Games
Approach
Workshop 3
Skill teaching
Some suggestions for teaching skills
in coaching sessions
• teach one skill at a time
• allow plenty of time for practice
• provide several different ways to
practice a skill. This allows lots of
opportunities to learn for different
types of learners.
Skill teaching (continued)
Give feedback both positive and
corrective throughout the practice time,
not just at the beginning and end.
Feedback one piece of
corrective information then
allow the athlete to try again
before you give them another
piece of information.
Skill teaching (continued)
If a participant is having trouble performing a skill
try the following
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show them again
give them the information in a
different way
get another athlete to work with
them
ask questions to help lead them to
the information themselves
break the skill down into ‘learning
parts’ for them.
Technical and tactical teaching
Coaching of technical and tactical
skills requires teaching athletes in
groups and individually to
perform the skill more effectively.
Technical skills
A technique is a learned movement.
The skill is the application of the
technique in context, for example
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a dribble in football
a hit in hockey
a golf swing in competition
a sprint start in a race
or passing a ball in a game.
Tactical Skills
Tactical skills revolve around the decisions and
actions of athletes in a contest to gain an
advantage over the opposing team or athlete.
Modifying your activities
Allow athletes to observe a range of people so
they can appreciate subtle variations in skill and
tactics and how it alters outcomes.
The problem solving approach (setting problems
for athletes to solve or posing questions to
them) encourages learners to take more
responsibility for their learning.
Types of learners
Visual learners
love you to show them how
to do it
Auditory learners
like to listen to instructions
and messages
Kinaesthetic
learners
like to try the activity or the
skill
Tell me, I’ll forget.
Show me, I’ll remember.
Involve me, I’ll understand.
Anonymous
Games and approach to coaching
• Games are a powerful coaching tool for
teaching strategies and skills in sport.
• It is more holistic.
• Game understanding is integrated with the
learning of techniques and tactics.
• It focuses on a ‘doing’ approach where
athletes experience and learn by trying
things in a game-like context.
A games approach session
The following chart shows the flow in a coaching session
that is a games approach (Teaching Games for
Understanding) based
Warm Up
Activities
A modified
game
Skill
Opportunity
A modified
game
Activity
A modified
game
Traditional approach
Warmup
Practice of
previously
learned skills
Warmdown
Introduction
of new skills
Practice
of new
skills
Game situation – may be a
minor game related to the
real game
Inquiry-based approach
Inquiry-based
coaching focuses on
coaches asking
questions and creating
curiosity for answers
in athletes.
Teaching Games for
Understanding (TGfU)
• A method for effective coaching.
• TGfU model was developed during the
1970’s and early 1980’s from the work of
Thorpe and Bunker.
• A game-centred model that focuses on a
more athlete-centred approach that
explores tactics and skills in a game context.
Teaching Games for
Understanding (TGfU) continued
Games can be modified by manipulating
rules, space and equipment.
• This makes aspects
easier or more
difficult therefore
enhancing game
understanding and
performance.
Teaching Games for
Understanding (TGfU) continued
The games in a TGfU model are organised
into four categories:
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target Games
striking/Running Games
net/Wall Games
territorial/Invasion Games.
When Teaching Games for
Understanding (continued)
focus on the WHY first
and the HOW after
by focusing on one or
two aspects of the
actual game we allow
an opportunity to
practice aspects that
need improvement.
The TGfU model allows for the
following learning
for participants (continued)
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understanding what the game is about
appreciation of rules etc
tactical awareness
appropriate decision making
executing skills
performance.