Improving ‘at-action’ decision-making in team sports through a holistic coaching approach

Light, Richard; Harvey, Stephen; Mouchet, Alain

doi:10.1080/13573322.2012.665803

Cited by 88 publications

(71 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…He saw his role as providing learning environments in which his players found out for themselves and developed as better thinkers who could be independent from the coach during matches: Paul wants to develop players with an exceptional 'sense' of the game. For him good or great players have the sense of the game that makes outstanding players [31]. In response to being asked what makes a good player he said that, 'Ah simple, the bloke who looks like he's got time and space to do everything, he's never cramped for room he has time to do things' (Int.…”

Section: I'm More Of a Player-oriented Coach Whereby I Give The Playementioning

confidence: 99%

Learning Through Experience: The Influence of Context on the Development of Rugby Coaches� Beliefs and Practice

Hassanin¹,

Light²

2013

Proceedings of the 2013 International Conference on Educational Research and Sports Education

Self Cite

View full text Add to dashboard Cite

-Aim. This article reports on a case study that inquired into how coaches' beliefs about and dispositions toward coaching that structure their practice were developed through long-term experience. Method. Focused on three coaches working at high performance levels in Victoria, Australia data was generated through three rounds of semi-structured interviews and observation over a three-month period. Results. The three coaches were from three diferent countries with the study highlighting the powerful influence of socio-cultural context on the construction of a coaching habitus and the ways in which it structurted their coaching.

show abstract

Section: I'm More Of a Player-oriented Coach Whereby I Give The Playementioning

confidence: 99%

Learning Through Experience: The Influence of Context on the Development of Rugby Coaches� Beliefs and Practice

Hassanin¹,

Light²

2013

Proceedings of the 2013 International Conference on Educational Research and Sports Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…It is posited that the capacity to offer innovative and high quality practices can be enhanced through understanding pedagogical functions in a practical coaching context (Light, 2012a;Light, Harvey & Mouchet, 2012b; Davids et al, 2015). A strong basis of knowledge(s) has emerged regarding 'game based approaches' (GBA) stemming back over 40 years starting with what is widely conceived as the original Teaching Games for Understanding (TGfU) model (Bunker & Thorpe, 1982).…”

Section: Background To the Enquiry -A Brief Theoretical Contextmentioning

confidence: 99%

“…As a starting point to this let's begin by reassessing our knowledge and experiences Andrew. We need to understand that a shift in our coaching philosophy will lead to improved conditions for learning for our players (Jones 2007;Light, 2012b). …”

mentioning

confidence: 99%

A little less conversation; a little more (relational) action please. A fictional dialogue of integrating theory into coaching practice

Williams

Alder

Bush

2015

Sports Coaching Review

View full text Add to dashboard Cite

This paper presents a fictional dialogue that supports the application of theory in coaching pedagogy. The 'constraints led approach' (CLA) is promoted throughout in conversation form, providing pedagogic solutions in response to the decaying performance levels of a fictitious football team. This deterioration is linked to 'poor' coaching and the merits of a more innovative pedagogy through a discussion between 'manager' and 'coach' are presented. Recommendations are made with particular reference to developing games players, who are skilful, perceptive and intelligent, through being able to initiate and modify actions in dynamic contexts. Substantiating a platform for both changing perceptions about coaching practice and challenging assumptions about learning. Whereby such accessibility to unfamiliar knowledge(s) can allow coaches to clearly consider possibilities for change. It is further suggested that through embracing the use of novel methodologies to consider unfamiliar theoretical territory, this demonstrates a responsibility to close and not widen a theory-practice gap. Acutely aware that when considering the wider context, current mainstream approaches to coach education are largely inefficient in overcoming a hardened realism gained in the field. Through presenting Mark (coach) as 'theoretical negotiator', this paper emphasizes the potency of experimenting with nuanced methods that can be part of an academic process to help shape more theoretically literate coaches.Keywords: constraints led approach (CLA); sport coaching; coach education; coach learning; theory-practice. IntroductionThe impact of coach education has received significant attention from the academic community in recent years (for example see: Cushion & Hull, 2013;Nelson, Cushion & Potrac, 2012; Piggott, 2015; Cushion, Armour & Jones, 2003;Mallett, Trudel, Lyle & Rynne, 2009; Bush, Silk, Andrews & Lauder, 2013). Multiple criticisms have come to the fore, but in the main, it has been noted that attempts to provide sufficient learning opportunities in large scale coaching programmes through accumulating hours in practice, is at best considered dated (Piggott, 2012; Morgan, Jones, Gilbourne & Llewellyn, 2013). Despite these approaches being sanctioned by National Governing Bodies (NGB's), this linear process of 'brick by brick' development is responsible for producing a specific type of coach, one considered a kind of 'robotic practitioner' (Cassidy, 2004). It is still unclear as to how the current content of coach education actually leads to increased coach learning. Furthermore how we best educate coaches' remains an ongoing cause for concern (Cassidy, Potrac & McKenzie, 2006; Townsend & Cushion, 2015). Certainly in terms of how this learning transfers and remains robust in the 'real world' where very little impact has been reported (Piggott, 2012; Cushion & Hull, 2013). Moreover, when the critical indices of delivery, learning and impact, a "bleak situation" is acknowledged (Nelson, Cushion, and Potrac, 2013, p.205) and a gr...

show abstract

“…In this sense, Bunker and Thorpe (1982) created the TGfU model arguing that traditional approaches focused on teaching technical skills with an analytical approach, making it impossible for learners to generalize practice to real game conditions (Light, Harvey, & Mouchet, 2014). Furthermore, in the traditional model, sport sessions emphasize a skills-first approach where skills are learned before rules and game play are introduced, and its objective is to develop "technical proficiency" (Oslin & Mitchell, 2006:627).…”

Section: Introductionmentioning

confidence: 99%

The effects of a comprehensive teaching program on dribbling and passing decision-making and execution skills of young footballers

Pizarro

Domínguez

Sevil‐Serrano

et al. 2017

Kinesiology (Zagreb, Online)

View full text Add to dashboard Cite

Abstract:The importance of decision-making on what to do and skill execution within sport expertise has been emphasized in many research studies. Thus, the aim of this study was to assess the effect of a 22-session comprehensive teaching program on tactical behavior in agreement with different actions (passing and dribbling) in young footballers. This program was based on the Teaching Games for Understanding (TGfU) model (Bunker & Thorpe, 1982). A quasi-experimental design intervention was developed with nine footballers (U-12) over a 15-week period, which was divided into two phases: pre-intervention (comprised of six sessions and measured during three matches) and intervention (comprised of 22 sessions and measured during 12 matches). Two measures were carried out during the latter phase: an intermediate measure during the first 11 sessions and a final measure during the remaining 11 sessions. A total of 2 432 actions were observed (1 793 passes and 639 dribbling actions). Results showed a significant improvement in decision-making and skill execution capabilities after the 22, sessions but not after the first 11 sessions. In addition, differences were found between the two game actions, given that a significant improvement was encountered in both variables of the pass action, but only in the execution variable of the dribbling action. These findings highlight the need to know which type of action is going to be trained (more tactical or technical) in order to adapt the training session methodology. It also seems that, for the teaching program to be effective, it should be applied over a longer timeline of at least 22 sessions.

show abstract

Improving ‘at-action’ decision-making in team sports through a holistic coaching approach

Cited by 88 publications

References 37 publications

Learning Through Experience: The Influence of Context on the Development of Rugby Coaches� Beliefs and Practice

Learning Through Experience: The Influence of Context on the Development of Rugby Coaches� Beliefs and Practice

A little less conversation; a little more (relational) action please. A fictional dialogue of integrating theory into coaching practice

The effects of a comprehensive teaching program on dribbling and passing decision-making and execution skills of young footballers

Contact Info

Product

Resources

About