Tutor Notes and Lesson Plans
Tutor:
Subject : CPD Module
Date:
Game Sense
Title
Target group;

Level 2 coaches,

All environments,
o
Children
o
Community,
o
Talent Development,
o
Performance.
The workshop is presented as an introduction to ’Game Sense’ coaching, to challenge coaches’ beliefs on effective coaching practice, and raise considerations for effective learning
opportunities for players.
References: Rethinking Games Teaching: Thorpe R, Bunker D, Almond L (1986) leading into ‘ Teaching Games for Understanding (TGfU)’
Learning Outcomes;

Coaches will be able to:
o
explain what Game Sense coaching is,
o
identify how to facilitate learning through game sense coaching,
o
identify how to plan a Game Sense coaching session, and
o
design a game that facilitates game sense learning.
Time
Student Activity
Slides
No – 1 - ‘Game Sense’
Tutor Notes
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.
No 2 - pictures
No 3 – ‘Outcomes’
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:
No 4 – ‘Is this Game
Sense ?’

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.
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 he executed, and where did the idea come from, and where had any prior
practice taken place).
Discussion.
No 5 – ‘What is Game
Sense ?’
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)
Question Task (5 mins to
consider)
No 6 – ‘What attributes
do top coaches want in
their players ?’
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.
Question
No 7 – ‘Drills, or Skills,
coaching’
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).
No 8 – ‘What is
‘Technique’, and what
is ‘Skill’’
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’.
No 9 – ‘Technique
based coaching
delivery’
Show the slide to prompt thought and consideration (rhetorical question), not to explore in any depth and
answer the questions.
No 10 – ‘So What is
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
Task (10 minutes)
Question
Game Sense ?’
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.
No 11 – ‘What does it
look like ?’
Task: Show video and pose the title question
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
No 12 – ‘Game Sense
Principles’
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.
No 13 – ‘When can we
have a game?’
Anytime !!!
No 14 – ‘What do the
coaching sessions look
like ?’
Slide displayed to give an overview of what the ‘standard’ sessions look like (not including the content, or
the many variables between the two).
No 15 – ‘The game has
structure !’
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

Mini-game

Continue the above cycle
No 16 – ‘How do you
implement the game
centred approach ?’
Display the slide. You might consider posing the question and asking the group to discuss and forward
their thoughts.
No 17 – ‘What ‘how to’
coaching skills are
required ?’
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.
No 18 – ‘How do we
facilitate learning’
Open question – focus on Questioning
Discussion
No 19 - ‘What else
could you ask the
players ?’
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.
Task: watch video and then
discuss observations
No 20 - ‘Where does
‘Technique’ fit in a
game centred
approach?’
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 ?
No 21 - ‘Feedback and
Debrief’
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.
No 22 - ‘Game centred
approach’
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.
No 23 - ‘So ?’
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.
Task: (in groups) – prepare
a session plan and game for
‘game-sense’ coaching
No 24 - ‘Prepare a
game-sense coaching
session’
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