Communication can be difficult for some students that are shy or not interested in the sport because it can be difficult for them to express themselves or make them become curious, as noted by Niculescu and Sabau (2018), where communication is a complex process for some. Communication can be done in both verbal and non-verbal processes, which are both demonstrated in the clips. On a range of studies conducted on tennis, winning teams communicated twice as much as losing teams, proving communication to be essential. You cannot teach communication but rather encourage it and provide environments for communication to occur. Observation of communication is easily observable, therefore the assessment tool of a table with the teams listed down the side and verbal and non-verbal communication across the top can be conducted. The teacher can tally next to the team and in the corresponding box how many times the team verbally or non-verbally communicates. This is a very broad assessment tool as the tally marks represent any type of communication, such as off topic and on topic communication. To accurately analyse this information and make it more specific to how the team is communicating, the verbal and non-verbal communication can be broken into segments. Verbal communication can be broken into factual (a fact about the game), acknowledgment (replying okay), uncertainty (asking a question about the game), action (telling what action you will be doing), non-task (an off-topic conversation) and emotional (encouraging words). Non-verbal can be broken down to a thumbs up, high fives, and a smile of appreciation. This will allow the team and teacher to specifically see their communication style and determine how off task and on task their communication is. In the clips, the teams all yell ‘here’ for the ball rather than waiting for the ball to come to them and yell for how they would like to receive the ball, for example we hear ‘up high’ or ‘fast ball up’. When a point is scored, it also allows for an opportunity for the teams to quickly get together and communicate. When creating the group, they usually high five each other and then say emotion communication methods and then talking about action and uncertainties. This allows for everyone to be working cohesively together on the next round and maximise their opportunity to gain the next point. This also shows an Emo-Act pattern which was shown to be the most common across pattern across winning teams. Allowing students this time at the end of each point will help them to communicate more within the team and work cohesively together.
Georgeta NICULESCU, & Elena SABĂU. (2018). Strategy Communication in Sport. Journal of Sport and Kinetic Movement, (31), 50.
Gréhaigne. J R, Richard, J.F. and Griffin. (2005) Teaching & Learning Team Sports and Games. RoutledgeFalmer, New York.