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{"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 — \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**
\n
How I integrated more basic Spanish into my \u2018Questioning\u2019 after each group…helping the players to understand my questions better…thus improving the questions I asked…which in turn improved the flow of the \u2018Questioning\u2019…resulting in a better understanding and answers from the players…;<\/li>\n
How I tried to engage more players within a group after each group, not just taking answers from one particular player…;<\/li>\n
How I recognised players better that were stood at the back not being involved and thus tried to engage them in later groups…;<\/li>\n
How the amount of time used for each \u2018set\u2019 became more efficient to get to the similar end point.<\/li>\n<\/ul>\n
Other points to note:-<\/p>\n
\n
How you phrase\/What you say in a question is key for the players in front of you to understand what you are asking… (e.g. Compare the number of responses and the different types of responses at the beginning of the 1st Group\u2019s \u2018Questioning\u2019 between the English question and the Spanish translated question);<\/li>\n
A couple of times I gave the answer to the question…thus meaning I must not have phrased the question well enough because the players were not able to come up the answer I was looking for (e.g. 46s into the 1st Group\u2019s \u2018Questioning\u2019 with \u201cTryline\u201d and 65s into the 3rd Group\u2019s \u2018Questioning\u2019 with \u201cespacio = space\u201d);<\/li>\n
At one point I had a certain point stuck in my head at the time that I wanted to get across to the players, but because of the line of questioning I used I was not able to extract the answer I was looking for (e.g. 65s into the 3rd Group\u2019s \u2018Questioning\u2019);<\/li>\n
Compare how I went about the process of \u2018Questioning\u2019 for the same \u2018Principle\u2019…running into space…between the 1st Group\u2019s \u2018Questioning\u2019 (48s to 80s) and the 3rd Group\u2019s \u2018Questioning\u2019 (41s to 75s);<\/li>\n
Make sure you are able to listen to all the answers from the players…because if they all say answers at the same time you miss a good answer and the answer that you are looking for (e.g. Check out this part of the 1st Group\u2019s \u2018Questioning\u2019 where I miss the player that says \u201cespacio = space\u201d right in front of me: https:\/\/www.youtube.com\/watch?v=nJk7xKqsGfA<\/a>);<\/li>\n
Try to avoid having players shouting out answers…having the rule if a player wants to give an answer then they should put their hand up. This also helps with the previous point.<\/li>\n<\/ul>\n
**Conclusions<\/b><\/span><\/p>\n**
\n
33\/48 players (69%) engaged in some form of verbal and non-verbal communication;<\/li>\n
An average of 93s was used for each \u2018Questioning\u2019 \u2018set\u2019;<\/li>\n
Each group understand what the aim of rugby is;<\/li>\n
Each group understand how to score a try;<\/li>\n
Each group understand what to do to score a try;<\/li>\n
3 out of 4 groups understand why to run fast.<\/li>\n<\/ul>\n
If it was Coach-centred direct instructions:-<\/p>\n
\n
Would you see these same results…?<\/li>\n
Would you know that the players understood \u2018How to Play?\u2019…?<\/li>\n
Would you have a 69% engagement rate from players with verbal and non-verbal communication…?<\/li>\n
Would the player stood at the back be engaged in the process…?<\/li>\n<\/ul>\n
**Wider Observations<\/b><\/span><\/p>\n**
**\u2018Questioning\u2019 sequence\/process:-<\/p>\n**
\n
What is the aim of the game…?<\/li>\n
How do you score tries…?<\/li>\n
How do you run…?<\/li>\n
Where should you run…?<\/li>\n
Should you run at a defender…? Why not…?<\/li>\n
Should you run slow or fast…? Why…?<\/li>\n<\/ol>\n
Questions that I would have added looking back at the videos:-<\/p>\n
\n
Why would you pass the ball to help score tries…?<\/li>\n
What else could you do to score tries…?<\/li>\n<\/ul>\n
My questioning sequence\/process philosophy starts with \u2018WHY\u2019…<\/p>\n
$\""Start$ <\/a>
“Start with WHY\u2026”<\/figcaption><\/figure>\n
This is reinforced by Simon Sinek\u2019s TED on \u2018How great leaders inspire action\u2019…based on his book \u2018Start with WHY: How great leaders inspire everyone to take action\u2019:-<\/p>\n
http:\/\/www.ted.com\/talks\/simon_sinek_how_great_leaders_inspire_action?language=en<\/a><\/p>\n
$\"Start$ <\/a><\/p>\n
**Observations during \u2018Questioning\u2019 \u2018sets\u2019:-<\/b><\/span><\/p>\n**
**You will no doubt at some point in a \u2018Questioning\u2019 \u2018set\u2019 experience many different scenarios\u00a0 that your players will provide\/show\/offer you…<\/p>\n**
One of the key challenges as a coach is do you spot\/notice them…? Once you have noticed an example…the next thing is to then weigh up whether or not it is something that you need to fix…something that you will need to address…or just ignore because it does not require any effort or energy from you as the coach to sort out…<\/p>\n
Here are some player examples at opposite ends of the \u2018Questioning\u2019 continuum in the same moment…from fully engaged to completely disengaged…to help you spot\/identify whether any of your players do similar things while you are trying to use the \u2018Questioning\u2019 approach with your players…This is because if you become self-aware of these subtleties you could improve your process of \u2018Questioning\u2019 and engage more players…more of the time…improving their knowledge and understanding…<\/p>\n
The example below shows a player \u2018playing up\u2019 to the camera at the front of the group and a player at stood at the back engaged in something completely different which has nothing to do with the \u2018Questioning\u2019 sequence\/process that is about to take place to help his understanding and\/or reinforce his knowledge of the \u2018How to Play…?\u2019:-<\/p>\n
$\"Two$ <\/a>
Two ends of the ‘Questioning’ continuum…<\/figcaption><\/figure>\n
\n
\u00a0Is the player at the front \u2018playing up\u2019 to the camera something significant…?<\/li>\n
Does it require your attention as the coach…?<\/li>\n
Will feeding that player\u2019s attention seeking tendency going to help that player…?<\/li>\n
Is it going to help the group and the sequence\/process of \u2018Questioning\u2019…?<\/li>\n
On the other hand should your attention be towards finding ways how you can engage the player stood at the back…? Who is more interested in watching another group doing what they are doing…<\/li>\n<\/ul>\n
The example below shows an example of a player \u2018playing up\u2019 to the video camera right next to the coach and a player actively engaged in the \u2018Questioning\u2019 sequence\/process:-<\/p>\n
$\"Two$ <\/a>
Two ends of the ‘Questioning’ continuum…<\/figcaption><\/figure>\n
\n
\u00a0Should your focus be on the player \u201cmessing around\u201d and expending time and effort managing their low-level disruption…?<\/li>\n
Or should your attention be on the player with his hand up with an answer to the question that you have just asked to the group of players…?<\/li>\n
Which option would set the right tone for the \u2018Questioning\u2019 environment…?<\/li>\n
Which type of behaviour would you like to reinforce…?<\/li>\n<\/ul>\n
The example below shows an example of a player actively engaged in the \u2018Questioning\u2019 sequence\/process by raising his hand and another player still disengaged watching another group doing what they are doing on another area of the field:-<\/p>\n
$\"Two$ <\/a>
Two ends of the ‘Questioning’ continuum…<\/figcaption><\/figure>\n
\n
\u00a0While actively engaged with the player in the front with their hand up…what could you do as coach to actively engage and involve the player who is watching another group at the back…?<\/li>\n<\/ul>\n
**Some questions to consider when \u2018Questioning\u2019:<\/b><\/p>\n**
\n
Do you notice the player at the back in \u201creal time\u201d…?<\/li>\n
Do you always try and deal with the low-level disruptions from attention seeking players…?<\/li>\n
Who should you focus your attention on during a \u2018Questioning\u2019 sequence\/process…?<\/li>\n
Are you thinking ahead to your next question(s) that could engage with the player to get him \u201cback on track\u201d…?<\/li>\n
Do you pre-plan the questions that you are going to ask…?<\/li>\n
Do you think about the pathways that each question could lead down…?<\/li>\n
Are you waiting for the answer(s) you have in your head as the coach…?<\/li>\n
Or are you listening to the player(s) response(s) that are from their world…their perspective…?<\/li>\n<\/ul>\n
**Tips:-<\/b><\/span><\/p>\n**
**Naturally open up communication channels…<\/b><\/p>\n**
$\"Opening$ <\/a>
Opening up a communication channel…<\/figcaption><\/figure>\n
When trying to communicate with players…try to bring players on the \u201coutside\u201d into the group to engage them in the \u2018Questioning\u2019 sequence\/process…encouraging them to have a go…to help build their confidence up…to help reinforce that they actually do know some of the answers…that it is ok to say short answers…as long as they are contributing and feel a part of the group…and improving their knowledge and understanding…<\/p>\n
**Engage players with demonstrations…<\/b><\/p>\n**
$\"Involve$ <\/a>
Involve players in demonstrations…<\/figcaption><\/figure>\n
**Allow \u201cThinking Time\u201d…<\/b><\/p>\n**
**See an example here:** **https:\/\/www.youtube.com\/watch?v=PY53ArPkqXE<\/a><\/p>\n**
The key challenge during \u201cThinking Time\u201d is trying to make sure the over-enthusiastic players, who know an answer, do not spoil it for the player with lower confidence…by shouting out their answers…as this may then prevent\/stop the player \u201cthinking\u201d…thus shutting down this type of player in the \u2018Questioning\u2019 sequence\/process…<\/p>\n
**Provide \u201c50\/50 options\u201d…<\/b><\/p>\n**
**See an example here:** **https:\/\/www.youtube.com\/watch?v=PY53ArPkqXE<\/a><\/p>\n**
If a player is struggling to say an answer…provide a \u201c50\/50 option\u201d to try to get the ball rolling…to encourage the player to offer an answer…and more than likely they will do so…<\/p>\n
**See an example here: https:\/\/www.youtube.com\/watch?v=PnLw1NgXEDA<\/a><\/p>\n**
To help a group grow their understanding…provide a \u201c50\/50 option\u201d to continue the flow of the \u2018Questioning\u2019…then follow that answer up with a higher-order question of \u2018Why\u2019, \u201cHow\u2019, etc….to encourage and challenge the players thinking…as the players will be able to come up with their answers…unlocking higher-level answers…<\/p>\n
**See an example here: https:\/\/www.youtube.com\/watch?v=nJk7xKqsGfA<\/a><\/p>\n**
If a group is not coming up with the answer that you are looking for…provide a \u201c50\/50 option\u201d to work round the \u201csticking point\u201d of the players\u2019 understanding…that helps the players to continue to think about the answer to the original question…challenging themselves to seek out other answers…culminating with a player saying the answer the coach is looking for…<\/p>\n
**Make sure you create an environment where everyone can listen to each other…<\/b><\/p>\n**
**See an example here:** **https:\/\/www.youtube.com\/watch?v=nJk7xKqsGfA<\/a><\/p>\n**
**Otherwise you do not hear\/miss a really good answer from one of the players…e.g. at 7s in the clip when the player is right in front of you…<\/p>\n**
$\"Missing$ <\/a>
Missing a player’s GOOD answer\u2026when 4 players are communicating ALL at the SAME time…<\/figcaption><\/figure>\n
\n
The \u201corange\u201d player is non-verbally communicating with an action…<\/li>\n
The \u201cyellow\u201d player is verbally and non-verbally communicating answers…<\/li>\n
The \u201cpurple\u201d player is verbally communicating an answer…<\/li>\n
The \u201cgreen\u201d player is verbally communicating the \u201ccorrect\u201d answer…<\/li>\n<\/ol>\n
\n
Which piece of communication do you see and\/or do you hear in \u201creal time\u201d when everyone is all communicating at the same time…?<\/li>\n
Does a message get \u201clost in translation\u201d…?<\/li>\n<\/ul>\n
**Situations to be aware of:-<\/strong><\/span><\/p>\n**
**Players offering non-verbal answers in their communication…<\/b><\/p>\n**
$\"Non-verbal$ <\/a>
Non-verbal answers\u2026”side-stepping side-to-side on the spot”<\/figcaption><\/figure>\n
\n
How could you communication with this player to signal you have seen his good answer…?<\/li>\n
How do you acknowledge this player\u2019s good answer…?<\/li>\n
How do you maintain the flow of the \u2018Questioning\u2019 sequence\/process while players show non-verbal communication…?<\/li>\n
How else could you use this player\u2019s non-verbal communication…?<\/li>\n<\/ul>\n
**Players completely disengaged…<\/b><\/p>\n**
$\"Players$ <\/a>
Players completely disengaged…<\/figcaption><\/figure>\n
\n
**<\/b>What should we try to do as coaches to engage these types of players…?<\/li>\n**
**<\/b>Who could you choose to answer the 1st question…?<\/li>\n**
**<\/b>Where could you ask this type of player to stand in the group…?<\/li>\n**
<\/b>When could you have a chat with the player away from the session to try and learn and understand why he does not seem to be engaged in the \u2018Questioning\u2019…?<\/li>\n<\/ul>\n
**Players wandering around doing their own thing…<\/b><\/p>\n**
$\"Players$ <\/a>
Players wondering around…<\/figcaption><\/figure>\n
Watch the video again to see the journey this player goes on during the \u2018Questioning\u2019 \u2018set\u2019…and right at the end he was about to engage in an answer…<\/p>\n
https:\/\/www.youtube.com\/watch?v=T-u2TZBJc_A<\/a><\/p>\n
$\"Player$ <\/a>
Player wondering around during ‘Questioning’…<\/figcaption><\/figure>\n
\n
What should we take away from an observation like this…?<\/li>\n
What can we learn from this…?<\/li>\n
Why does the player do this…?<\/li>\n
What is the player thinking during the \u2018Questioning\u2019 sequence\/process…?<\/li>\n
Is the player listening to what the group is communicating…?<\/li>\n
How could you find out whether or not the player was paying attention to what the group were saying…?<\/li>\n
How could you check the player\u2019s understanding…?<\/li>\n
Where else could you communicate with this player…?<\/li>\n
How else could you communicate with this player…?<\/li>\n
What could you do as coach to engage this type of player in \u2018Questioning\u2019 so that they feel part of the group…?<\/li>\n<\/ul>\n
**What does some of the evidence say about using \u2018Questioning\u2019:-<\/b><\/span><\/p>\n**
**The following extracts are taken from \u2018Athlete-centred Coaching: Developing inspired and inspiring people\u2019 by Lynn Kidman (2005):-<\/p>\n**
Chapter 1<\/b>**: \u2018Being Athlete-centred: the Empowering Coach\u2019<\/b><\/p>\n**
\u201c…questioning is the best approach to develop thinking and decision making in athletes. The technique of questioning is one way of helping athletes learn to problem solve. Stimulating questions are an extremely powerful means of inspiring athletes and enhancing intrinsic motivation (Butler 1997; Kidman 2001). Questioning also engages athletes at a conscious level, enhancing their concentration and thus their intensity.\u201d (p.19)<\/p>\n
\u201cAthletes will undertake problem solving with enjoyment and ever-increasing effort if given the opportunity. Generating their own solution empowers athletes and gives them more self-awareness; the subsequent enhancement of their performance is well documented (Metzler, 2000; Ravizza, 1998; Schempp, 1982). For example, athletes who take ownership of the content of their learning will remember, understand and apply it more effectively than those who are told what to do, when to do it and how to do it. By enabling athletes to problem solve, a coach enhances their long-term learning (Thorpe, 1990).\u201d (p.20)<\/p>\n
Chapter 12<\/b>**: \u2018Asking Meaningful Questions\u2019<\/b><\/p>\n**
\u201cWhen the coach asks questions, athletes must find answers, which in turn increases their knowledge and understanding of the purpose of particular skill performance and tactical plays in the context of competition.\u201d (p. 245)<\/p>\n
**\u201cIt is known that athletes learn well and have higher retention rates if they are given the opportunity to work out for themselves what to do and how to do it.\u201d (p.245)<\/p>\n**
\u201cTo create situations where athletes learn best, by listening to their responses, then redirecting, prompting or probing for better or more complex answers, coaches must have an in-depth understanding of the material they are asking about and the context in which it will be applied.\u201d (p.245)<\/p>\n
**Questions to Promote Low-order and High-order Thinking<\/b><\/p>\n**
\u201cWhy?<\/i> and how?<\/i> questions enhance athletes\u2019 ability to make decisions. It is important for coaches to allow athletes to think about questions and help and encourage them to answer. If the athletes are having difficulty with the answer, a coach can redirect or rephrase a high-order question so they can think carefully about what has been asked for, However, the coach should never give the answer itself, as it takes ownership of the problem-solving process away from the athletes.\u201d (p.247)<\/p>\n
\u201cWith high-order questions, there are no \u2018wrong\u2019 answers as the athletes generally interpret the questions at their own level of understanding. Coaches need to listen closely to the answers, interpret the significance and respond accordingly. Often athletes come up with the answers that coaches may find useful to elaborate and apply within their game plan. By listening, in other words, coaches can learn much from their athletes.\u201d (p.247)<\/p>\n
**Techniques for Effective Questioning<\/b><\/p>\n**
\u201cFormulating meaningful questions is a key element in establishing a great questioning environment. Planning the questions for the training session ahead is the most important step, especially if questioning is a very new part of the coaching repertoire.\u201d (p.249)<\/p>\n
\u201cIn planning questions, it is also important to be flexible in both developing the questions and timing them…the real art of questioning is to read the athletes, look at what is happening and ask relevant questions *when<\/i> the athletes are ready or need to solve a problem.\u201d (p.250)<\/p>\n*
\u201cAn important management strategy in questioning is to ensure that all athletes are quiet and listening to the questioning sequence. To this end, a coach may create rules to encourage attention. Useful examples of rules include \u2018When one person is talking, everyone else listens\u2019 or \u2018Raise your hand and wait to be called on\u2019. Once the coach has the attention of all athletes, everyone can hear the questions, while the coach can make appropriate eye contact and look for nonverbal signs of misunderstanding or excitement among athletes.\u201d (p.251)<\/p>\n
\u201cIncreasing wait time enables athletes to formulate better responses and encourages them to give longer answers because they have had the opportunity to think. When given this \u2018thinking time\u2019, athletes tend to volunteer more appropriate answers and are less likely to fail to respond. With longer wait time, athletes exhibit more confidence in their comments and those athletes whom coaches rate as relatively slow learners offer more questions and more responses.\u201d (p.252)<\/p>\n
***\u201c…an appropriate wait time in coaching is 3 to 5 seconds.\u201d (p.252)<\/p>\n***
**Equity of Directing and Distributing Questions<\/b><\/p>\n**
\u201cCoaches will notice that some athletes can not wait to answer the questions while others prefer to remain anonymous in the background. The athletes who volunteer readily are probably the most confident in their skills and their cognitive abilities…A coach must make a conscious effort to include all members of the team or squad in problem solving. A coach should allow equal time for all athletes to contribute to the discussion.\u201d (p.254)<\/p>\n
$\"'Athlete-centred$ <\/a>
‘Athlete-centred Coaching’ by Lynn Kidman (2005)<\/figcaption><\/figure>\n
**The POWER of using \u2018Questioning\u2019<\/b><\/span><\/p>\n**
\n
It actively engages the players who would otherwise be disengaged;<\/li>\n<\/ul>\n
$\"The$ <\/a>
The POWER of using ‘Questioning’…<\/figcaption><\/figure>\n
\n
It provides the opportunity for you as the coach to check\/clarify\/improve the players\u2019 understanding;<\/li>\n
It provides an \u201cactive rest\u201d period for players between playing games;<\/li>\n
It allows the players to take ownership of their learning;<\/li>\n
It both includes and involves the players in the \u2018Coaching Process\u2019;<\/li>\n
It provides the opportunity for the players to come up with the answers…;<\/li>\n
It provides the opportunity for the players to express themselves…;<\/li>\n
It provides the opportunity for the players to grow in confidence…;<\/li>\n
It provides the opportunity for the players to show the coach what they know and understand…;<\/li>\n
It utilises as much time as possible in the training\/coaching\/teaching session.<\/li>\n<\/ul>\n
**The CHALLENGE of using \u2018Questioning\u2019<\/b><\/span><\/p>\n**
\n
Trying to both include and involve ALL the players in a \u2018Questioning\u2019 \u2018set\u2019;<\/li>\n<\/ul>\n
$\"The$ <\/a>
The CHALLENGE of using ‘Questioning’…<\/figcaption><\/figure>\n
\n
\u00a0Provide enough \u201cThinking Time\u201d for ALL the players to come up with an answer;<\/li>\n
Trying to meet the needs of ALL players stood in front of you during \u2018Questioning\u2019;<\/li>\n
Avoid giving answers to the players…;<\/li>\n
Spending the right amount of time on a \u2018Questioning\u2019 \u2018set\u2019;<\/li>\n
Talking for the sake of talking…;<\/li>\n
Making sure the players are learning during the \u2018Questioning\u2019 sequence\/process.<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"
Setting the Scene 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 […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"spay_email":"","footnotes":""},"categories":[39],"tags":[148,139,17,28,13,140,142,141,35,150,143,144,149,157,155,32,147,146,145,156,154,152,151,153],"jetpack_featured_media_url":"","_links":{"self":[{"href":"http:\/\/nickhillcoaching.com\/index.php?rest_route=\/wp\/v2\/posts\/1116"}],"collection":[{"href":"http:\/\/nickhillcoaching.com\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"http:\/\/nickhillcoaching.com\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"http:\/\/nickhillcoaching.com\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"http:\/\/nickhillcoaching.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=1116"}],"version-history":[{"count":5,"href":"http:\/\/nickhillcoaching.com\/index.php?rest_route=\/wp\/v2\/posts\/1116\/revisions"}],"predecessor-version":[{"id":1141,"href":"http:\/\/nickhillcoaching.com\/index.php?rest_route=\/wp\/v2\/posts\/1116\/revisions\/1141"}],"wp:attachment":[{"href":"http:\/\/nickhillcoaching.com\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=1116"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"http:\/\/nickhillcoaching.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=1116"},{"taxonomy":"post_tag","embeddable":true,"href":"http:\/\/nickhillcoaching.com\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=1116"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}