios and problem situations
Can be further developed if you wish, based on your knowledge and understanding on the concepts, and the audience’s understanding or exposure to this form of coaching.

13. Anytime !!!
When can we have a game?
When can we have a game? 13

14. What do the Coaching Sessions Look Like?
Game Centred
Warm-up
Game
Questions and challenges
Return to the game
Further questions and challenges
Progression of the game
Repeat the above cycle
Warm-down
Technique based
Warm-up
Technical drills
Game
Warm-down
Slide displayed to give an overview of what the ‘standard’ sessions look like (not including the content, or the many variables between the two).

15. The Game has Structure!
Start with a general game (players self-determine)
Bring players together to debrief and consider the objectives, rules, tactics,
Play the game,
Debrief to determine how the objectives are/are not being met, explore what the players are recognising/learning, changes needed,
Consider the needs of individual players.
Reference if needed to Tactical Decision Learning model:
mini-game (adapted but representative of the sport)
Discussion (debate of ideas) regarding constraints and solutions
Formulation of an action plan
Mini-game
Observation / feedback / further refining of the game
Continue the above cycle

16. How do You Implement the Game Centred Approach ?
The Game Needs?
A clear purpose / objective
Cooperation (teamwork)
Scoring system (award points for achieving objectives)
Variables to ‘challenge’ the achievement of the objectives, such as:
Space, Dimensions, Timing, Movement, Overload, Scoring method (bonus and penalty points)
Display the slide. You might consider posing the question and asking the group to discuss and forward their thoughts.

17. What ‘How To’ coaching skills are required?
Planning
Management
Observation
Positioning
Analysis
Questioning
Facilitating feedback
Advise that this form of coaching challenges the coach and their ‘how to’ coaching skills. Careful thought and planning for ‘all possibilities’. Watch the clip of the game activity, discuss the format of the debrief, construct a list of questions you might use to deliver the feedback and debrief, anticipating what points might be raised by the players, then watch the debrief. Discuss after watching debrief.

18. How do we facilitate learning?

19. What else Could You Ask the Players?
Ask tactical questions:
Time (when will you …….?)
Space (where is ……..?)
Risk (which option …….?)
Strategy (how would you …..?)
General discussion, guided about the specific aspects (if possible), then display each in turn and show the associated video.
Time
Space
Risk
Strategy
Discuss each aspect, how the questions were framed, what the responses demonstrated, what follow up coaching observations would you make.
If you wish, you could Display the full video of all 4 clips and ask for any further comment, and summarise.
Time
Space
Risk
Strategy
Full Sequence

20. Where Does ‘Technique’ Fit in a Game Centred Approach?
Technique development is very much a part of the coaching role, with the when and how being critical factors.
More importantly perhaps is the ‘appropriateness’ to the individual, and how it fits into the game.
Focus on ‘technique’ whilst the game is taking place:
go in and work with individuals, or
take individuals aside
Note: research has demonstrated in many environments that working on technique first, and in isolation does not enable the performer to transfer the technique into the context needed to perform, whereas working with the technique within the context enables better skill performance. Ask the question, what does that mean to the coach and performer ?

21. Feedback and Debrief
Watch the video of the game and discuss how you might debrief the group, considering the;
Organisation
Format
Questions to be asked
Anticipating the points that might be raised by the players
Watch the clip of the game activity (WITHOUT AUDIO), discuss the format of the debrief, construct a list of questions you might use to deliver the feedback and debrief, anticipating what points might be raised by the players, then watch the debrief. Discuss after watching debrief.
Game
Feedback

22. Game Centred Approach
Q. What do you believe are the benefits of this form of coaching ?
Skills learned through this form of coaching delivery are more likely to be applied in a game/competition
Players who do not respond positively to an authoritarian style respond very positively
Players solve game problems by playing enjoyable games, practising skill in an enjoyable environment
Initially display the question and promote some discussion between groups of coaches and take a general response form the groups.
There may be other benefits identified.
At this stage you are not seeking to PROVE the concept.

23. So ? What is Game Sense coaching ?
How do you facilitate learning through game sense coaching?
How do you plan a Game Sense coaching session?
and
Now design a game that facilitates game sense learning.
Using the outcomes: explore each on in turn, spending time to discuss with the group and check their knowledge, understanding, use questioning to draw information, and prompt for further comments (in other words, use game-sense principles to review their learning).
Give the coaches a chance to demonstrate what they know by setting the final task – design a game to match their challenge. 23

24. Prepare a game-sense coaching session
Group 1 – that improves players individual defence close to their own line.
Group 2 – that develops your players ability to score with an overlap.
Group 3 – that addresses a quick play the ball.
Group 4 – that improves close support play.
Think about what to say in set up, role of the players that are observing, questions to ask
Place the coaches into group (to have 4 groups working).
Ask the coaches (working in groups) to prepare the coaching session (prepare a handout of the task), to include:
Session plan outline (all elements),
Session Objectives (that is in the task statement),
The structure of the game:
Objectives
Game structure,
Numbers, timing, rules, etc
Challenges,
Role of the players who are observing
The types, and form of questions that you may use,
The reactions and responses from the players