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

2. 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)

3. 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

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

5. 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

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

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

8. 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.

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

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

11. Context by Interactions NoneTacticalTechnical Technical skill practice 27839 -5.0-5.4 Applied skill practice 27286134 -2.80.94.5 Modified game 513 0.6 Small-sided game 5036 1.8-2.1-1.5 Full game 275 0.9 Other 95 -1.7 χ 2 = 540.5, df = 12, p < 0.0005, Cramer’s V = 0.293 254 14.4 137 1.5 111 -2.5 82 2.4-3.9 40 71 8.4 6 -4.6

12. Context by category InvasionNet/wall Technical skill practice 182389 -4.43.9 Applied skill practice 68424 -10.19.0 Modified game 310452 -1.41.2 Full game 250148 5.6-5.0 Other 11062 3.9-3.5 χ 2 = 442.0, df = 7, p < 0.0005, Cramer’s V = 0.363

13. Context by activity InactiveMotorLocomotorMotor- locomotor Technical skill practice 79108115230 -7.414.0-1.22.9 Applied skill practice 923680235 -4.91.9-2.95.5 Modified game 8012 -10.2-4.5 Full game 2115 -9.2-1.4 χ 2 = 1876.3, df = 28, p < 0.0005, Cramer’s V = 0.374 222385 3.98.2 162180 7.74.1

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

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