Game-sense and Representative Learning
Design: Aiming for Transfer.
Wellington Hockey Association
Dennis Slade
Massey University
How do we develop intelligent game players?
Some ideas:
1. Design practice in the form of a Representative Learning Design
2. Employ Game-sense to achieve that outcome
3. From an early age ensure practice develops players wide external vision
4. Move from Fundamental Movements to
Fundamental Game Skills.
What is a representative learning design?
1. It is a practise where there is a close coupling between the perceptual
elements and action the players experience in the performance context
replicated in practice.
2.
How do you do that?
You study the game and then develop versions of the actions, often in small
sided games that mirror that action.
With younger players it might be a representation of the game.
It might also exaggerate a tactic or aspect you
want to develop.
What else is required?
1. The game needs to employ the movements the players would experience
in the game e.g., the type of passing or movement – running or dodging etc.
2. The game should ask a tactical question? Players need to try and solve the
game day problem and this should be ‘forced’ on them by the game structure.
3. The coach needs to ask questions about what is or is not going well?
Avoid giving the answers but reinforce responses or rephrase the question.
It might be movement, technique or decision making.
Use video – i-pad lapse to show what is happening.
4.
It is much more than just having a game! BUT
it should be to quote
Miranda’s Mum: ‘Such Fun!’
What is a wide external vision and how does it help with developing intelligent
players?
Internal and external perception: Internal associated with feelings – kinaesthetic
awareness
External perception usually associated with sight – either narrow – what is just in
front of you or wide more the peripheral or long.
We often associate intelligent play with those players who see passes and
frequently they are longer passes. Most see the narrow external.
What are Fundamental Movements (FM) and Fundamental Game Skills (FGS)?
FM’s are not innate but they are thought to underlie basic movement
competency in many applied settings. Typically we think of them in generic terms: run, catch,
throw, dodge, kick, strike.
FGS are those same FM but how they are employed within the context of the game or sport
The argument is that these are different. An over-hand throw in a closed skill context is quite
different to a over-hand throw to the Home Base when you trying to run out the base runner.
Both Fundamentals have their place in learning
movements but FGS are the interpretation of the
FM that you need to rehearse to develop mastery
of the technique.
How do we develop RLD or FGS?
Manipulate the constraints.
Newell’s constraints
Developing passing : A standard type of FM technique development practice.
These passes represent a narrow external vision. The option is always in front of
you. After the first pass you do not have to adjust any variables on force, elevation
or direction. This is practice for very young children who need to be told – ready and
catch! Unfortunately, this is a standard practice for passing in many games.
It is not a FGS
X
X
X
X
X
Still passing much moved towards a FGS. In addition there is now the added
requirement for a wide external vision, scanning and different variables of force,
elevation and direction with each pass. This could be a hockey, netball or football
practice.
In this version, we can keep the interest in ‘passing’ by an element of competition. A
rather more interesting variation to ‘How many passes in 30 seconds.’ You keep that
with the 3 second penalty, but add, ‘How many intercepts in 30 seconds?’
Game Sense and TGfU – is it all about playing
games?
Not in my opinion.
1. I am a great advocate of a GCL approach to
developing interest and transfer of learning to games.
2.
I am also very much an advocate of transforming play. So always starting with the
concept of play and discovery and FUN!
3.
I also believe mastery is the key to enjoyment in games and so along with these
ideas, FM’s are important but in applying them to games I would like to see mastery
developed more with FGS. However, one always need to be aware of the
needs of the learner and ensuring what you provide
for them is appropriate.
Game-sense and Representative Learning Design: Aiming for Transfer.
What else is required?
1. The game needs to employ the movements the players would experience
in the game e.g., the type of passing or movement – running or dodging etc.
2.
It needs to have components that require players to ‘look up’ or ‘look long’
to develop a wide external vision and contribute to intelligent play
3. The game should ask a tactical question? Players need to try and solve the
game day problem and this should be ‘forced’ on them by the game
structure.
4. The coach needs to ask questions about what is or is not going well?
Avoid giving the answers but reinforce responses
or rephrase the question. It might be movement,
technique or decision making.
Use video – i-pad lapse to show what is happening.
5.
It is much more than just having a game!