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Jim Mckay and Donna O’Connor

‘Training Form’ or drill-like activities (i.e., don’t involve active decision-making e.g., isolated technique or fitness drills) than ‘Playing Form’ or game-like activities (e.g., small-sided games; phases of play) to develop athlete technical and tactical skills ( Ford et al., 2010 ; Low, Williams

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Paul Kinnerk, Stephen Harvey, Philip Kearney, Ciaran MacDonncha and Mark Lyons

: traditional drill-to-game and Game Based Approaches (GBAs), which may be distinguished by the primary activity type and timing of activities within a coaching session. Activity types may be broadly classified as Training Form (i.e., isolated skills practice, isolated fitness) and Playing Form (i

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Ann MacPhail, David Kirk and Linda Griffin

In this article, we were interested in how young people learn to play games within a tactical games model (TGM) approach (Griffin, Oslin, & Mitchell, 1997) in terms of the physical-perceptual and social-interactive dimensions of situativity. Kirk and MacPhail’s (2002) development of the Bunker-Thorpe TGfU model was used to conceptualize the nature of situated learning in the context of learning to play an invasion game as part of a school physical education program. An entire class of 29 Year-5 students (ages 9–10 years) participated in a 12-lesson unit on an invasion game, involving two 40-min lessons per week for 6 weeks. Written narrative descriptions of videotaped game play formed the primary data source for the principal analysis of learning progression. We examined the physical-perceptual and social-interactive dimensions of situated learning (Kirk, Brooker, & Braiuka, 2000) to explore the complex ways that students learn skills. Findings demonstrate that for players who are in the early stages of learning a ball game, two elementary, or fundamental, skills of invasion game play—throwing and catching a ball—are complex, relational, and interdependent.

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International Sport Coaching Journal


three times and evaluated using a modified version of the Coach Analysis Intervention System. Using linear mixed model analysis, significant changes were observed for time spent performing playing-form activities [+15.4% (95% CI 6.01–24.79)(t(15) = 3.5, P = 0.003], with significant changes in the type

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Amy Price, Dave Collins, John Stoszkowski and Shane Pill

cognitive psychology ( Cushion, Ford, & Williams, 2012 ). For example, a historically common youth soccer training session begins with “training forms” (drills) and ends with “playing forms” (games), with explicit coach feedback a dominant behavior (e.g., using “stop standstill”) to support learning ( O

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Jane E. Clark, Farid Bardid, Nancy Getchell, Leah E. Robinson, Nadja Schott and Jill Whitall

investigate the role of nature and nurture. As a doctoral candidate in physical education, Wild focused her work on the complex skill of overarm throwing and set out to describe the neuromuscular changes in the “play forms of childhood” behavior ( Wild, 1938 , p. 20). Her objectives were (1) to study the