Present in all clips is the strategy that the defence implements, passing the ball back to the centre when play does not go the way that they had planned (reserve), as not all players can rely on a pre-determined game plan to predict the unfoldings of the game (Gréhaigne, Caty & Godbout, 2010). By the offence passing the ball back, it opens up play, (and creates depth to some extent by utilising the fifth/eighth square) allowing more opportunities to be made, as the player who receives the ball is able to read the play from a whole view, getting an idea of covered play space. This is similar to soccer, whereby the offence can pass it back to their goalkeeper who can read the play and anticipate where to pass it to in order to give their team the best opportunities (Gréhaigne, Caty & Godbout, 2010). They are then able to form a decision as to which play space they are going to pass it to based on their teams resources and the posture and positing of those individuals. This type of communication can be seen by Steph (0.8) who gets low to the ground to communicate to Caleb that she is ready for the ball (posture/positioning), through Seamus (0.29) who non-verbally raises his hands so Cameron can see him, at 0.39 when Emma yells ‘back’ to receive Josh’s attention and again at 1.34, by Yianni, in a semi squat position with his arms ready in front. This collective strategy allows for a positive force ratio to be created, with individuals being able to use their cognitive map to position themselves in a play space that gives them the opportunity to be available for the ball. This arrangement also allows for short fast passes to be made, limiting the opportunities of the defence to intercept. In some instances, once the attention/concentration of the defence is on the ball, the offence is then able to draw them in and lob pass it over them, successfully scoring (0.30, 0.48).
Reference
Gréhaigne, J. F., Caty, D., & Godbout, P. (2010). Modelling ball circulation in invasion team sports: a way to promote learning games through understanding. Physical Education and Sport Pedagogy, 15(3), 257-270.