Why use \u2018TGfU\u2019…?<\/b><\/span><\/p>\n How BIG is the area of play that your players play in, in a real game…?<\/p>\n What area would you use during a \u2018drill\u2019 session…?<\/p>\n What area would you use during a \u2018TGfU\u2019 session…?<\/p>\n How much time is taken up by skills in a game…?<\/p>\n How long are you attacking and defending for…?<\/p>\n How long is the ball in play for during a real game…?<\/p>\n Factor<\/b><\/p>\n<\/td>\n Drills<\/b><\/p>\n<\/td>\n \u2018TGfU\u2019<\/b><\/p>\n<\/td>\n<\/tr>\n Coach Input<\/p>\n<\/td>\n Lots<\/p>\n<\/td>\n Minimal<\/p>\n<\/td>\n<\/tr>\n Coach Talking<\/p>\n<\/td>\n Lots<\/p>\n<\/td>\n Minimal<\/p>\n<\/td>\n<\/tr>\n Players Input<\/p>\n<\/td>\n Some<\/p>\n<\/td>\n Lots and Lots<\/p>\n<\/td>\n<\/tr>\n Players Talking<\/p>\n<\/td>\n Some<\/p>\n<\/td>\n Lots and Lots<\/p>\n<\/td>\n<\/tr>\n Work on Attack<\/p>\n<\/td>\n Depends<\/p>\n<\/td>\n All the time<\/p>\n<\/td>\n<\/tr>\n Work on Defence<\/p>\n<\/td>\n Depends<\/p>\n<\/td>\n All the time<\/p>\n<\/td>\n<\/tr>\n Transition between Attack and Defence<\/p>\n<\/td>\n None<\/p>\n<\/td>\n All the time<\/p>\n<\/td>\n<\/tr>\n Work on Tactics<\/p>\n<\/td>\n No<\/p>\n<\/td>\n Yes<\/p>\n<\/td>\n<\/tr>\n Work on Skills<\/p>\n<\/td>\n Yes<\/p>\n<\/td>\n Yes<\/p>\n<\/td>\n<\/tr>\n Skills in context<\/p>\n<\/td>\n No<\/p>\n<\/td>\n Yes<\/p>\n<\/td>\n<\/tr>\n Ball in play<\/p>\n<\/td>\n Never<\/p>\n<\/td>\n All the time<\/p>\n<\/td>\n<\/tr>\n Players active<\/p>\n<\/td>\n Sometimes<\/p>\n<\/td>\n All the time<\/p>\n<\/td>\n<\/tr>\n Players standing<\/p>\n<\/td>\n Quite often<\/p>\n<\/td>\n Sometimes<\/p>\n<\/td>\n<\/tr>\n Number of Players active<\/p>\n<\/td>\n 2 to 6<\/p>\n<\/td>\n All Players e.g. 30<\/p>\n<\/td>\n<\/tr>\n Number of Players standing<\/p>\n<\/td>\n 28 to 24<\/p>\n<\/td>\n 0<\/p>\n<\/td>\n<\/tr>\n Conditioning<\/p>\n<\/td>\n Training Area<\/p>\n<\/td>\n 10m by 10m = 100m2<\/p>\n<\/td>\n 50m by 70m = 3500m2<\/p>\n<\/td>\n<\/tr>\n Deliberate Practice<\/p>\n<\/td>\n Yes<\/p>\n<\/td>\n Yes<\/p>\n<\/td>\n<\/tr>\n Purposeful Training<\/p>\n<\/td>\n No<\/p>\n<\/td>\n Yes<\/p>\n<\/td>\n<\/tr>\n Game Realistic<\/p>\n<\/td>\n Not<\/p>\n<\/td>\n Very<\/p>\n<\/td>\n<\/tr>\n Plenty<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n What does the evidence say…?<\/b><\/span><\/p>\n \u2018Rethinking Games Teaching\u2019 by Rod Thorpe, David Bunker, Len Almond (1986) <\/b>(Department of Physical Education and Sport Science, University of Technology, Loughborough, Leicestershire, LE11 3TU, England)<\/p>\n \u201c(Graham, 1971; Stephenson, 1972) Found that…all <\/i>children could benefit from an approach such as this; it was quite apparent that teaching a class skills that many of them would never achieve and some had already mastered was not the equal of a modified games approach which allowed \u2018the game\u2019 to develop and, what is more, allowed the teacher to assist individuals and small groups with their own technical deficiencies. (p.5)\u201d<\/p>\n \u201cDavid Bunker and Rod Thorpe: Observation of present games teaching shows at best, a series of highly structured lessons leaning heavily on the teaching of techniques, or at worst lessons which rely on the children themselves to sustain interest in the game…these approaches have led to:<\/p>\n \u201c…traditional methods have tended to concentrate on specific motor responses (techniques) and have failed to take account of the contextual nature of games…It is our belief that if the emphasis is shifted to tactical considerations in a game children will recognise that games can be interesting and enjoyable as they are helped and encouraged to make correct decisions based upon tactical awareness. (p.7)\u201d<\/p>\n \u201c…an approach to teaching games which is based on the premise that if we can help children to \u2018understand\u2019 games and to reduce the importance attached to the teaching of techniques in strictly controlled situations then the joy and satisfaction of games will be open to children of all abilities. (p.25)\u201d<\/p>\n \u2018Developing Decision Makers: An Empowerment Approach to Coaching\u2019 by Lynn Kidman (2001)<\/b><\/p>\n \u201cBy playing purposeful games, athletes enjoy training and their intrinsic motivation is increased which in turn enhances their desire to learn and encourages them to continue participating in sport… \u201cTGfU offers a more exciting approach to motivate students and to enable them to learn and enjoy themselves.\u201d (Chapter 2)\u201d<\/p>\n \u201cTGfU enables players to learn about the game and practise the technique within the context of a game rather than separate from it. Learning in context provides a better understanding of the game as well as many opportunities for decision making, a skill that is consistently considered desirable for athletes. (Chapter 2)\u201d<\/p>\n \u201cTGfU enhances learning opportunities…and skills can be developed through the games…(Chapter 2)\u201d<\/p>\n \u2018Athlete-centred Coaching: Developing inspired and inspiring people\u2019 by Lynn Kidman (2005)<\/b><\/p>\n \u201cWayne Smith (NZ All Black 2011 World Cup Winning Coach) and Teaching Games for Understanding:<\/p>\n Game Sense encourages players to understand and appreciate the game…it enables them to make informed decisions, take ownership of their learning and exercise choice and control over how they play the game. (p.195)\u201d<\/p>\n \u201cThe games in TGfU are a key to designing training sessions. Instead of using traditional practice drills, which have no real relevance to the actual game, Wayne tries to design games that match the purpose of a particular drill. (p.196)\u201d<\/p>\n Dean Holden<\/b> offers some really good Blog articles and links on his GetSportIQ website in the TGfU category (http:\/\/www.getsportiq.com\/category\/tgfu\/<\/a>).<\/p>\n Closing Thoughts<\/b><\/span><\/p>\n Going back to the questions in the opening section:-<\/p>\n In my opinion the best \u2018Method of Coaching\u2019 that provides the solution to all these answers is \u2018TGfU\u2019.<\/p>\n \u2018TGfU\u2019 provides an environment that has the player at the centre of the learning and development, i.e. \u2018Player-Centred Coaching\u2019, and covers many different areas and aspects all at the same time.<\/p>\n Once you understand \u2018why\u2019 you should use \u2018TGfU\u2019, the next challenge in the process is \u2018how\u2019 you should create the environment and then \u2018what\u2019 you should use in the environment.<\/p>\n Finally, you will no longer hear from your players \u201cwhen can we play a game?\u201d as they will be playing games pretty much all the time during EVERY teaching\/training session throughout their time with you.<\/p>\n Nick Hill<\/p>\n Website: www.nickhillcoaching.com<\/a><\/p>\n Email: nickhill@nickhillcoaching.com<\/a><\/p>\n Twitter: @NH_Coaching_<\/p>\n <\/p>\n![\"Why](\"http:\/\/nickhillcoaching.com\/wp-content\/uploads\/2015\/02\/Why-use-TGfU\u2026Areas-of-Training-and-Playing...jpg\")
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\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Very little<\/td>\n All the time<\/td>\n<\/tr>\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Transfer to real game<\/td>\n Minimal<\/td>\n \n \n
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