Session plan(s): Video-Part-Whole

I am a great believer in games- and scenario-based learning.

Games engage games players when drills don’t.

Well designed games retain important elements of the real activity to help players develop “skills in context”, not just drilled technique. Using the terminology of the constraints-led approach (CLA), games need to be representative of the playing environment, and retain important specifying information.

I also like the whole-part-whole session structure — play a game, modified to reward a specific skill; practice that skill; play the modified game again.

But sometimes, the initial “whole” maybe needs to be primed, put into context.

And with the proliferation of access to video highlights of so many great moments from the past, perhaps it is time for a new session format.

How about Video-Part-Whole?

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A model video-part-whole plan

Inspiration

The ECB Coaches Association have published a series of “Inspired by greatness” scenario-based activity plans this spring.

Two, in particular, caught my attention.

But Jofra’s Super Over at the 2019 World Cup was 7 years ago.

Jos Buttler’s knock against Sri Lanka was 12 years ago.

I wonder how many young cricketers today will recognise these “iconic” moments?

Structure & content

So the first part of the programme (or the prelude) will be to watch some videos!

In fact, a perfect opportunity to watch (and critically analyse) some cricket!

Either send a link to parents with some pertinent questions, or, if you are fortunate to work at a venue with AV facilities, sit down with the group for 5 minutes at the start of the session.

Then some skill development. (The “part”.)

And finally a “whole” game to test the skill(s).

Perhaps extended over several weeks.

The suggestions for activities in the Coaches Matter series are pretty basic, and do rather assume that the coach has more than a basic knowledge of the constraints-led approach. Given the paucity of training & development provided by Coach Development on the CLA, that might not be a realistic assumption, so I have elaborated (a little”).

Programme design

What follows is a 5-week learning programme, featuring Prof Diana Laurillard’s Learning Types — Acquisition (of new knowledge), Practice (drills & skill development), Production (actually playing games with newly developed skills), Discussion (sharing & testing understanding), & Investigation (looking for new solutions) — the last two largely missing from my earlier attempts at Learning Design…maybe I am slowly learning, myself!

It will feature the two Coaches Matter scenarios mentioned above, as they make a good matched pair — attacking batting vs. advanced bowling tactics

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Bat vs ball — a learning programme

pre-week 1: Watch Jos Buttler in action

…and try to analyse exactly what happened — intent, strokes played, areas attacked.

Questions:

• What happened?
• What actually happened? Strokes played; areas of the ground accessed.
• What skills are on display?

This first activity comprises Acquisition of knowledge (watching a video), with (hopefully) some Discussion (What did he do? How did he do it?) and/or Investigation (How have other batters approached this challenge?).

Week 1: scoring runs

Play a series of 2v2 “super overs” with scoring zones — how many can you get? Set scoring zones to reward big (straight-ish) hitting and innovation.

• Production — play the game
• Discussion — what skills are needed?

Repeat the games & discussion.

Pre week 2: Investigation

Find out more about the skills identified in week 1.

• Investigation (re-watch the video, maybe look at other examples).

Week 2: drills & skills

1. Power hitting
2. Ramps, loops & reverses
3. Test in a game (if time permits).

• Practice

pre-week 3: watch Jofra’s Super Over

• Acquisition
• Investigation / Discussion

Week 3: Super over bowling

Repeat activities from week 1, but with the emphasis now on bowling.

• Production — play the game
• Discussion — what skills are needed?

Pre week 4: Investigation

Find out more about the skills identified in week 3.

• Acquisition
• Investigation

Week 4: bowling skills

1. Yorkers
2. Change of pace
3. Variations…but can you control it?
4. Test in a game (if time allows).

• Practice

Week 5: playing the game

Essentially, repeating week 1, but with the skills identified in weeks 1 & 3, and practiced in weeks 2 & 4, respectively.

• Production
• Discussion

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This is not, I feel, an entirely radical proposal (although it might well be too progressive for the conservative setting I currently coach in).

But it does allow for games-based learning, and the application of the CLA, whilst explicitly building in numerous learning opportunities into the programme design.