Dr.

Stephen Harvey & Phil Edwards

National Field Hockey Coaches Forum

USA Field Hockey Teaching Games for Understanding Workshop

By the end of the workshop coaches will be able to:
1. Describe the three components of Athlete-Centered Coaching: 1) Teaching Games for
Understanding; 2) Questioning; and, 3) Team Culture.
2. Identify and explain the features of the Teaching Games for Understanding Model.
3. Compare and contrast the Teaching Games for Understanding Model with their current coaching
practice.
4. Consider how they may begin to integrate and apply Teaching Games for Understanding Model
within their current coaching context.
Assumption

In this workshop, we are focused on developing you coaching philosophy and methodology as
opposed to developing your library of drills/games

Teaching Games for Understanding Model

Teaching Games for Understanding (TGfU) is
aimed to develop participants understanding the
strategies and tactical complexities of the game as
well as knowing when and where to utilize and
apply the techniques of the game (skilled
performance). The TGfU movement originated at
Loughborough University 20 years ago by former
practitioners turned researchers, David Bunker
and Rod Thorpe, (1982) along with Len Almond,
who became tired of watching teachers teach
techniques only for them to break down in game
play. They believed that players could have a
good game without much technical expertise,
although they never stated that technical skill was
unimportant for successful game play. To support
this view, they argued that the focus of instruction
should be based on cognitive outcomes such as
what to do and when to do it as well as the
actual how to do it associated with motor
performance that had long been the focus of many
teachers/coachs instruction. They further argued
that games fostered more achievement motivation
for the players.

Dr. Stephen Harvey & Phil Edwards

National Field Hockey Coaches Forum

Questioning
One of the imperative aspects of games-based approaches (GBAs) is the teacher or coach's use of
questioning. However, research reports show that both teachers (e.g. McNeill et al., 2008) and coaches
(e.g. Harvey et al., 2010; Roberts, 2011) struggle with this aspect of using GBAs. And not only do they
struggle with using questions in the first place, when they do, they tend of be low level comprehension or
recall questions, ones that largely necessitate a yes no answer, like the one below which is speaking about
a players use of space during a small-sided soccer game:
Q: Do you think that 'Player X' ran into a good space?
A: Yes / No
These questions can be easily changed to higher order questions, but, arguably, this requires planning.
While planning, it is recommended that coaches plan 'question starters' linked to the activity to be
delivered. Some examples of question starters that may be used to re-construct the above yes /no
exchange such as interpretation, elaboration and evaluation, can be seen in bold below in the following
exchange, still about off the ball movement in a small-sided soccer game:
Initial question - Interpretation question
Q: What is the significance of 'Player X's' run ahead of the ball?
A1: Well, it meant that this opened up space for another player to move into.
A2: Also, it helped stretch the field so it opened up space between players in the midfield.
Probing question - Elaboration question
Q: Can you tell me a little more about that?
A3: If the play becomes stretched, then this gives us, the team with the ball more space to either dribble
into, or have players move into.
Summarizing question - Evaluation question
Q: So what is the main importance of off the ball movement ahead of the ball in this small-sided game?
A1: Stretch the game and create more space in between the player with the ball to make it harder for
defender because the play on the ball has more choices.
Team Culture
Say something about this
Practice Design
Coaches need to get the game right use Change it
C
H
A
N
G
E

Coaching style
How you score/win
Area
Numbers
Game rules
Equipment

I
T

Todays Game

Inclusion
Time

Dr. Stephen Harvey & Phil Edwards

National Field Hockey Coaches Forum

Key Challenges and Dilemmas

Dr. Stephen Harvey & Phil Edwards

National Field Hockey Coaches Forum

Excerpt taken from:

Harvey, S., Cushion, C. J., & Sammon, P. (2015). Dilemmas faced by pre-service teachers when learning
about and implementing a game-centred approach. European Physical Education Review, 21(2), 238256.
doi:10.1177/1356336x14560773
See also: http://ccd.ucam.edu/index.php/revista/article/view/762/371 (free access)
Teaching Games for Understanding Model Benchmarks
Coach Benchmarks
Coach uses a tactical problem as the
organizing center for learning tasks.
o Check content listing on plan with
tactical problems written out.

Player Benchmarks
Players are given time to think about
deductive questions regarding the tactical
problem.
o Observe the coachs use of wait
time.
o Make a record of how many times
each player is called on to
answer.

Coach begins each session with a game form

to assess player knowledge.
o Check plan.

Players understand how to set up situated

learning tasks.
o Observe players as they organize
each task. Players should quickly
set up and engage in the task per
the coachs directions.

Teacher uses deductive questions to get

players to solve the tactical problem.
o Check coachs lesson plan.
o Make a list of all questions asked and
player responses.
Coach uses high rates of guides and feedback
during situated learning tasks.
o Record the content and frequency of
the coachs instructional interactions.

Players are making situated tactical

decisions.
o Record correct and incorrect
answers players give to coachs
questions during learning tasks.
o Observe players tactical decision
making and skills during learning
tasks.
Game modifications are developmentally
appropriate.
o Observe players as they are
engaged. Does the modification
make the game too simple or too
complex for them?

Summing up your learning

Identify 3 things you want to remember

2 things you will talk about with someone else?
1 thing you will do before 30 days pass?

Additional Resources

Dr. Stephen Harvey & Phil Edwards

National Field Hockey Coaches Forum

1. http://drstephenharvey.weebly.com/tgfu-resources-one-stop-shop.html (one stop shop for

resources)
2. http://drstephenharvey.weebly.com/blog (my blog on TGfU, teaching and coaching)
3. http://tgfuinfo.weebly.com/index.html (Teaching Games for Understanding website)
4. http://www.tandfonline.com/doi/full/10.1080/18377122.2015.1051268?src=recsys (free access to
article on questioning)