Keynote Speakers

ACHPER SA would like to thank the following highly regarded presenters who have kindly agreed to be involved as our keynote speakers. We appreciate their support and a ctive participation to offer follow up workshops at our conference.We thank all of our presenters for their time and efforts to share their professional practice with their peers.

Professor Daniel Memmert, German Sport University Cologne

Daniel Memmert is a professor and Executive Director of the Institute of Training and Computer Science in Sport, German Sport University Cologne, Germany, with a visiting assistant professorship 2014 at the University of Vienna, Austria. He studied physical education for high school teaching (PE, math, sport, and ethic) and has trainer licences in soccer, tennis, snowboard, and skiing. Daniel is  particularly interested in how players read and respond to the ever changing dynamics of a game, the organisation of information and action through perception and decision making and the flexibility to adapt to changing circumstances through high quality adaptive behaviour. At the heart of this is an understanding that skill is the technical and tactical dimensions of the game working together as complimentary pairs. In his publications and work with elite football clubs, including Barcelona FC, Daniel promotes the influence of context, the possibilities of creativity in children and how vital it is for young players to experience the global form of a game in early development.

Keynote Presentation: Fostering young talents: The case for tactical creativity
The following comment by German national coach and World Cup Winner 2014 Jogi Löw substantiates the importance of tactical creativity in soccer: “Creativity and playful class should be the new German virtues”. But I would argue that this should be the case not only for soccer but also for team handball, basketball, field hockey, softball, volleyball, tennis, badminton, or squash. Tactical creativity is a key performance variable. During this presentation I will first define and discuss the relevance of tactical creativity in team and racket sports and then analyse sport activities, coaching, and training environments that foster tactical creativity in youth sports. Here, I will introduce the tactical creativity approach (TCA, Memmert, 2015) for team and racket sports which is based on extensive research and can be seen as the basis for the development of tactical creativity. The TCA focuses on seven methodological principles that foster tactical creativity in team sports. All these principles (1-dimension games, diversification, deliberate practice, deliberate play, deliberate coaching, deliberate memory, deliberate motivation) are based on extensive research and underpin the development of tactical creativity.

Dr Ian Renshaw, Queensland University of Technology

Dr Ian Renshaw is a Senior Lecturer at QUT, Brisbane, Australia. Ian is a former PE teacher now teaching and researching sports coaching, skill acquisition and sport psychology for over 25 years. Ian also coaches a range of sports, but focuses on cricket, 8 year olds through to adults, football and rugby union. Ian is particularity interested in developing constraint-led approaches for PE and coaching.

Keynote Presentation: A Constraint-Led Approach to Coaching & Teaching Games
Despite the continued popularity of Game Based approaches by tertiary level academics, the take-up by practitioners has been limited. In a recent survey of entry level HPE students undertaken at our university, 95% reported that they had received a predominantly traditional experience in HPE sessions at school. This finding is in line with a common response when we engage with practitioners who strongly advocate the need for games players to learn the basics before they can play a game. In this keynote presentation I will present concepts and practical exemplars demonstrating a Constraint-Led Approach (CLA) to games teaching and coaching. I will show that adopting a CLA has the potential to provide practitioners with the tools to address this significant barrier and potentially enhance the adoption of games-based approaches. I will argue that that the technique-tactics dichotomy is a false argument as actions that learners choose are a function of their current action capabilities. However, I will also suggest that games-based practitioners need to develop pedagogical practices that initially develop intra-individual-environment co-ordination before moving onto a more traditional focus on interindividual- environment co-ordination (i.e., how teams organise to solve games-based problems).

Associate Professor Shane Pill, Flinders University

Shane is Associate Professor in Physical Education Studies at Flinders University. He taught secondary physical education in schools in Perth and Adelaide for 18 years prior to his tenure at Flinders University. Shane has been involved in sport coaching and coach education since 1987. Shane teaches and researches in skill acquisition, sport coaching and physical education pedagogy at Flinders University and is a celebrated author in Australia and overseas with his “Play with Purpose” series of books for coaches and physical educators.

Keynote Presentation: The Purpose of the Game Sense Approach: Making Sense of Games
Intelligent performance depends upon an ability to read a skill or technique into an appropriate context is the answer to those who would argue that a technical or professional training is largely a matter of picking up a skill in a practice situation (Enrwhistle, 1969, p21)

The Game Sense approach emerged from the field of sport coaching. The purpose of the Game Sense approach is to teach sport for understanding so that the thinking player develops. In the Game Sense approach, the idea of understanding is located within the concept of games as decision-laden, problem solving contexts. Since the initial ‘roll-out’ of the Game Sense approach by the Australian Sports Commission during 1994-1996, the approach has found its way into physical education as well as sport coaching literature. However, the concept of “understanding” is largely absent from much of the literature. In this talk, I will propose that the Game Sense approach has provided coaches and teachers with a framework for more meaningful engagement, which is about pedagogy. This pedagogical approach helps players know games. However, understanding is different to knowing.
Understanding is about meaning making, which is much ‘deeper’ knowledge, developed over time, involving reflection and agency. In striving to make sense of games, have  ractitioners and scholars of the Games Sense approach truly translated the idea of the “thinking player” into practices that actually recognise the need for a better understanding of games.

Invited Interstate Presenter: Dr Christina Curry, Western Sydney University

Dr Christina Curry is at the School of Education at Western Sydney University. Christina has over 20 years experience in the physical education sector, developing and refining her skills in teaching, research, recreational needs, wellbeing, and community engagement. Christina has a focus on improving the wellbeing of children through physical education and working collaboratively with teachers and schools to achieve positive PE experiences that lead to life long participation.

Keynote Presentation: Developing Game Sense teaching across a school
This presentation examines the implementation of a Game Sense (GS) teaching approach in a Physical education department and the school sport program. The study aimed, over a two and a half year period, to identify the ways in which individual teachers/sport coaches, adopt,  embrace or alternatively resist GS as an innovative pedagogy. The duration of the study allowed for a longitudinal assessment of the stages of a complex process of teacher learning in a protracted implementation process that proved to be not without significant challenges. The findings highlight the complexity of the challenges of changing teachers’ practice. Important contextual factors include the profound influence of established beliefs about and dispositions toward teaching, the school’s profile, history and tradition, and the ways in which the management of the implementation of GS influenced teacher responses and uptake. Despite significant problems this was a reasonably successful  implementation that led to significant changes in practice. The powerful influence of the affective dimensions of physical education teaching was a key finding.


Invited Interstate Presenter: Professor Richard Light, The University of Canterbury

We are delighted that the internationally renowned researcher and advocate for the ‘Game Sense’ approach to teaching and coaching, Professor Richard Light, will act in a special capacity as a provocateur and summariser for our Key Note speakers. Richard will also participate in a number of sessions at the Conference providing informed commentary of this innovative student centred approach to teaching and coaching.

Director of the 5th International Game Sense Conference, Rick Baldock said: “The Conference Organising Committee and ACHPER (SA) are delighted with Richard’s active involvement with our conference as we know that his presence will add significantly to the scholarship and implementation of Game Sense through our conference program.”

Richard is Professor of Sport Coaching in the College of Education, Health and Human Development at The University of Canterbury, Christchurch, New Zealand. He is a prominent figure in research on, and the development of, athlete-centred coaching and has been a driving force in the development and promotion of game based approaches (GBA) to teaching and coaching in Australia and internationally over the past 16 years.

Other Presenters

ACHPER (SA) thanks all of our presenters for their time and efforts to share their professional practice with their peers. We are thankful to access such innovative and enthusiastic presenters.