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Observing decision making in passes allows coaches, analytical workers, observers and any other individual that needs this information to determine the reasons behind the players action choices during game play (Grehaigne, Richard and Griffin, 2005). It allows this group of people to see how each of the Grammar of Games concepts interact with each other and the influence each of the decision making components have on game play. This can be demonstrated in each of Simons passes where all of his passes are made to, or attempted to, Josh where other players were readily available to receive the ball, as told by their position on the court. Simon may have his own individual strategy and tactics that do not align with the team’s strategy and tactics, which can either positively or negatively affect the game play. It could also be said that Simons’ decision to pass the ball is due to the defenders closing in around him and he stress passes, or uses his cognitive map and force ratio together to see that Josh is in the most advantageous position and will attempt to score (Diniz, Barrerios and Passos 2014). A pressure decision is also identified when Maryanne has obtained the ball and runs most of the court beside an open player and only makes the pass when two defending players are within touching distance. A player’s decisions are also based off the flow of the game, which can cause them to make changes in the game on purpose. This is demonstrated in Sams passes as he determines which players are open, where the defenders are positioned on the court, and positions himself further away from the action of the game. This helps him to create his own individual strategy and tactics based off the flow and makes passes accordingly (Grehaigne, Richard and Griffin, 2005). Sam also receives an abundant number of passes from his team members. Determining why the players make this decision can be identified in the Grammar of Games as he is predominantly the only player that uses hand signals to display that he wants the ball, demonstrated a slight positive posture, places himself in an advantageous position on the court and/or away from defenders, and has a strong sense of competency network. Having this strong sense allows Sam to positively affect game play overall as he is able to make decision quickly on which player the ball should be passed to, to effectively play the game. By the coaches and analytical workers recognising and pinpointing the decisions Sam makes in passes, this allows them to formulate why he made those choices (Grehaigne, Richard and Griffin, 2005). Rather than creating game plans that the team needs to display on the field and use to define the game, coaches and individuals should be reviewing and creating data on decision making in passes. This then can place a different meaning and use to game plans and can practice them effectively in another way based off the players individual decisions in game play (Grehaigne, Richard and Griffin, 2005).
Diniz, A., Barreiros, J., & Passos, P. (2014). To pass or not to pass: A mathematical model for competitive interactions in rugby union. Journal of Motor Behavior, 46(5), 293–302.
Gréhaigne. J R, Richard, J.F. and Griffin. (2005) Teaching & Learning Team Sports and Games. RoutledgeFalmer, New York.
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