THE COACH
Game sense is an approach to When designed well,
GAME SENSE AND coaching that uses games as the focus mini-games appeal to the
DECISION-MAKING of the training session. By focusing
on the game (not necessarily the full
players’ ability to problem solve
and process information and
TRAINING game), players are encouraged to: subsequently raise their levels of
pp Become more tactically aware and attention and desire to do well.
Training players to think be able to make better decisions
during the game in pressure WHY USE GAME SENSE?
situations. The fact that games are intrinsically
pp Start thinking strategically about motivating is probably the best reason
game concepts. why coaches should adopt game
pp Develop football skills such as sense, but there are a number of other
kicking and handballing under reasons for using this approach:
pressure within a realistic and pp Encourages a holistic approach to
enjoyable context, rather than the teaching of games – players
practising them in isolation. are taught to solve problems that
pp Develop a greater understanding of arise in a game through tactical
the game being played. awareness and understanding; skills
are developed in a more meaningful
Game sense activities also aim to: environment.
pp Increase individual and team pp Promotes enjoyment for
motivation to training – players love participation – a fun environment
to play games! increases motivation levels and
pp Physiologically prepare the body encourages participation.
where conditioning is specific to pp Assists the beginner, who often
the game. has limited technical knowledge of
a sport. For coaches of beginning
This approach to coaching is ‘game players, it is more appropriate to
centred’ rather than ‘technique centred’. set challenges for players through
While most traditional coaching games rather than conduct
sessions have focused on the practise technique-based sessions. This
of techniques, the game sense session lessens the chance of developing
focuses on the game. players with inflexible techniques
In the past, technique has often who are less able to cope with
been over-emphasised within training changes in the playing environment.
sessions. While technique is an pp Aids efficient group management –
important part of an overall skill, it game sense is particularly useful as
is often taught in isolation, without group management is often easier
requiring players to think and apply the if the players are having fun and
techniques to the situations required in less time is being spent on drills;
the game. By using game sense, players teaching space, equipment and
are challenged to think about what they time can be used more efficiently.
are actually doing, and why. Players are It also lets the coach cater for
taught to use the appropriate technique all ability levels by encouraging
at the right time and place in the players to concentrate on the game
pressure situations of a game. aspects, rather than on the textbook
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execution of the technique which The coach guides rather than coaching as a short-term proposition,
some may never master. directs players in their understanding perhaps for just one season, game
pp Coach talk and intervention is and playing of the game. The coach sense is about the long-term
kept to a minimum – the coach designs activities and games that development of players.
questions players to challenge progressively challenge players to Providing an environment where
them to find solutions. Rather develop an understanding of the players can develop the strategic
than providing all the answers; strategies, skills and rules required to side of their game, as well as
cooperation between the coach succeed in games. becoming an independent thinker,
and the players is increased due to The coach should construct games is a long-term goal. Coaches at all
the player involvement. with specific objectives relative to levels can contribute to this side
the team and individuals, such as of a player’s development.
Providing tactical situations that first-option handball.
are repetitive within small-sided If “first-option handball” was the TRADITIONAL V GAME SENSE
games assists players to improve theme of the training session or TRAINING SESSION
their decision-making ability through week, then a game would be devised For many years, coaches have
experience and learning from their with this in mind, such as a game of adopted a traditional approach
good and poor decisions six-on-six handball football played on to training, which would look
a field of 30m x 20m. something like this:
THE COACH’S ROLE IN GAME SENSE pp 2-3 laps warm-up.
Facilitation Long-term development pp Stretches.
The role the coach takes in game This change in role should not pp Technique drills such as lane
sense is somewhat different. The be interpreted as a lesser role handball and kicking.
coach adopts a role as a facilitator and for the coach. In fact, it requires pp Skill drills.
co-ordinator rather than a director greater planning of activities and pp Game drills such as full-ground
and creates situations where players organisation on the part of the coach. activities specific to the game-plan.
have to find solutions for themselves. Although many coaches take on pp Cool down, including stretches.
QUICK HANDS: A first-option
handball drill, as demonstrated
here by the Bulldogs’ Robert
Murphy, gives players a specific
objective at training.
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THE COACH
EXPERIENCED: Essendon coach Mark
Thompson takes a close look at the statistics
before plotting his strategy at a break in play.
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A game sense approach to a training pp What are the rules and who pp “How can you create more time
session may look something like: will umpire? for the receiver?”
pp Warm-up game. pp What will the dimensions of the pp “How can you identify if a
pp Questions, challenges and playing area be? teammate is clear?”
discussion about the game pp How can I extend or modify the
(particular theme). game to continually challenge Questions can be designed for
pp Return to game. the players? individual or team learning.
pp Questions/challenges. pp How can I construct bias if
pp Extension of the game. necessary to make individuals PLAYER EMPOWERMENT …
pp Further extension of the game, work harder than others? PLAYERS AS GAME-DESIGNERS
incorporating other team-plans pp How can I include all players in So far, information relating to game
and themes. the game? sense has been coaching-team
pp Will I carefully pre-select teams facilitated and led. Once players are
MODIFYING GAMES FOR A PURPOSE or will I run with several captains familiar with the concept of game
With a game sense approach to choosing teammates? sense and its relationship with aspects
coaching and teaching skills, the of the game, players can then be
coach as facilitator plays a very When discussing game sense, one empowered to work in small groups
important role in modifying games to very important aspect is that of or individually and presented a task
emphasise or exaggerate a particular questioning players on specific of developing a game.
aspect or theme, for example: outcomes or focusing on specific This can be an exciting, enjoyable
pp Number of players – 2-6 to maximise aspects, which have been evident or and valuable process in reinforcing
decisions (3 v 2, 2 v 2, etc). not evident during the game. key concepts, tactics and themes
pp Number of possessions. It is important not to spend too and assists in the development of
pp Size of playing area. long questioning the team as part of leadership within the group.
pp The main game rules, e.g. length of the success of a game sense approach In this approach, the coach would
time a player can hold the ball once is in fact the playing. Questions will explain the concept and construct
tagged (1 sec, 2 secs etc). generally relate to aspects of the some clear guidelines which players
pp Scoring areas. game and are used to enable players would use to develop a game.
pp Equipment used (such as a to reflect and then visualise in a Guidelines might include:
soccer ball if playing a game of match-day situation. pp Your game must run for about
International Rules). 15-20 minutes.
pp Structure of scoring system. The types of questions a coach pp It must focus on a particular aspect
might use include: of the team-plan (themes
Many effective training sessions are Essentially questions revolve around or guidelines).
mixtures (a balance) of the two. four things: pp How will you explain the game?
When developing games for a pp Time (When ...?) pp Will there be a scoring system?
particular purpose, as a coach you pp Space (Where ...? pp Who will umpire the game?
must have answers to some key pp Risk (Which option; Why ...?) pp How will teams be selected?
questions before explaining the drill pp Execution (How ...?) pp What are some examples of player
to your team. Some questions to behaviour you might see, and how
think about when developing your Examples could include will you explain this to the group
game sense drills can include: pp “Who was the best player to with strategies to improve this area?
pp What particular themes or tactics handball to?” pp What equipment is required? Who
do I want to focus on in the game? pp “What happens when you handball will organise this?
pp What will be the main challenges short?” pp What will the playing dimensions
to the players? pp “Where was the best place to run?” be? Can this be extended?
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THE COACH
COACHES, STEP BACK asking questions rather than offering (freeze the play like pausing your
It is necessary to stress that the a series of directions. By using this video) then have the players look at
players’ interest in processing coaching approach, the coach can the set-up (structure) and ask them
information and problem solving at provide the player with a balance key questions about it. Restart the
the same time will only be possible of interactions which contains a play from that point and look for
if the coach steps back from the healthy mix of ‘do as you are told’ players making a better response to
practice and allows players the time to and self-discovery practices. the situation (individually or team).
confront the challenges on their own
and/or with teammates. Well-designed Teachable moments TV analyst – set up a rotation game
practices will ensure that the desired One key identifying and acting on with three teams (e.g. three teams
outcomes are achieved according to teachable moments – when a player of four). Two teams play for a period
program guidelines. or group is most likely to learn from a while the third team observes and acts
During practice, coaches should situation where learning is reinforced. like TV analysts and participate in the
concentrate on providing accurate This can include things like: questioning and feedback.
feedback and prompting. If it is
essential to accelerate the learning Instant replay – if you see something Video training – consider videoing
process beyond what is occurring happening which is critical to the some aspects of games training and
during a particular mini-game, the play/aim of the activity, you can call reviewing/discussing them with the
coach should attempt to interact by an immediate stop, reset the situation players later.
TALKING TACTICS: North Melbourne’s
coaching staff and players go through an
extensive review of a game using footage.
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GAMES SUITABLE KEEPINGS OFF
Themes: Clear communication, protect ball carrier at all times,
FOR THIS follow your skill disposal.
APPROACH Equipment: Football, different coloured tops for “chasers”
Key: Chasers (3 players)
Possessors (9 players)
Following are two examples
of ways to organise games
Instructions/Rules:
which can be used to
1. Ball can be handballed only. Once an unforced disposal occurs, “chasers”
develop game sense.
team get possession of the ball from the point at which ball was released.
2. Compulsory rules are:
• Must nominate who the player is handballing to (communication).
• Must make a concerted effort to protect the receiver (teammate) by blocking
and then tagging your receiving teammate after delivering ball (protecting
ball carrier and following possession as in a game situation).
3. The aim of the game of “keepings off” is for the team in possession to
maintain possession using quick hands and following team guidelines, each
time “chasers” touch the ball or the ball hits the ground as an ineffective
disposal then a point is awarded to “chasers”. Game lasts 1-2 minutes before
three more chasers rotate.
4. Game can be played by any number but field must be adjusted particularly
if introducing short kicking. Other extension ideas include playing seven
players in possession and five chasers, and ultimately even numbers.
20-30m
20-30m
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THE COACH
CORRIDOR FOOTBALL
Themes: High skill disposal in pressure situations, hard attacking running
and accountability.
Equipment: Cones as boundaries, football, two different sets of
jumpers/T-shirts. (Full length of ground can be used. Cones or portable
goals can be used for a shorter playing area).
Basic rules
1. Seven to eight players per team.
2. Each half seven to eight minutes with a one-minute interval.
3. Normal AFL rules with the following modifications:
a) Player last touching the ball prior to it crossing the boundary loses
possession to the opposition who return it to play from behind the line
with a kick or handball.
b) Goals may only be scored if all members of the attacking team are on
the forward side of the centre line when the ball passes through the posts.
Scoring as for normal AFL rules.
There are many other games in use, including touchball (tackling and
non-tackling, indoor and outdoor), touch rugby (handball), forwards and
backs, front and square grid ball, centre square clearance game, end ball, etc.
Coaches are encouraged to develop various aspects of game skills.
End Line
100-120m
Halfway line – all players must be over this line to score
End Line
60-70m
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GAME SENSE INTRODUCTORY
ACTIVITIES
DEFENDER IN
– WARM-UP (ACTIVITY)
Handball between the three players.
7m
Keep adding defenders one by one looking for:
pp move to space from receiver.
pp defensive strategy.
pp assisting player with ball.
CROSS THE RIVER
Pairs aim to take ball from one
riverbank to the other.
Four taggers need to be negotiated.
30m
Taggers can only move in a line across
the grid.
15m
TRI DEFENCE Red Blue Black
Threes work the ball from one end of
the area to the other.
360 defence – Coach calls colour to create
3 v 2.
Add a kicking option.
Blue Black Red
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