Indiv DM

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Decision Making – Individual
The individual decision-making aspects are usually developed individually with assistance by the coaches, whereas team aspects are developed with the coach and team (Kobashikawa et al 2009). The individual aspects are ideas that the individual creates to aid themselves in the game, for example their individual strategy focuses on their own game plan to better assist them but also aligns with the teams’ game plan. A students posture and position is easier to observe than the other individual aspects. To observe and analyse the posture and position, break down the skill into preparation (before the ball approaches), execution (the actual skill of digging, setting or spiking) and follow through (after the skill) and create a criterion that the students need to meet. The criteria can state a range of postures the student should adopt, for example arms straight when digging, and allows the teacher to note the position on court, for example spread from other players or close together. The criteria can also allow teachers to teach the required posture and position to students and can easily be assessable this way. This can be conducted in the game ‘Over the River’. Over the River has the net replaced with cones to take away the pressure of the height of the net and is usually played with regular or modified volleyball rules according to the age and experience of players. In the clips shown, the teams are spread out and preparing themselves into a posture that can accurately return the ball over the net or to another player. As mentioned, resources, individual strategy and tactics, and cognitive map are much harder to observe, analyse, teach and assess. When teaching these, the teacher can provide some guidance to help construct them and make meaning of how to use them in game play, for example when determining whether to set or dig the ball, the student can fall back on their cognitive map of “what do I know?” and make a decision accordingly, such as if the ball is moving at a fast speed, I should set it to slow it down. This is demonstrated throughout the clips where team members will set the ball to slow the ball down to gain control to spike it over the net. The teacher can assess these in the ‘Over the River’ game by asking the students questions specific to the individual decision making aspects, such as “why did you pass the ball to that student?” or “what was the reasoning behind making that pass?”. These answers can be noted down next to the student’s name to be analysed further to see if they match accordingly to each of the aspects. In the clips, it can be analysed that setting the ball backwards is adapting to the game plan of having a specific team member spike the ball. It demonstrates the individual’s knowledge of resources that the spiking team member is the best option to winning the point and can be added to their cognitive map.

References:
Gréhaigne. J R, Richard, J.F. and Griffin. (2005) Teaching & Learning Team Sports and Games. RoutledgeFalmer, New York.
Kobashikawa, C., Dong, F., & Hirota, K. (2009). Two Techniques to Process Conflicting Subjective Probabilities in Individual Decision Making. International Journal of Fuzzy Systems, 11(2), 87–96.

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