Many of these 6 7 games end with a single goal difference and it is not uncommon for teams to come back from a two 8 9 goal deficit in the dying stages of a game. So, despite the fact that victory and the end of the game are 10 11 logically contingent in e-games, it is perhaps t-games that allow for a more dramatic spectacle which 12 13 provides greater aesthetic value. It is 14 Fo 15 this aesthetic element that provides a greater value to t-games and makes them worthwhile and 16 17 popular.
However, 24 25 this places too higher value on the demonstration of skill in sport as an aesthetic quality. Although a few examples of great sporting come-backs in e-games were illustrated previously, 32 33 a more empirical and less anecdotal analysis might well demonstrate that this is more, rather than 34 ie 35 36 less, common in t-games than e-games.
Yet, he later attempts to retract from this and states that football is an exception, 45 ly 46 insisting that the most popular games for both playing and spectating are event-regulated ones. Such a 47 48 claim, however, seems doubtful. An analysis of what constitutes skill and why it is 4 5 valuable is therefore necessary.
Conversely the problem in golf 17 18 is to get the ball into the hole whilst using a specified club and negotiating hazards between the rP 19 20 starting tee and the finishing hole. These skills are both physical and cognitive: the ability to know 21 22 what to do and to be able to do it.
However, I wish to argue that rR 27 28 Kretchmar under-defines a skilful interchange and this leads to his flawed conclusion that e-games are 29 30 superior to t-games. Closed skills are those whereby variables can be controlled 36 37 and the test of skill remains the same. Open skills are more complex usually a non-predetermined w 38 39 sequence of closed skills and require adaptation to changing variables. An example of a closed skill 40 On 41 is a golf shot from the tee or kicking a ball into an undefended net from the penalty spot.
An example 42 43 of an open skill is dribbling a basketball around an active defender to shoot into the net or passing to a 44 45 ly moving player whilst avoiding a tackle in football. Torres asserts that open skills are much more 46 47 valued than closed skills because closed skills tend to be restorative whereas open skills tend to be 48 49 constitutive. This means that when the game breaks down, say in the case of the ball going out of the 50 51 field of play, a simple and effective measure to restart the game is required.
The simplest and most 52 53 effective measure is via a closed skill; in the case of football, to throw the ball back on to the pitch. A throw-in in football is a perfect example of this. The use of hands, in contrast, is prohibited with the exception 6 7 of the goal-keeper who is allowed to use other aspects of her body in a designated area of the pitch in 8 9 order to reduce the advantage given to the attacking player when shooting at goal. Since the game of 10 11 football is predicated on the use of the feet, it might be reasonable to ask why, when the ball goes out 12 13 of play along the sidelines, is the game then restarted with a throw-in rather than a kick-in.
The 14 Fo 15 answer, according to Torres, is that a throw-in is the most efficient way of restarting the game and 16 17 allowing play to continue. Whilst it may be accepted that closed skills may be developed and 18 rP 19 advanced in technique as is the case for the development of open skills so techniques of the throw-in 20 21 have developed in order to maximise range and accuracy in providing an advantage for the team in 22 ee 23 possession rather than merely an efficient way of restarting the game the problems that closed and 24 25 open skills attempt to solve differ.
Moreover, the problems that are solved with open skills are much 26 rR 27 more interesting and arguably valuable, than those that require closed skills. They are more valuable 28 29 because they exemplify the aesthetic qualities that we appreciate most in sport: fluidity, creativity, 30 ev 31 spontaneity, and so on. The value of a game can be assessed in the 34 ie 35 36 opportunities it allows for the use of open skills rather than skills per-se.
Football is a good game 37 w 38 because it maximises the opportunity for a greater number of open skills and the qualities open skills 39 40 highlight to be demonstrated. The value of golf, in contrast, is diminished because it is a game which On 41 42 predominantly requires closed skills.
The differing values attached to different skills can be illustrated 43 44 in Figure 1. Chicago Bears cornerback Thomas Graham Jr. The Chicago Bears have reached out to at least 10 general manager candidates and nine coach candidates for interviews. As they go through the …. Chicago Bears envision an "entertainment destination with multiple facets" in Arlington Heights.
But the team cautions it still is in the exploration phase. Kirk Cousins passed for yards and three touchdowns in the second half to lead a Minnesota Vikings comeback to beat the Chicago Bears, , on Sunday in a matchup of two eliminated teams with a head coach in danger of being fired. And we're frustrated. When the timeout came with 8 minutes, 6 seconds remaining Sunday, when a moment presented itself for Chicago Bears coach Matt Nagy to shine th….
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