1. Games in Practice Prepared by RLEF, July 2011

2. 2 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

3. 3 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’

4. 4 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’

5. 5 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

6. 6 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’. 2 Observations and feedback

7. 7 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.

8. 8 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

9. AN EFFECTIVE SESSION 9 True Creativity.......... Why Play Games