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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. 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

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

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

  8. 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

  9. SOTG-PE

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

  11. 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

  12. Context by category χ2 = 442.0, df = 7, p < 0.0005, Cramer’s V = 0.363

  13. 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

  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

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