Investigating sports coaching pedagogies in games contexts Don Vinson Ali Croad Simon Padley Abbe Brady Mark Jeffreys.

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Presentation transcript:

Investigating sports coaching pedagogies in games contexts Don Vinson Ali Croad Simon Padley Abbe Brady Mark Jeffreys

Rationale Professionalisation – Specialised body of knowledge Taylor and Garratt (2008) – Importance of pedagogy Jones (2006) Opaque practice Light and Evans (2010) Context Roberts and Fairclough (in press) Observational methods Potrac et al., (2007)

Our study To investigate the association between: ▫Session context and coach interaction ▫Games category and session context ▫Session context and participant activity types To evaluate the usefulness of the instrument in further understanding pedagogic practice

Profile 1: Fred Professional Coach Coaching environment ▫Net/Wall Coach ▫Participant numbers vary between 1 – 8 ▫Coaching experience in both club and school settings

Profile 2: Rachel Elite level development coach 10 years coaching experience Coaching environment ▫Net/Wall coach ▫Participant numbers vary between 8-12 ▫NGB regional performance centre

Profile 3: Peter NGB tutor 16 years coaching experience Coaching environment ▫Invasion game coach ▫Participant numbers vary between 10 – 23 ▫Extra-curricular school sport

Profile 4: Mary International coach Previously an international player Coaching environment ▫Invasion games coach ▫Participant numbers vary between 15 – 20 ▫Adult coaching

SOTG-PE Systematic observational tool for PE - adapted for coaching. ▫Uses time sampling techniques (10 seconds observe; 10 seconds record). The tool allows simultaneous recording of activity type, context and teacher/ coach interactions. Data can provide information on the overall environment.

SOTG-PE IntervalParticipant activitySession contextCoach interactions 1IMLMLLOWGMTSMGSGFGFPONVTANTAVTENTE m/f2IMLMLLOWGMTSMGSGFGFPONVTANTAVTENTE 3IMLMLLOWGMTSMGSGFGFPONVTANTAVTENTE 4IMLMLLOWGMTSMGSGFGFPONVTANTAVTENTE 5IMLMLLOWGMTSMGSGFGFPONVTANTAVTENTE 6IMLMLLOWGMTSMGSGFGFPONVTANTAVTENTE 7IMLMLLOWGMTSMGSGFGFPONVTANTAVTENTE 8IMLMLLOWGMTSMGSGFGFPONVTANTAVTENTE 9IMLMLLOWGMTSMGSGFGFPONVTANTAVTENTE 10IMLMLLOWGMTSMGSGFGFPONVTANTAVTENTE 11IMLMLLOWGMTSMGSGFGFPONVTANTAVTENTE 12IMLMLLOWGMTSMGSGFGFPONVTANTAVTENTE

Procedure All observers received training ▫Observational tool reliability session ▫Pilot Study conducted Approximately 6 hours of observation conducted per coach

Context by Interactions NoneTacticalTechnical Technical skill practice Applied skill practice Modified game Small-sided game Full game Other χ 2 = 540.5, df = 12, p < , Cramer’s V =

Context by category InvasionNet/wall Technical skill practice Applied skill practice Modified game Full game Other χ 2 = 442.0, df = 7, p < , Cramer’s V = 0.363

Context by activity InactiveMotorLocomotorMotor- locomotor Technical skill practice Applied skill practice Modified game Full game χ 2 = , df = 28, p < , Cramer’s V =

Conclusions Contextual insights ▫Technical/tactical Games category differences Activity in games categories ▫Implications for pedagogues Instrument ▫Reliability ▫Scope

Recommendations Triangulate data Further contextual insight Striking/fielding and target categories