Summary
The article “Developing Questioning in Game-centered Approaches” discusses the use of
developing and learning from a more holistic approach for teaching and coaching athletes. It
emphasizes the importance of using effective questioning methods to promote more tactical
awareness and decision making instead of solely focusing on technical expertise. It uses a three-
question method consisting of, debate of ideas, the grow model, and the reflective toss. This
article concludes by stating the use of the questioning method to empower students to take
responsibility of their own learning.
Content Review
The debate of ideas method encourages athletes and students to lead tactical discussions
and use critical thinking while being independent. The coach and teacher can then guide the
student with open-ended questions to start discussion and reflection on the student's or athlete's
performance. This allows the student to come up with their own action plans accordingly.
The second question, the grow model, helps students set goals and evaluate their current
obstacles to grow and create a path to move forward. Introducing a structured framework to the
athletes and students can assist them in thinking systematically and making informed decisions
during games.
The final method, the reflective toss method, aims to better the perspective and
attentiveness of the players after a game. This starts dialogue on the players awareness of
interactions during and post games that lets the coaches “toss” the responsibility back to the
players to prompt more elaborate thinking.
The article underscores the significance of using skillful questioning to empower students and
athletes to be curious and have a self-driven desire to find solutions during different games that
are not solely relying on technical skill but on the athlete's ability to reflect on performance,
problem solve, and make quick decisions during games.
Application
This game-centered approach can be applied to pre-professional dancers to enhance their
learning experience. These are some activities that could be implemented in dance using the
concepts of GCA.
Tactical awareness activity: Something that could be implemented to improve tactical
awareness is choreographing a routine that includes a section for improvisation where the
dancers can respond to other movements to help their awareness of different situations. Another
example is to have a timed section where they must come up with a routine on the spot to help
improve their ability to communicate and collaborate with each other. Additionally,
incorporating small group discussions after each improvisation section can further enhance the
dancers' tactical awareness by allowing them to reflect on their choices and strategize for future
performances. Moreover, introducing elements of unpredictability, like changing the music or
altering the sequence of movements, can challenge their adaptability and decision-making skills
during the timed routine, ultimately strengthening their overall tactical awareness.
Reflective activity: After a competition or routine is performed, ask the dancers to reflect
and identify areas where they could have done better and areas that they think they did well. In a
dance journal session after every practice, they can identify goals for the future to track progress
over time. These will ultimately improve their self-awareness in their ability to identify areas for
improvement while being able to self-reflect on what they want to improve on from their
journals. By engaging in this reflective activity, dancers can develop a deeper understanding of
their strengths and weaknesses, allowing them to make targeted improvements in their
performance. Additionally, regularly setting goals and tracking progress can enhance their
motivation and drive to continuously strive for growth and excellence in their dancing.
Conclusion
Ultimately, this three-question method offers new ways to facilitate discussions and open up
areas for dialogue to reflect on performance and other aspects of game-based learning. This
approach encourages students to take responsibility for their own learning and evaluation of
themselves. It also encourages teachers and coaches to shift their roles from being only
knowledge providers to conversation starters and prompters to facilitate deeper thinking and self-
reflection.
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