Effective Questioning

The effective questioning is something I don’t really use as much often because I coach U7s and U11s football team and don’t really ask questions. When I’m coaching I sometimes say ‘does everybody understand what they are doing? And Get goal side? Or watch your offside? Because they are young and don’t really understand the game but it helps to aloe the learning to take place. The questioning may come in more often when the players get older and understand the game and specially the elite players.

 

This video shows the effectiveness of the questions ask!!!

The questions where directed questions to the person and he also repeats the questions to get the answer out of the person. It seemed quite aggressive to the person

In University we discussed the difference between INSTRUCTING and COACHING, below are the lists of instructing and coaching.

Instructing

  • Telling
  • Giving instruction
  • Intervention
  • No Question
  • Do it
  • Their way
  • Prescriptive
  • Specific outcome
  • Demonstrative
  • Lack understanding

 

Coaching

  • More encouraging
  • Trying
  • Messy
  • Questions/Drawing out (feedback)
  • Discovery playing
  • Develop thinking  (problem solving, decision making and mistakes)
  • Confidence building
  • Freedom
  • Flexibility
  • Adaptable

The Questioning for learning in game-based approaches in coaching: In which when coaches ask questions can have a major influence on how much their players or athletes learn. In a Game Based Approach can help the players learning to achieve on their own and asking the correct questions to gain success. Game-centered approaches (GCAs) to teaching and coaching are, arguably, not widely practiced (Roberts & Fairclough, 2011). The GCA movement gathered momentum through teaching games for understanding (TGFU) in the early 1980s when former practitioners turned researchers Rod Thorpe, David Bunker and Len Almond (1986), became tired of watching teachers emphasize skill techniques, only to see those skills break down during game play (Harvey et al, 2016). A major challenge in transitioning to a GCA is having the pedagogical content knowledge (PCK) required to create an effective learning environment (Gurvitch, Blankenship, Metzler, & Lund, 2008). This includes being able to “get the game right” while, at the same time, being able to step back and facilitate learning through observing game play and developing learners’ knowledge through skillful and progressive instruction (Hopper, 2002).

An example from Stephen Harvey, Edward Cope & Ruan Jones (2016) by the coach or teacher asks their players to have a break from the 3 vs 3 invasion game focused on maintaining possession of the ball and here are the questions ask to the players:

Q: How can players without the ball help the player with the ball?

A1: Be in a position to receive a pass.

Q: Where might that be?

A2: Away from a defender.

Q: How, specifically?

A3: Well, the player would need to get into an open passing lane.

Q: Can you describe the need for the open passing lane?

A3: If I am in an open passing lane, it means that the pass is less risky and we do not have to play an overhead pass, and thus we are more likely to maintain possession of the ball.

Q: Can you give me an example of when this may occur in a game in a specific area of the field?

Open and closed questions examples:

“What other sports have you played before?”

“How well do you feel you have done in this first session?”

“So, when you got lower did that make the delivery smoother?”

“Now you know how to deliver smoothly will you be able to practice that before the next lesson?”

(English Bowls Coaching, 2016).

 

Reference list

English Bowls Coaching. (2016). Why Use Questions During Coaching Sessions. Retrieved from: http://www.englishbowlscoaching.com/why-use-questions-during-coaching-sessions/

Gurvitch, R., Blankenship, B. T., Metzler, M. W., & Lund, J. L. (2008). Student teachers’ implementation of model-based instruction: Facilitators and inhibitors. Journal of Teaching in Physical Education, 27, 466–486.

Hopper, T. (2002). Teaching games for understanding: The importance of student emphasis over content emphasis. Journal of Physical Education, Recreation & Dance, 73, 44–48.

Roberts, S. J., & Fairclough, S. (2011). Observational analysis of student activity modes, lesson contexts and teacher interactions during games classes in high school (11–16 years) physical education. European Physical Education Review, 17, 255–268.

Stephen Harvey, Edward Cope & Ruan Jones (2016) Developing Questioning in Game-centered Approaches, Journal of Physical Education, Recreation & Dance, 87:3, 28-35, DOI: 10.1080/07303084.2015.1131212

 

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