EDPM301 ASSESSMENT 2 CLIP 4

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The first attacking passing sequence from the yellow team demonstrates the open movement skills from a range of individuals which combine to result in a scoring opportunity for Nathan. The common theme of team cohesion is portrayed throughout these clips due to a number of effective movement skill sequences and decisions which ultimately lead to a scoring opportunity (Gréhaigne & Richard, 2005).

Renee starts off this passing sequence through her understanding of deception, a fake pass attracts a pink defender and opens up space to successfully execute a lob pass to Brandon. This demonstrates Renee’s associative/autonomous level of skill acquisition as she is able to identify and create the opportunity and execute the skill (Schmidt, 1975).

Brandon communicates both verbally and nonverbally to call for a pass off Renee. The element of a force ratio 2 v 1 is created with Sam (Gréhaigne & Godbout, 2001). It is evident through Sam’s body language that he is drawing on his cognitive map as he weighs up his passing options. Nathan has used deception through a fake pass which provides him with enough time to steady himself and execute an accurate shot on goal.

In this clip, Josh receives the ball in the corner of the court and is trapped. The body positioning and posture of Sam and Greg place pressure on Josh and limit his passing opportunities which force him into making a low percentage lob pass (Forrest, 2014). Josh shows effective skill execution to be able to get this pass away, whilst having two defenders in his confrontational space.

In the final clip, the collective strategy and cohesion of the yellow team is evident. A four-person coverage across the shooting circle is being executed which in turn limits the passing and shooting opportunities of the opposition team. This sub-team strategy utilised, allows the group to shift their defence to either side of the court, depending on the movement of the ball. This strategy aligns with a transfer of learning from sports such as rugby league and AFL, which Sam and Brandon have prior experience in (Forrest, 2014). Specifically, in rugby league this concept is known as a pendulum. As the defensive team use the element of mobility to move and react to the movement of the ball.

Farias, C., Mesquita, I., Hastie, P. A., & O’Donovan, T. (2018). Mediating peer teaching for learning games: An action research intervention across three consecutive Sport Education seasons. Research quarterly for exercise and sport, 89(1), 91-102.

Forrest, G. (2014). Definition of Terms - Grammar of Games and Sports. EDPM301, School of Education, University of Wollongong, Moodle.

Gréhaigne, J. F., Godbout, P., & Bouthier, D. (2001). The teaching and learning of decision making in team sports. Quest, 53(1), 59-76.

Gréhaigne, J. F., Richard, J. F., & Griffin, L. L. (2005). Teaching and learning team sports and games. Psychology Press.

Hüttermann, S., Memmert, D., & Nerb, J. (2019). Individual differences in attentional capability are linked to creative decision making. Journal of Applied Social Psychology.

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