Fascinating to hear more from Amy Price speaking on iCoachCricket about her video game approach (VGA) to designing practice activities.
Back in 2019 I tried to devise a couple of vga-inspired games, but, working way below the “high performance” level, I was looking for games-based activities that teach players how to play cricket, not how to play the games.
In truth, my games are really gamified drills, and lack the strategising amd meta-cognitive elements that are clearly central to Amy’s conception of VGA.
What follows are some initial thoughts on modifying Amy’s game (you will need to watch the series of videos on iCoachCricket) to support my notion of “purposeful” cricket practice, whilst introducing more of the “thinking about thinking” that is key to VGA.
I wrote previously about my introduction to learning types [1.] and how these educational activities can be mapped onto coaching activities.
Learning types are defined in Professor Diana Laurillard’s model of how students learn, the Conversational Framework (see, for example, Laurillard, D (2012), Teaching as a Design Science, Routledge), describing learning interactions between learner and teacher and between learner and peers.
Whilst working through another online course (Blended & Online Learning Design, UCL, hosted by FutureLearn), I was struck by how closely the framework itself could be applied to learning in sports coaching & player development.