Examining the implementation of a Teaching Games for Understanding approach in junior rugby using a reflective practice design

Thomas, Gethin; Morgan, Kevin; Mesquita, Isabel

doi:10.1080/21640629.2013.855000

Cited by 20 publications

(24 citation statements)

References 21 publications

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“…For example, results from model benchmarking showed the coach struggled with student benchmark four, the design and manipulation of practice games and activities (see table III ;Pill, 2016;Thomas et al, 2013). This initial struggle with design and manipulation of practice 'games' and activities was highlighted by Ian in his interim interview.…”

Section: Discussionmentioning

confidence: 99%

“…Moreover, within the name-like concept of 'players' the coach interview data showed Ian felt that 'question' and 'answers' were key factors in developing the social and moral environment. He additionally described how a wider number of players got to contribute to the discussions, and he also saw this transfer into game play where players' cognitive awareness and positioning on the field improved, as well as their ability to communicate to each other and work as a team (see table III; Evans & Light, 2008;Harvey, 2009;Pill, 2016;Thomas et al, 2013). This type of social-moral environment is important with respect to increasing players self-determined and autonomous motivation (Renshaw, Oldham, & Bawden, 2012).…”

Section: Discussionmentioning

confidence: 99%

“…Post-session feedback from the second observed session encouraged Ian to take a slightly different approach in later sessions, where he asked questions to two miniteams simultaneously. This decision, alongside Ian using more wait time and encouraging players to test out their solutions meant that Ian asked less questions in the third formally observed session, which, in turn, encouraged players to collectively discuss, develop and test of solutions in relation to the tactical problems associated with the session (Thomas et al, 2013). This included players providing each other with concrete examples of instances that occurred in the game that they may use in future iterations of game play (Harvey, Cope, & Jones, 2016), which was observed in the third formally observed session.…”

Section: Discussionmentioning

confidence: 99%

“…Ian reported gains in the players' cognitive awareness because of 'time' to play the games because he was 'using' the TGM game-skill-game 'session' structure. Examination of model benchmark data and postsystematic observation feedback provided to Ian based on benchmarking analyses showed that while Ian initially struggled with giving players time to think about answers to deductive questions and accepting yes or no answers from players, as his experience with the TGM, and questioning more specifically developed, he used the players' answers to guide his subsequent questions and/or had players test out their solutions to tactical problems during game play (Evans & Light, 2008;Thomas et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…However, Pill's study in particular demonstrated difficulties the coach had in planning, designing and manipulating practice games and activities so that players were not 'just playing games' and integrated both technical and tactical skills. A recent study that used AR as opposed to CAR further noted difficulties in planning sessions that revolved around tactical problems and that were developmentally appropriate for the learners (Thomas, Morgan, & Mesquita, 2013). However, as the coach's confidence in planning grew, they became more focused on student learning through repositioning themselves as facilitator (see also Light, 2014).…”

Section: Introductionmentioning

confidence: 99%

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One youth soccer coach’s maiden implementation of the Tactical Games Model

Harvey

Atkinson

2017

AGORA EFyD

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This paper utilizes a collaborative action research design to investigate one youth soccer coach’s maiden implementation of the Tactical Games Model (TGM). Consequently, this study aims to add to the paucity of research regarding coaches use of Game-Centered Approaches (GCAs), in particular the TGM. The study took place over eight, one-hour coaching sessions, which were conducted with a U12 competitive (travel) soccer team. The coach, Ian, was a licensed soccer coach and an undergraduate physical education student who had previously been exposed to the TGM in his university coursework. Data were collected through observation of model benchmarks in three of the TGM sessions (2, 4 and 6), the completion of Post-Session Teaching Reflective Analyses (PTRA; Dyson, 1994) and three semi-structured interviews. Model benchmark data were analyzed descriptively while PTRA and interview data were analyzed using the Lexminacer text mining software to generate themes and concepts. Findings showed that model benchmark fidelity improved as the coach became more familiar with TGM in his coaching setting. The main concepts generated from the Leximancer analysis were: ‘players’, ‘session’, ‘time’, ‘games’, and ‘physical’, which suggests a major shift in coaching practice occurred in alignment with Light’s (2013) four features of game-centered pedagogy. This current study makes two main contributions. First, it adds further contextual evidence of the benefits and challenges of incorporating TGM into other neophyte youth sports coaches’ practice. Second, it serves as a methodological template for further investigations into the micropedagogies of youth sport coaches’ practice when using GCAs such as the TGM.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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One youth soccer coach’s maiden implementation of the Tactical Games Model

Harvey

Atkinson

2017

AGORA EFyD

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How coaches design small-sided games in rugby union: a practice-based review

Wintershoven,

Beaven,

Gill

et al. 2024

Mov Sport Sci/Sci Mot

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Background: Game-based training (GBT) is a holistic method for improving performance in team sports. Task constraints and design parameters can affect training effectiveness. The evidence on how small-sided game (SSG) design in rugby union (RU) influences outcome variables is lagging. No study has investigated the contemporary SSG practices of RU practitioners in different performance contexts. Methods An anonymous online survey with twenty-four questions was distributed to RU training staff six times worldwide in one year through multiple e-platforms. A frequency analysis was used to assess responses and contrast it with the literature. Results: 115 surveys were recorded. The dominant characteristics were >5 y experience (66% of respondents), head coach position (53%), New Zealand-based (77%), coaching male players (69%) on the local/school level (68%). Higher-level practitioners applied larger SSG formats with shorter duration, using more extreme pitch sizes and less tackling, for conditioning purposes primarily. Lower-level practitioners targeted fun and technique. Smaller game formats and tackling were used more in male and youth players, and on the lower levels. Further observed differences relate to practitioner role, experience, and geographical location. Conclusion: Practitioners design SSG differently depending on their coaching background, target population, competition level, and geographical location. Practitioner education on GBT would optimise RU training practice. This study provides performance-contextual insights.

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