Using Questions Blooms Taxonomy In Football Coaching Mike

? ? ? ? ‘Using Questions’ Bloom’s Taxonomy In Football Coaching Mike Nolan FA Club Mentor - Bedfordshire

Have you ever played ‘Coaching Bingo’? My version goes a bit like this. . . Coach – “Okay, What were we working on today? ” Players - “Space” (Tick) “Passing” (Tick) “Support” (Tick) “Communication” (Full House!)

But what do those answers actually tell us about the learning that has taken place? Are we sometimes just being told what the players think we want to hear? I have often asked questions in a debrief to tick off ‘Q&A’ as one of my ‘variety of coaching interventions’.

Of course coaches do ask questions with the intention of checking player understanding. But do we always consider developing their “Higher Order Thinking Skills” ? OR just as importantly developing our own questioning skills ?

For questioning to be effective it should explore player knowledge and help everyone (including the coach) achieve deeper learning and reflection. Like most things, it requires some planning, practice and review if we are to get better at it. “Bloom’s Taxonomy” is one model that can be used to help coaches practice their questioning.

There are other models (eg SOLO), and different ways of representing Bloom’s. Feel free to explore these using the internet and find one that makes sense to you! It is probably helpful to remember that we do not have to follow a strict sequence- this is not meant to be prescriptive. It may be appropriate to use higher and lower order questions with different individuals within the same discussion.

One model of Bloom’s Taxonomy Higher Order Thinking Skills Bloom’s Revised Taxonomy - From julietovar. edublogs. org

Another model Bloom’s Taxonomy From ww. thinkfinity. org

Sometimes we will probe; sometimes just check a detail; sometimes revisit an area. Sometimes we will ask them to apply knowledge to a new area. As players reach the stages of ‘Evaluating’ and ‘Creating’ in one area, this then can become the ‘Knowledge’ on which to base the next phase of learning.

From www. learningdesigns. co. za

I have put together some sample questions in each category, and put them into the context of a coach questioning a Full Back. The scenario – The Left Back has taken up a position to receive the ball from the goalkeeper, who has the ball in hand after saving a shot from distance.

Knowledge - Remembering what we have learned - Tell, Relate, Describe, Recognise, List, Locate, Define, Relate, State Can you name/show the ways that you can receive the ball? Tell me why you would receive it like that? What if the ball arrived in this way? Would you want the keeper to. . . ? (Yes/No) Where might this happen? When might it. . . ? For example, think how these questions might be used with a Full Back when their Goalkeeper has the ball Maybe we would start with – - How would you position yourself to receive the ball from the goalkeeper?

Comprehension -Making sense of what we have learned Predict, Discuss, Explain, Interpret, Restate, Distinguish Explain in your own words. . . . ? What was the main idea of receiving the ball there. . . . ? Can you give me an example of what you mean? What differences are there between this body shape and that one. . . ? Can you think of another way of saying that? What do you think might happen next if. . ? Perhaps we could explore with our Left Back - What do you think might happen next if your opponent has already moved quickly to pressure you?

Application – Using what we have learned in a new way Show, Apply, Examine, Change, Construct, Classify, Solve, Illustrate Can you give me some instructions how to be able to see the ball and my nearest opponent. . ? Would this information be useful to you if. . . ? Are there other movements like this one? Can you give me another example where. . ? What factors would you change if that pass was played to you again? Maybe we could discuss: - What would you change if you did not have time to get the ball under control as well as you would like?

Analysis – Breaking this concept into parts and seeing how they are related to each other Test, Analyse, Identify, Examine, Investigate, Criticise, Differentiate What are other possible outcomes? What are the reasons behind doing it this way? What was the problem with. . . ? If _____ happened, what would be different? Why would your first touch change? Maybe it would be appropriate to ask: - Can you compare what you would do with your first touch if you had space in front of you, with what you would do when you are being pressured?

Evaluation- Making judgments based on a set of guidelines Assess, Choose, Debate, Justify, Recommend, Prioritise, Determine, Is there a better solution to. . . ? What is the impact of learning about the different positions you can be in when our Goalkeeper has the ball? Why is the information we have learned on this important? Do you think playing out from goalkeeper to Full Back is always a good thing? Why do you think _______did this? What did you not like about. . . ? It might be that we could explore: -What would you change about where your team mates are when your Goalkeeper has the ball? - Can you defend your reasons for this?

Synthesis/Creating–Putting information together in an innovative way Plan, Invent, Propose, Construct, Imagine, Devise, Collect How many ways could you use the ball once you have received it ? How would you know if your idea worked for you in the game? How could you prove this? Can you create new and unusual ways of. . ? Devise your own way of supporting the player you pass to? Do both Full Backs have to do the same thing? Why? Can you come up with a pattern of play that you can start ? Perhaps we could use what we have learned to think about: -Can you plan a way to do this when the other team are pressing high up the pitch ?

You will have more relevant examples, and probably see overlaps in the questions I have chosen. Bloom’s Revised Taxonomy is widely used in education, but has its critics. Regardless of which model or method is used, what is important is that we reflect on the questions we use. -Their Purpose -Their Effect - How they support the process of Learning.

I find it useful to visualise the different levels as looking down a spiral staircase -with the player’s understanding ‘travelling’ up the staircase. At any time we may have to look ‘down’ at an appropriate question to check that level of understanding

(I don’t have a credit for this one)

Some of your players may be at different levels of understanding – The questions you ask can help them gain a deeper understanding of the topic you are discussing, but also help them to apply that understanding to new scenarios, and fit together different topics to explore new ones. - This is not just about them understanding one topic, but practising the actual process itself so that it can be applied to new areas of learning

Other methods may suit you better. If you are interested in SOLO (Structure of the Observed Learning Outcome), the graphic below is from www. johnbiggs. com. au

I hope that this will serve as a starting point for a discussion with other coaches on their use of questioning and what they find effective. Any questions? Mike Nolan @coachingboard