I posted a Teesra Talks podcast on this topic a a couple of weeks ago, but I don’t think it had many listens, and the format doesn’t really invite any responses. If you have listened, there is not much new in this blog post. But for everyone else — some thoughts on making a game more relevant.
I have been experimenting with the 360 Challenge from Chance to Shine (see below), but with a couple of modifications intended to make the game more competitive and to try also to teach something about actually playing the game of cricket.
I do love playing games, but I worry that sometimes the skills developed don’t always transfer obviously to “the real thing”. And I want to enthuse youngsters (and anyone) to actually want to play cricket, in any of its formats.
Hence my attempts to tweak cricket-based games and gamified drills to make them more like cricket (or, at least, to teach skills, tactics, or general awareness, that might transfer to the game of cricket), and less like games for the sake of games.
Continue reading “360° Cricket…this time with words”
I have just completed a 6 week block of work visiting schools to deliver cricket-based PE lessons for secondary school-age girls.
With only three lessons with each class, there wasn’t going to be time to coach skills in any depth (even if this was appropriate for a PE lesson), so the emphasis was on introducing an understanding of the game of cricket (what is cricket? what skills are needed? what tactics might be needed?) and on engagement with the game (playing for the sake of playing).
Hence I aimed to play games in every lesson, and we finished with a “games-sense” session.
What follows is a look at the course structure — skills & games — and some of the thinking behind it, and a summary of how the lessons were received.
Continue reading “Coaching for girls (and boys…and beginners…and everyone…) — half-term review”
I like games; I enjoy modifying games; I do believe in the power of cricket games based learning to develop cricketers who are technically competent, tactically wise and mentally prepared.
But in truth, I do still struggle to understand the many different flavours of games-based coaching.
So I was very interested to listen to a recent podcast* from Risto Marttinen & Stephen Harvey with Shane Pill, of Flinders University, in which Dr Pill explained some of the key features of the Games Sense Approach (GSA) to coaching, and how it differs from Teaching Games for Understanding (TGfU) and the Tactical Games Approach.
I won’t go into a detailed review of their conversation — listen to the podcast! — but there are a few points that have started to make (more) sense of the various approaches to games-based coaching, for me.
Continue reading “Game sense — more than just “common sense”?”