Replay the game and teach for understanding: exploring the use of video tagging in an invasion games unit

Figures & data

Table 1. Game types and lesson goals during the unit.

Lesson number	Type of game	Lesson goal	Game summary (used for tagging)	Tags
1	Pur Instinct 3v2 Game	Provide support to the player with the ball	A 3v2 rotation game with an endzone. Players must pass backwards but can kick or volley the ball forward.	Good support
2	Ultimate Frisbee	Supporting runs to penetrate space on attack	Offside rule: No standing in the endzone before the Frisbee is thrown.	Score Score attempt
3	Futsal	Improve awareness and facing goal/forwards	Small sided indoor football. Players of higher ability/experience limited to fewer touches.	Back to Goal Chest to Goal
4	Floorball	To develop team positioning, balance and identity	No modifications in the final game.	Student Free Choice (the following tags were chosen) Score Goal (all teams) Concede Goal (all teams) Good Balance (one team)
5	Basketball	Creating opportunities with ball movement	Half-court game. All shots needed to be from an assist. Defined as three seconds after a pass.	Score Attempt
6	Basketball	Vision, organisation, and communication on defense	Full court games in short intervals.	Open shot (opponent) (No tagging occurred this lessons)
7	Conditioned Invasion game	Draw on previous knowledge and reflect on decisions with the ball	A simple pass and move game with two endzones. A player must catch their teammates pass in the opponents endzone to score. Rules adapted throughout to increase tactical complexity and to revisit tactical concepts. E.g. volley the ball on the last pass to score.	Good Decision Teams could also choose to tag Questionable decision

Figure 1. An example of video tagging on a tripod with Dictaphone.

Table 2. Themes and subthemes from teacher reflections.

Theme	Subtheme	Subtheme description	Example quote
Organisation Reflections on how to organise the lesson to use video tagging.	Time & timing	Reflections on the lack of time to implement all aspects of the lesson. Reflections on when to start/stop the tagging process.	I did not give discussion time to the students when questioning but I will look to do this again in future. This is based on the need to keep the pace of the lesson and facilitate game play. The use of technology compounds this need as it takes a little extra time from the students.experiencing gameplay.
	Technology	Consideration of the physical environment, where to place cameras and how to transition between technology use.	I do not have the space to tag a full court game, as the tripods would get in the way.
What to tag Reflections on how to implement tagging	Game Adaptations	Consideration of how to modify or adapt the game and tags to emphasize the learning focus.	Perhaps tapping into how to create scoring opportunities will be a way of tagging in the future.
	Debate of Ideas	Reflections on the content of student discussion and the implications of video tagging	I felt that the discussions fell back onto the decision of the player on the ball.
	Teacher Questioning	Reflections on how teachier questioning emerged within this pedagogical framework	I could have directed the conversation more strongly to the direction and timing of the runs.

Table 3. Examples of teacher reflections related to organisation.

Lesson Number	Game type	Adaptations following teacher reflections
1	Pur Instinct 3v2 Game	N/A
2	Ultimate Frizbee	Increase the time for implementing action rules
3	Futsal	Increase the time for making plans
4	Floorball	Develop questioning and an additional tactical timeout at the start of the lesson. Students should sit in their teams while teacher asks questions in order for them to transition quickly and easily into a tactical timeout.
5	Basketball	Maintain the pace of the lesson in combination with multiple tactical timeouts. Tag earlier on in the lesson and allow the plans made through tagging to be massaged more through the lesson.
6	Basketball	No tagging due to lack of time.
7	Conditioned invasion game	Conduct an early debate of ideas to avoid rushing the process and giving less time for implementation of a strategy.

Table 4. The frequency of feedback and action rules for individuals and teams.

Type of feedback	Action rule	Focus of student discussion	Number of comments
Positive feedback	With Action Rule‘Do plans’	Team	30
		Individual	10
	Without Action Rule	Team	11
		Individual	13
Negative feedback	With Action Rule‘Don’t plans’	Team	0
		Individual	1
	Without Action Rule	Team	4
		Individual	1