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

Abstract

Recent studies have highlighted the complexities of implementing Teaching Games for Understanding (TGfU) variations, such as the Tactical Games Approach (TGA), within coaching practice. The primary purpose of this study was to implement the TGA approach in a primary school junior rugby union club and to identify the issues encountered by the coach whilst planning, designing and conducting the sessions. The data were collected through personal reflection and participant interviews, and analysed using an inductive coding method to establish principal themes. The results highlighted the main challenges for the coach revolved around being less plan dependent, developing a facilitator role to support players' learning, and allowing sufficient time for players to apply the knowledge in the game. It is suggested that if TGfU or variations such as TGA are to be used in practice, coach education programmes should provide strong initial peer-based support to ensure effective implementation by coaches.