Games of low organisation
Issue: Volume 28 Number 1
Games of low organisation can be used to attain a variety of outcomes with all ages of participants in numerous sports. These games can be used at the commencement of a practice session, to quickly engage the players into enjoyable activity that generates interest and creates a positive start to the coaching session. They can also be designed to attain a variety of specific learning outcomes that contribute to the foundational development of effective sports players.
This article presents coaches with the key ideas and steps for including games of low organisation into their sessions.
Step 1: identify the purpose of the game
Games of low organisation can be easily included into most coaching sessions, to add variety, fun or to develop specific player qualities. The most important consideration for the coach is to be clear about why these games are being included in the session. This will help the coach to emphasise the purpose of the games, so that the players can benefit from participation. Some of the reasons for including games of low organisation in a coaching session include:
- providing fun and enjoyment in physical activity
- developing team work and cooperation with others
- improving the capacity of players to scan and read the play as they move in space in relation to others
- improving players' capacity to use agility to get into different spaces, including control of the body to stop, start, accelerate, change direction, dodge and baulk
- improving general fitness to maintain movement into spaces and development of strength, stamina, balance and speed
- developing problem-solving and decision-making skills
- improving specific technical ability such as throwing and catching if equipment is added.
Step 2: shape the play
Shaping the play is the process used by coaches as they determine the key variables that provide the structure of the game (Launder 2001). In games of low organisation the main variables are the playing space, numbers (including the ratio of taggers to non-taggers, if applicable), playing rules, scoring and the guidelines for fair play.
In order to maximise the benefits of involvement, the coach will need to consider factors that impact on player safety and participation. The coach can:
- Ensure that the space is adequate for the number of players who are participating. In all games, there is an important relationship between the ëspaceí allocation and the corresponding ëtimeí that players have to play successfully and skilfully. If a space is very small, then there is limited time to read what is happening, to make decisions and to move accordingly. This can present a major safety issue with young children because of the increased risk of collisions. Too small an area can also result in the game finishing too quickly, with minimal player participation. If the space is too large the game can be boring for the free players who are able to stand in the open space, and demoralising for the taggers as their efforts to chase are unrewarded. The key is to shape a sustainable game that optimises the challenge for all players by balancing the playing space, total numbers and number of taggers.
- Keep the explanation of the rules clear and simple. Highlight the most important rules at the start of the game and then clarify any issues as they arise in the game. Clarifying rules in the game will help players to better understand their relevance.
- Establish a game atmosphere that is safe and enjoyable for all participants. This means that fair, sensible play must be promoted and embarrassment, harassment and exclusion avoided at all costs.
Step 3: focus the play
Focusing the play is a process that coaches use to facilitate learning in the game by identifying the important points of the activity (Launder 2001). If the coach is clear on the focus for the activity then they are able to observe and analyse the play in order to provide feedback to the players.
Some key considerations about focusing the play:
- The coach must monitor the game continuously for player safety. It is the coachís responsibility to stop the game to address safety issues or to make game modifications that will improve player enjoyment and participation.
- The coach must be clear on the main point of focus for the game. If the game of low organisation is being used to promote scanning and movement in relation to other players, then the key focus cues such as ëeyes upí or ëlook out of your earsí can be highlighted before or during the game. If it is dodging that is to be emphasised, then ëpush off hardí as you change direction may become the key focal cue. If it is team work or cooperation, then the coach can look for evidence of this during the game and highlight it to their players.
Step 4: enhance the play
Enhancing the play refers to the way that coaches include strategies to influence player motivation (Launder 2001). This can help to prevent boredom and maintain a persistent focus during the game. Some strategies to enhance the play that coaches can easily apply include:
- careful monitoring of the time frame used in games. Time frames can be measured by the clock (play for one minute) or by the task (time how long it takes to catch everyone). A musical time frame is a novel way of establishing time limits on the game
- using variations such as changing partners, changing groups or roles between games
- making minor adjustments to the shape of the game by introducing different ways to catch or release a player, or by modifying the scoring system
- showing enthusiasm and acknowledging the playersí efforts and participation
- keeping a score or time record for the game
- including some equipment in the game
- using a novel name or scenario for the game (for example, ëdunny flusherí).
Becoming a creative coach
Coaches can quickly start to create their own versions of games of low organisation, based on the needs of their specific playing group. The step-by-step process can also be used to evaluate various game resources, or to analyse how other coaches use these types of games at practise sessions. Finally, make sure that you use these games in small doses, and do not forget to ask for player feedback about the value of the games.
Reference
Launder, A 2001, Play Practice: the games approach to teaching and coaching sport, Human Kinetics, Champaign, Illinois.
