EDPM301 ASSESSMENT 2 CLIP 1

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In the first clip, the yellow team show a collective strategy to bring their goal keeper Jackson towards the centre of the court when in possession of the ball. This automatically creates a forced ratio of 7 attacker’s vs 6 defenders on the court Sam (Gréhaigne & Godbout, 2001). It allows other team members to form an effective play space on the court covering all three corridors, (Forrest, 2014). This then acts as the catalyst for the successful passing sequence between Matt and Todd. However, the efforts off the ball from Lucy, Heather and Amy are just as important. Their gameplay understanding is demonstrated through their cognitive map and posture and position as all three place themselves in a position to receive a pass and create a scoring opportunity (Mahedero, 2015).

The yellow team have used their resources well, having Matt and Todd in the centre of the court acting as pivots. Both have a high competency network and cognitive map allowing them to successfully execute motor skills and make quick decisions while opposition players are in their confrontational space. An example of this is when the pink team turn over the ball in the bottom right corner of the screen. Matt once again shows his autonomous level of movement skill as he receives the ball assessing his knowledge/cognitive map throughout his decision-making process (Forrest, 2014). Matt uses deception as he bounces the ball forcing the opposition into thinking he is going to run the ball himself, which attracts three pink defenders towards him. He then spots the visual cue of Heather holding a position in the left corridor and perfectly executes a lob pass. Heather’s ability to put herself into a position to receive this pass also once again demonstrates her gameplay understanding.

Both teams attempt a lob pass after a transition or change of possession, there are 4 examples of this in this clip. However only ¼ of these lob passes resulted in a scoring opportunity. Although this may present as a bad statistic, it shows that both teams are increasing their competency network and attempting to execute a collective strategy, however just falling short with their movement skill execution. These are characteristics of a cognitive/associative learner, as they are able to identify an opportunity, whether it be the appropriate decision or not (Forrest, 2014).

At one point the pink team set up a 4-person zone coverage defensive system, which is a sub team strategy, however quickly fall out of position. This came as a lack of concentration and attentional demand (bottleneck theory) as the two pink defenders were drawn towards the attacker with possession (Hüttermann, 2019). The defenders were not able to focus their attention on maintaining the strategy as well as nominating a player as they are in the cognitive or associative stage. An increase in both verbal and non-verbal (posture and position/body language) communication between defenders would have allowed them to maintain the defensive formation and nominate which defender is in their zone. This allowed Todd to assess the visual cue of Matt in open space after attracting both defenders and therefore creating a scoring opportunity. Todd once again shows autonomous characteristics of movement skill as he makes a successful pass with two defenders in his confrontational space.

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