Vid 2

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2.a – This clip demonstrates different aspects of communication, decision making and deception and some of the consequences that occur from ineffective use of some of these aspects. A very prominent form of non-verbal communication is seen by both myself and Matt at the start of the clip. The opposition were all facing the ball and could not see us behind them. We both raised our hands to try and get the attention of our team member as we were both open to receive a pass. The cognitive map and previous experience of both of us would suggest that we used this form of non-verbal communication as we knew the opposition couldn’t see us, and if we were to use verbal communication, they would be alerted to our position. Matt and Todd then went on to try and perform a deception play, where Todd switched behind Matt to try and fake-out the opposition. However, this was not executed properly as I would suggest that there seemed to be a lack of communication and neither player knew where the other was headed, or when they wanted the ball. We can see that reserve (c. Forrest 2015) plays a role in this situation potential as Amy is abiding to a well-known rule to always back up behind a pass. Luckily, she was able to recover and reset back to Todd in the middle.

2.b – In 2.b, the main Grammar of Games (Forrest 2015) concepts that are demonstrated are an effective use of posture and positioning, and good cue recognition for the yellow team without possession. Compared to the previous video where I explained that the yellow team’s defence was lacking, there were major improvements in this defensive transition play. To start with, yellow’s posture was upright with their eyes actively looking at the defence. Their posture was also demonstrated to be effective as they were running backwards looking at their opposition instead of looking at the ground and not being wary as opposed to the last clip. This good visual understanding of what was happening in transition allowed them to understand some crucial cues – for example, I saw Baillie start to pick up speed and try and sprint down the wing and as she was one of their go-to players, I marked up straight away to prevent the pass. As seen in the paused section of the clip, at the stage where Matt forced a turnover, close to every player was actively marked by yellow.

2.d – This clip conveys an effective transition offence off the back of a forced turnover, showing individual cognitive map and movement skill execution, as well as showing hints of the underlying principle of ‘move to create space’. I start off the play using my cognitive map by seeing that everyone is flat and unresponsive after the turnover, so my instinct is to ‘take the space’ which is what I have been taught in counter-attack throughout my years being a fullback in rugby. Heather moves forward to create more space for me, as I pass her the ball and then receive a quick pass back from her into a wide-open court. My cognitive map relates to my movement skill execution in this play as I have previous experience in dealing with confrontational space (Matt – defence) and sidestepping opposition and then exploding off into space. I would suggest that I am associative (PDHPE 2015) in this movement skill sequence as it seems fluent and resulted in a score.

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