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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)

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investigating sports coaching pedagogies in games contexts

Investigating sports coaching pedagogies in games contexts

Don Vinson

Ali Croad

Simon Padley

Abbe Brady

Mark Jeffreys

rationale
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
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 1: Fred
profile 2 rachel
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
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
Profile 4: Mary
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
procedure
All observers received training
    • Observational tool reliability session
    • Pilot Study conducted
  • Approximately 6 hours of observation conducted per coach
Procedure
context by interactions
Context by Interactions

254

14.4

137

111

1.5

-2.5

82

40

2.4

-3.9

71

6

8.4

-4.6

χ2 = 540.5, df = 12, p < 0.0005, Cramer’s V = 0.293

context by category
Context by category

χ2 = 442.0, df = 7, p < 0.0005, Cramer’s V = 0.363

context by activity
Context by activity

222

385

3.9

8.2

162

180

7.7

4.1

χ2 = 1876.3, df = 28, p < 0.0005, Cramer’s V = 0.374

conclusions
Conclusions
  • Contextual insights
    • Technical/tactical
  • Games category differences
  • Activity in games categories
    • Implications for pedagogues
  • Instrument
    • Reliability
    • Scope
recommendations
Recommendations
  • Triangulate data
  • Further contextual insight
  • Striking/fielding and target categories
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