Post date: Mar 9, 2011 10:30:50 PM
In accordance with national policy the Go Games model in conjunction with mini league competitions will be adopted as best practice up to and including 12 years of age from 2011 on in KILDARE.
What is the aim of this policy?
The ultimate aim is to ensure a quality introduction to Gaelic games for all children and to build a mass of players to progress and continue to play with their club. The provision of formal competition for children is a relatively recent development. However, with the passage of time, these competitions have in some cases become more serious and naturally when this occurs a culture of ‘keep the best and neglect the rest’ develops. While those in charge may be well intentioned, there is no justification for placing adult-type demands on young children e.g. where winning is the over-riding concern, where they play in 15-a-side games, on over sized pitches, and have minimal involvement in the game.
This has led to a situation where many players who - for a variety of reasons – mature at a slower rate finish up dropping out of Gaelic games due to a lack of confidence in their own ability, a lack of playing time, a lack of fun and the absence of any real sense of achievement.
In recent years, there has been a greater appreciation and increased recognition of the need to ensure that a child-centred approach is adopted where the promotion and development of Gaelic games is concerned. In other words, it should be a case of children first, winning second. This in no way rules out competition, but contextualises it, firstly through Go Games as the intrinsic motivation inherent to sport and secondly through mini-league competitions within a framework which ensures that all children get a fair opportunity to participate and provides greater opportunity for skill development and enjoyment
Go Games blitzes with emphasis on full participation, fun, fair play and skill development will be organised at Under 8 and Under 10 level while at Under 12 level a mini league competition which follows the ethos of Go Games, whereby games are small sided and provision is made for all participants to play, can also be organised in conjunction with Go Games blitzes.
Research conducted at DCU, under the guidance of Professor Niall Moyna and Dublin football coach Mickey Whelan was crucial in the development of Go Games.
By tracking the same 7 players in a 15 a-side and a small sided game (each of 30 minute duration) the data indicated the following benefits of the small sided game: • Players worked harder therefore increasing fitness levels• Players had more contact with the ball leading to increased opportunities to score, make decisions, develop skills
Increased enjoyment
Increased number of touches on the ball
Increased physical work rate
Increased perception of competence
Challenge themselves
Experience success and failure
Develop confidence and self- esteem
Learn about how to be part of a team
Make friends
Promote Full Participation: Provide playing opportunities for all children at their respective levels of participation by ensuring everyone gets to play in the game and that nobody remains a substitute. “Playing, not winning, is the name of the game.”
Propagate the Principles of Fair Play: Promote sportsmanship by ensuring that all participants endeavour to play by the rules and give due respect to the opposition, the match officials and the game.
Cater for the varying developmental needs of young players: Use modified playing rules and equipment that are appropriate to the age group and ability level of those participating
Implement the GAA’s Code of Best Practice for Youth Sport: Give practical expression to the GAA’s Code of Best Practice for Youth Sport by invoking the principles of the Code at the fundamental levels of participation.
Let the “GAME” be their teacher
•Skills and decision-‐making learned in dynamic situation
• Must build a large repertoire of game based situations
• Recognise and recall specific patterns of play from stored memory
•Enjoyment
• Mastery experience of technical/tactical skill
• Inclusiveness/involvement
Children’s Learning Capacity
• Ability to make decisions constrained by capacity to process information
• Simple to complex
• Implicit and explicit learning
Complexity of the Game Situation
• Complexity increases when the number of options arising and the relation between decisions and situations increases (Raab 2003)
• Strategies producing fewer generated options result in better and more consistent decisions (Johnson and Raab 2008)
• Game situations should match abilities
• Sided games can be designed to optimise skill and decision making
Small Sided Games
• Fewer players and smaller pitches means greater involvement
• More ball contacts
• More and better decisions
• More playing time
• Variety of roles (versatility)
• Increased learning
• More ENJOYMENT
The key to making a difference in the life of a child is the golden rule. Do unto the child as you would have another do unto you. Arrogance leads adults to assume they have the right to control and shape a child. The heart and mind of a child belongs to no one but him or herself. Only the child may decide who will influence them.
Children are naturally curious, open to experiences and ideas, and searching to discover truths about themselves, those around them and their environment. They need mentors, not puppeteers to assist them. Each child has individual strengths and interests. It is important to make a difference for the child, not to make a different child. It is their life story, we are to help them write, not book two of our own.
The youth of children, and their lack of experience leads them into situations where mistakes occur. Often adults forget that these mistakes are necessary for growth. It is experience that teaches, and both positive and negative consequences of action are equally valuable. A child who is told the fire is hot will test this message over and over, but a child who touches the heat retracts the hand never to repeat the action. Sometimes, not protecting a child from an action, but standing by for safety while they discover the consequence for themselves is the greater and more loving protection.
An adult may influence a child in many ways. Establishing a bond of influence with a child is not difficult. The greatest influence on a child is love. Parents, teachers, coaches and spiritual leaders all have influence. By word, and example these adults are the source of information, and direction for children.
As children grow their circle of influence grows. Media also begins to have influence as children read and are influenced by books, music, and the television and video game industries. Growth and increasing independence lead children to develop relationships with others, and eventually the influence of adults will give way to the greater influence of their peers.
The need to express individuality wars with yearning to conform and find acceptance in the group. School becomes the most important setting in the life of older children and teens. The influence on behavior, dress and speech becomes more obvious the older the child becomes. It is important that adults realize that this is an important part of the child's life. Socialization and how the child interacts with peers will effect their ability to interact in other social situations such as in finding a spouse, relating to their children and in career environments.
Adults have great influence in the life of children while raising our own children, or in teaching, coaching or caring for the children of others. Our influence can be positive or negative depending on our perception of children and what right adults have over those children. Children are our blessings, our future, our responsibility, they are not our possessions. We have the right to influence, to teach, to protect. We do not have the right to control, to change, or to own them. For those who understand this, it is not just the life of a child who is changed. Children are great teachers, they are wonderful examples and have great influence in the lives of those who love them and are open to the influence they can have. Children can make a difference in the life of adults as well.
LET’S GIVE ALL CHILDREN IN KILDARE A CHANCE TO ENJOY PLAYING MATCHES