The Game
Performance Assessment Instrument (GPAI) is a multidimensional system designed
to measure game performance behaviours that demonstrate tactical understanding,
as well as the player’s ability to solve tactical problems by selecting and
applying appropriate skills. The GPAI provides analyses of individual game
performance components and/or overall performance.
Depending on the game and game category,
teacher, coaches, and leaders can select one or several of the elements of the
game play to evaluate the performance of individuals in that game. There are
two benefits of using GPAI to assess performance; it can be adapted to various
sports and game activities and, it has the ability to not only measure
on-the-ball skills, but also off-the-ball skills.
For example
in an invasion type game like soccer the teacher/coach could use a GPAI to
assess the children or players with their on and off the ball skills. The
teacher/coach can make up a tally sheet to keep track of what the players excel
at and what the players need to work on to improve their overall skill
development. The tally sheet could be broken up into 3 categories of criteria;
decisions made criteria, skill execution criteria, and adjust criteria. Within
the decisions made criteria the teacher/leader could assess the player’s decision-making
skills by assessing whether each player is making a pass to an open player,
using any one time passes, and even uses a target player. These are all
subcategories that would allow the teacher or coach to see if the players were
making smart and quick decisions when using on and off the ball skills for the
game of soccer. Within the skill execution criteria the teacher/leader could
assess the player’s skill execution by focusing on whether the players are able
to pass, control, tackle, shield, and shoot the ball. These are all skills that
are very useful to know and understand when playing the game of soccer. Within
the adjust criteria the teacher/leader could assess whether the players are
able to adjust by analyzing if the players move to open spaces, move out of
spaces for other players to come into, support the ball carrier, and make
overlapping runs.
The
teacher/leader will observe the players throughout the whole game or activity,
observing only the performance related to the decision making, skill execution,
and adjusting criteria. After the observing period the teacher/leader will
tally a score from 1-4 on each criteria.
Levels of Performance:
4 = Very Effective Performance: almost always observable.
3 = Effective Performance: usually observable.
2 = Moderately Effective Performance: observable in more
than half of the attempts.
1 = Weak Performance: observable in less than half of the
attempts.
This game performance assessment
will allow the teacher/leader to have a better understanding on what areas he
or she may need to take some time and help solve the players or groups tactical
problem by moving from simple to complex as they improve and understand. Once
the teacher/leader has done activities to improve or solve the tactical problem
of on and off the ball skills the leader can reassess using the same GPAI to
see if the players/students have improved.
Example of the Game Performance Assessment Instrument tally sheet the teacher/leader could use:
|
Student/Player Name
|
Decision-making
|
Skill Execution
|
Adjusting
|
Comments
|
|
Tina
|
3
|
2.5
|
4
|
|
|
Tony
|
4
|
3
|
4
|
|
|
Jessy
|
1
|
2
|
3
|
|
|
Kellie
|
3
|
2
|
1
|
|
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