{"id":1116,"date":"2015-02-21T22:24:27","date_gmt":"2015-02-21T22:24:27","guid":{"rendered":"http:\/\/nickhillcoaching.com\/?p=1116"},"modified":"2015-02-23T16:26:45","modified_gmt":"2015-02-23T16:26:45","slug":"the-power-of-using-questioning-during-teaching-games-for-understanding-tgfu","status":"publish","type":"post","link":"http:\/\/nickhillcoaching.com\/?p=1116","title":{"rendered":"The POWER of using ‘Questioning’ during ‘Teaching Games for Understanding’ (‘TGfU’)"},"content":{"rendered":"

Setting the Scene<\/b><\/span><\/p>\n

During my Coach Education trip to The Greenhouse School, Temuco, Chile back in July 2014 I facilitated how you can use \u2018Teaching Games for Understanding\u2019 (\u2018TGfU\u2019) and \u2018Questioning\u2019 to improve \u2018Games Understanding\u2019 in a large group of boys of 3rd and 4th Basico (U9s and U10s) with 4 other coaches, making sure everyone is active, engaged, and learning as much as possible.<\/p>\n

The link to this \u2018Coaching Journey\u2019 on my website can be viewed here:-<\/p>\n

http:\/\/nickhillcoaching.com\/?page_id=888<\/a><\/p>\n

4 \u201cLARGE\u201d pitches were created with the players divided into 4 \u201cLARGE\u201d groups, meaning there were 12 players in each group (48 players in total) split into a \u201cLARGE\u201d 6v6 game on the \u201cLARGE\u201d pitch. The middle section of the session saw the \u201cLARGE\u201d pitch split into 2 equal \u201csmall\u201d pitches, with the players split into 2 sets of \u201csmall\u201d 3v3 games on a \u201csmall\u201d pitch. The last part saw the 2 \u201csmall\u201d games join back together to create the \u201cLARGE\u201d 6v6 game in each area.<\/p>\n

In between the playing \u2018sets\u2019 of the \u2018Conditioned Games\u2019, \u2018Questioning\u2019 opportunities were created by stopping the game and calling the players in to the coach. I facilitated the 1st one for each group…<\/p>\n

The final key thing to highlight here at the beginning is that I had never coached these boys before this session…their 1st language is Spanish, with hardly any English…and my 1st language is English, with some basic Spanish…thus creating a very challenging coaching environment…<\/p>\n

How do you engage all the players?:-<\/b><\/span><\/p>\n

One of the key questions to always ask yourself as a coach is:-<\/p>\n

\"How<\/a>
\u201cHow can I engage all the players in front of me…?\u201d<\/figcaption><\/figure>\n

Through watching back the \u2018Questioning\u2019 videos of all 4 groups you can observe and notice many different things that occur during a \u2018Questioning\u2019 \u2018set\u2019 that you did not pick up upon in \u201creal time\u201d.<\/p>\n

Questioning Sequence and Answers<\/b><\/span><\/p>\n

By analysing the video clips of each group, I created 4 manuscripts to help with comparing the 4 different groups how the \u2018Questioning\u2019 sequence\/process went, plus to help to identify any similarities and\/or differences between the players\u2019 responses to the questions that I posed to them.<\/p>\n

1st Group<\/b><\/p>\n

The video of the \u2018Questioning\u2019 sequence\/process for the 1st group can be seen here:-<\/p>\n

https:\/\/www.youtube.com\/watch?v=KL7uKB-xM9g<\/a><\/p>\n

The manuscript for the 1st group:-<\/p>\n\n\n\n\n\n\n\n\n\n\n
\n

Video Clip<\/b><\/p>\n<\/td>\n

Time<\/b><\/td>\n\n

Comments<\/b><\/p>\n<\/td>\n<\/tr>\n

\n

1st Questioning<\/p>\n

1st Group<\/p>\n

101s<\/p>\n

12 players<\/p>\n

9\/12 players engage in some form of communication<\/p>\n<\/td>\n

\n

3s<\/p>\n<\/td>\n

\u201cWhat is the aim of rugby…?\u201dThe players answer: Rugby(Thinking I have said \u201cname\u201d…?)10 out 12 players shout out answers once they fully understand the question1st response: \u201cPass the ball\u201d<\/td>\n<\/tr>\n
\n

25s<\/p>\n<\/td>\n

\n

In response to: \u201cHow do you score a try…?\u201d<\/p>\n

Player physically imitates scoring a try with his hands.<\/p>\n<\/td>\n<\/tr>\n

\n

40s<\/p>\n<\/td>\n

\n

Player responds with: \u201cGoing forward\u201d.<\/p>\n<\/td>\n<\/tr>\n

\n

69s<\/p>\n<\/td>\n

\n

\u201cDo you run into a player…? Or between 2 players…?\u201d<\/p>\n<\/td>\n<\/tr>\n

\n

73s<\/p>\n<\/td>\n

\n

Player responds with: \u201cThe side that is free\u201d<\/p>\n<\/td>\n<\/tr>\n

\n

78s<\/p>\n<\/td>\n

\n

Player responds with: \u201cThe bigger space\u201d.<\/p>\n<\/td>\n<\/tr>\n

81s<\/td>\n\n

Repeat the question: \u201cWhat is the aim of rugby…?\u201d to check the players\u2019 understanding and whether they have been listening & paying attention…<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

2nd Group<\/b><\/p>\n

The video of the \u2018Questioning\u2019 sequence\/process for the 2nd group can be seen here:-<\/p>\n

https:\/\/www.youtube.com\/watch?v=lg807VQ-WH4<\/a><\/p>\n

The manuscript for the 2nd group:-<\/p>\n\n\n\n\n\n\n\n\n
\n

Video Clip<\/b><\/p>\n<\/td>\n

\n

Time<\/b><\/p>\n<\/td>\n

\n

Comments<\/b><\/p>\n<\/td>\n<\/tr>\n

\n

1st Questioning<\/p>\n

2nd Group<\/p>\n

90s<\/p>\n

12 players<\/p>\n

6\/12 players engage in some form of communication<\/p>\n<\/td>\n

\n

10s<\/p>\n<\/td>\n

\n

\u201cWhat is the aim of rugby…?\u201d<\/p>\n

Player response: \u201cTry\u201d<\/p>\n<\/td>\n<\/tr>\n

\n

30s<\/p>\n<\/td>\n

\n

\u201cHow do you score a try…?\u201d<\/p>\n

Player response: \u201cPasses\u201d, \u201cGoing forward\u201d, \u201cOn the Tryline\u201d.<\/p>\n<\/td>\n<\/tr>\n

\n

55s<\/p>\n<\/td>\n

\n

\u201cHow do you get to the Tryline…?\u201d<\/p>\n

Player response: \u201cWith 2 hands on the ball\u201d<\/p>\n

Player response: \u201cRunning\u201d<\/p>\n

Player demonstrates passing a ball<\/p>\n<\/td>\n<\/tr>\n

\n

68s<\/p>\n<\/td>\n

\n

\u201cHow do you run…?\u201d<\/p>\n

Player response: \u201cWith the legs\u201d<\/p>\n<\/td>\n<\/tr>\n

\n

76s<\/p>\n<\/td>\n

\n

\u201cWhat do the legs do…? Slow or Fast…?\u201d<\/p>\n

Player response: \u201cFast\u201d<\/p>\n

\u201cWhy fast…?\u201d
\nPlayer response: \u201cSo you do not get tackled\u201d<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

3rd Group<\/b><\/p>\n

The video of the \u2018Questioning\u2019 sequence\/process for the 3rd group can be seen here:-<\/p>\n

https:\/\/www.youtube.com\/watch?v=T-u2TZBJc_A<\/a><\/p>\n

The manuscript for the 3rd group:-<\/p>\n\n\n\n\n\n\n\n\n\n
\n

Video Clip<\/b><\/p>\n<\/td>\n

\n

Time<\/b><\/p>\n<\/td>\n

\n

Comments<\/b><\/p>\n<\/td>\n<\/tr>\n

\n

3rd Group<\/p>\n

1st Questioning<\/p>\n

104s<\/p>\n

12 players<\/p>\n

9\/12 players engage in some form of communication<\/p>\n<\/td>\n

\n

12s<\/p>\n<\/td>\n

\n

\u201cWhat is the aim of rugby…?\u201d<\/p>\n

Passes…Try.<\/p>\n<\/td>\n<\/tr>\n

\n

18s<\/p>\n<\/td>\n

\n

\u201cHow do you score a try…?\u201d<\/p>\n

Player physically imitates scoring a try…<\/p>\n<\/td>\n<\/tr>\n

\n

30s<\/p>\n<\/td>\n

\n

\u201cHow do you score a try…?\u201d<\/p>\n

Several players responding with the answer…\u201dpasses\u201d.<\/p>\n<\/td>\n<\/tr>\n

\n

40s<\/p>\n<\/td>\n

\n

\u201cHow do you go forward…? How do you run…?\u201d<\/p>\n

Player responds with going through the players…and signals with his hand a weaving action.<\/p>\n<\/td>\n<\/tr>\n

\n

51s<\/p>\n<\/td>\n

\n

Non-verbal Player demonstrates side-stepping on the spot showing he understands what we are talking about.<\/p>\n<\/td>\n<\/tr>\n

\n

77s<\/p>\n<\/td>\n

\n

Aiming to involve all players in the Q&A:<\/p>\n

\u201cHow do you run in a rugby match…?\u201d to the player standing at the back very quiet and not engaged.<\/p>\n

Providing 6s of thinking time…I then offer 2 choices: \u201cSlow or Fast\u201d<\/p>\n

Straight away the player responds with \u201cFast\u201d<\/p>\n

\u201cWhy…?\u201d He continues to think but struggles to come up with an answer and says \u201cI do not know.\u201d<\/p>\n

From the other players\u201d \u201cSo you do not get tackled.\u201d<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

4th Group<\/b><\/p>\n

The video of the \u2018Questioning\u2019 sequence\/process for the 4th group can be seen here:-<\/p>\n

https:\/\/www.youtube.com\/watch?v=dEe7ddWze64<\/a><\/p>\n

The manuscript for the 4th group:-<\/p>\n\n\n\n\n\n\n\n\n
\n

Video Clip<\/b><\/p>\n<\/td>\n

\n

Time<\/b><\/p>\n<\/td>\n

\n

Comments<\/b><\/p>\n<\/td>\n<\/tr>\n

\n

1st Questioning<\/p>\n

4th Group<\/p>\n

77s<\/p>\n

\u00a012 players<\/p>\n

9\/12 players engage in some form of communication<\/p>\n<\/td>\n

\n

4s<\/p>\n<\/td>\n

\n

\u201cWhat is the aim of rugby…?\u201d<\/p>\n

Players responses: \u201cTackle, Scrum, Go forward, Play rugby, Play more…\u201d<\/p>\n

Player response: \u201cTry\u201d<\/p>\n

Player demonstrates the motion of scoring a try with his hands.<\/p>\n<\/td>\n<\/tr>\n

\n

35s<\/p>\n<\/td>\n

\n

\u201cWhere do you score a try…?\u201d<\/p>\n

Player response: \u201cThe Tryline\u201d<\/p>\n<\/td>\n<\/tr>\n

\n

40s<\/p>\n<\/td>\n

\n

\u201cHow do you score a try…?\u201d<\/p>\n

Player response: \u201cPasses\u201d<\/p>\n

Player response: \u201cRun forwards towards the Tryline\u201d<\/p>\n<\/td>\n<\/tr>\n

\n

57s<\/p>\n<\/td>\n

\n

\u201cHow do you run…?<\/p>\n

Player response: \u201c2 hands on the ball\u201d<\/p>\n

Non-verbal player responds with sprinting on the spot.<\/p>\n<\/td>\n<\/tr>\n

\n

65s<\/p>\n<\/td>\n

\n

\u201cDo you run fast or slow…?\u201d<\/p>\n

Players response: \u201cFast\u201d<\/p>\n

\u201cWhy fast…?\u201d<\/p>\n

Player response: \u201cSo you do not get tackled\u201d<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Results<\/b><\/span><\/p>\n\n\n\n\n\n\n\n\n
\n

Group<\/b><\/p>\n<\/td>\n

\n

Time<\/b><\/p>\n<\/td>\n

\n

Players Engaged<\/b><\/p>\n<\/td>\n<\/tr>\n

\n

1<\/p>\n<\/td>\n

\n

101s<\/p>\n<\/td>\n

\n

9\/12<\/p>\n<\/td>\n<\/tr>\n

\n

2<\/p>\n<\/td>\n

\n

90s<\/p>\n<\/td>\n

\n

6\/12<\/p>\n<\/td>\n<\/tr>\n

\n

3<\/p>\n<\/td>\n

\n

104s<\/p>\n<\/td>\n

\n

9\/12<\/p>\n<\/td>\n<\/tr>\n

\n

4<\/p>\n<\/td>\n

\n

77s<\/p>\n<\/td>\n

\n

9\/12<\/p>\n<\/td>\n<\/tr>\n

\n

Total<\/strong><\/p>\n<\/td>\n

\n

372s<\/strong><\/p>\n<\/td>\n

\n

33\/48<\/strong><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Observations<\/b><\/span><\/p>\n

One of the key findings is that the more you do the \u2018Questioning\u2019 sequence\/process…the better you get at it…as you fine tune the process…and learn from the different experiences.<\/p>\n

This can be seen in the points below:-<\/p>\n