Karnataka State Hockey Association, Bangalore
Conducted from April 16, 2003 to June 28, 2003
| Class 1 | Class 2 | Class 3 |
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Class 4 | Class 5 | Class 6 |
| Shri Vasudevan Bhaskaran was the India's national hockey
coach for the 1998 Utrecht World Cup (9th) and the 2000 Sydney Olympics (7th).
He was the captain of the 1980 Moscow Olympics gold medal winning Indian hockey team, and also represented India in the 1973 Amsterdam World Cup (2nd), 1976 Montreal Olympics (7th) and the 1978 Buenos Aires World Cup (8th). |
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| Class 7 | Class 8 | Class 9 | Class 10 | Class 11 | Class 12 | |
INTRODUCTION
Game-sense or game-centred approach is the use of games or match play situations where the players are empowered to think of tactics, quick decision making and problem solving in a highly motivational environment.
This approach shifts the focus from how we coach to how the players learn. The emphasis is on the player rather than on the coach. Players have the opportunity to analyse what they are doing through a number of mechanisms such as internal feedback, observation , trial and error, and the attitude that they can change their performance on their own, rather than relying on external feedback supplied by the coach.
This is different from a skill-centred approach where techniques are often taught in isolation, not requiring players to think about its relevance to game situations, and bearing little resemblance to the skill required in an actual game. Traditional methods focus on specific motor responses (techniques), and fail to take into account the contextual nature of game. This concentrates too much on technique and not enough on decision making.
Rod Thorpe from Loughborough University is the U.K. advocate of the Game-Sense approach. He draws a distinction between technique and skill using the following relation:
TECHNIQUE + PRESSURE = SKILL
For example, many players are required to undertake lengthy training sessions where they practice techniques associated with a particular skill like shooting at the goal. However, practising this in isolation does not include a large number of the variables associated with implementing this skill in a constantly changing game situation. When shooting at the goal, variables like the number and proximity of defenders, position of the player's teammates, distance from the goal, amount of time and space available, time left in the half or the match, the scoreline etc. may all affect the final decision which has to be made in a split second.
Similarly, skills practice doesn't include decisions related to when and why this shooting technique should be used in preference to other options which may include eliminating the goalkeeper or using a push instead of a shot.
Emphasis on technique has generally resulted in:
If the emphasis is shifted to tactical considerations rather than tedious repetition of technique, the game may become more interesting and enjoyable with players being able to make correct decisions based on tactical awareness. At this point the athlete appreciates the need for and relevance of a particular technique as required in a game situation. Instead of the athletes asking "When can we play a game?", they ask "How can we better perform the skill?"
It is for these reasons that Thorpe suggested that the games component be placed at the beginning of the session rather than at the end. Aspects of coaching related to decision making, risk taking, spatial awareness, counteracting an opponent (especially the goalkeeper), and recognizing scoring opportunities should then predominate the training session.
| Traditional Approach | Game-Based Approach |
| Warm up | Warm up |
| Skills practice | Game-sense game |
| Repeated drills | Play Analysis (tactical, technical, perceptual) |
| Minor Game/Game Practice | Back to Game-sense game in light of above |
| Cool down | Cool down |
The benefits of a game-sense approach are:
TYPES OF GAME-SENSE MODELS
Small-Sided Approach
The field is altered so that 80% of play is focused in the attacking circle. Initially 1 vs. 1 is played, gradually building through 2 vs. 1, 2 vs. 2, 3 vs. 2 and 3 vs. 3.
PROGRESSION I (1 vs. 1)
Start from the 25m line in a grid 10 metres wide to see how many metres the attacking player can advance before losing possession. Mark the spot where possession was lost. The next attacker to see if he/she can get further or score.
PROGRESSION II (1 vs. 1)
As above but each time an attacker loses possession, a free hit is awarded with the defender retreating 5 metres. Play starts again as soon as the attacker begins to dribble. How many attempts does it take to score? Change over and see if you take less attempts to score than your opponent.
PROGRESSION III (2 vs. 1)
Attacking player X1 receives a pass from defending player Y1. Attacker X1 to either eliminate defender Yl or make an accurate pass to X2. Attacker X2 leads wide either side of the goals and/or high or low to create space and a passing or shooting option.
Yl has to make his position so as to prevent scoring. If Yl gains ball possession, he becomes the attacker by dribbling or passing the ball between the markers on each side of the field while XI and X2 come back to tackle.
This approach emphasises good vision and communication, attention to relevant cues, decision making and focused attention on scoring (and also on preventing a score).
PROGRESSION IV (3 vs. 2)
Three attacking players - X1, X2 and X3 versus two defensive players Yl and Y2 in a grid, with the aim of maintaining possession in the attacking circle. On the coaches whistle 1, 2 or 3 passes are allowed before a quality shot at goal is taken. The interval to take the shot may be timed e. g., within 5 seconds from whistle, the shot has to be taken.
The objective of this exercise is to create space to allow a high percentage scoring opportunity. This encourages good vision and accurate passing and quick decision making on who to pass to and how to receive the ball so that a quick shot can be taken. This encourages players to use evasive and faking skills to eliminate the defender and goalkeeper, and encourages communication between players.
Questions to ask offense:
Questions to ask defence:
Answers to the above to be based on which part of the field we are in, when we are out numbered in defence, and when we out number in attack.
Decision Making in the Attacking Circle
Initially the coach designates the type of shot allowed, e. g., scoop, flick, chip, reverse stick, drag, squeeze. Greater decision making is added by gradually allowing greater variety to the type of shot allowed e. g., top of net, backboard only, etc. Further outcomes may be achieved by limiting the amount of dribbling, passing, touches of the ball before passing, etc.
Coach to use a process of directed questioning to encourage players to find solutions:
By following the key tactical aspects previously outlined, i. e., deception, risk, shot selection, time, stage of game, space, decision making, field position, maintaining possession and maximising angles of attack, the coach can lead his athletes towards becoming efficient critical decision makers.
Mid-Sized Approach
This involves starting with a minimum number of players, usually 5 or 6, with limited rules, and gradually building up the number of rule and skills as they are required.
PROGRESSION I
Start with players in their own half of the grid without a hockey stick but with a soft ball e.g. tennis ball or a frisbee. Players attempt to score a goal by observing all the basic rules of hockey but must pass the ball if touched within 3 seconds. The only other rule is that if possession is gained by the opposition play stops and is started again with a free pass to the attacking team from where possession was lost.
PROGRESSION II
Play the game using a hockey stick but only allow push passing and trapping.
PROGRESSION III
Add a rule that allows the attacking team to also hit the ball.
PROGRESSION IV
Using the tennis ball or frisbee, add the rule that when possession is lost, the defensive side become the attacking side, with play started with a free pass.
PROGRESSION V
Using the stick, add the rule that when possession is lost, the defensive side become the attacking side, with play started with a free pass.
PROGRESSION VI
Once again play using the tennis ball incorporating all the basic rules of hockey so that when possession is lost, play continues.
PROGRESSION VII
Play the game using sticks and applying all the rules of hockey.
CONCLUSION
The uses of the game sense approach and the benefits that arise have been well documented. That is not to say that using a game sense approach will solve all of the problems associated with players making correct decisions. It is simply another approach, which should be incorporated with other methods such as the traditional one that emphasizes technique and skill.